MOBILE ENGLISH LANGUAGE LEARNING: ARE VIETNAMESE TEENAGERS AND YOUNGSTERS AUTONOMOUS YET?
Main Article Content
Abstract
This paper presents the results of testing a mobile English language learning application called M-learning on over 300 secondary school and university students. Using descriptive and inferential statistical techniques to analyze the data collected from
two periods of testing the application, the study results indicated that there were large discrepancies among the users in their usage and completion of the learning tasks. Their learning autonomy was generally limited. However, there were large associations among the users’ login, completed tasks, questions, time on task and scores. The study offers some practical implications in the development and test of English language learning mobile applications for Vietnamese teenagers and youngsters, especially the importance of establishing, nurturing and maintaining their learning autonomy.
Article Details
Keywords
mobile application, test, autonomy, English, Vietnamese teenagers and youth
References
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Loc, V. V., Vu, N. N., & Linh, V. T. (2022). EFL students’ attitudes towards the ease-of-use mobile technology to learn English at a university in Vietnam. Advances in social science, education and humanities research, 261, 291–298. https://doi.org/10.2991/assehr.k.211224.028
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Ngo, C. L. (2018). A review of research in mobile assisted collaborative language learning. VNU Journal of Foreign Studies, 34(4), 71–82. https://doi.org/10.25073/2525-2445/vnufs.4282
Pallant, J. (2014). SPSS survival manual: A step by step guide to data analysis using SPSS (4th ed.). Allen & Unwin.
Phan, N. H. (2020). Nghiên cứu ứng dụng công nghệ nhận diện giọng nói vào việc xây dựng phần mềm hỗ trợ luyện tập phát âm tiếng Anh trên thiết bị di động (Mã số 10201) [Đề tài khoa học cấp Bộ]. Trường Đại học Bà Rịa - Vũng Tàu. http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/19869
Rad, H. S. (2021). Exploring use of mobile-mediated hybrid dynamic assessment in improving EFL learners’ descriptive writing skills. Computer Assisted Language Learning Electronic Journal, 22(1), 111–132.
Radin, J. (2017). Mobile assisted language learning: Advantages and use among different age groups. Scientific Bulletin of the Politehnica University of Timişoara Transactions on Modern Languages, 16(1), 79–92.
Samad, I. S., & Aminullah, A. (2019). Applying ELSA Speak software in the pronunciation class: Students’ perception. Edumaspul Jurnal Pendidikan, 3(1), 56–63. https://doi.org/10.33487/edumaspul.v3i1.85
Sutami, N. K. (2021). The use of ORAI mobile application to teach speaking in EFL classes. Journal of English Language Learning, 5(2), 68–84. https://doi.org/10.31949/jell.v5i2.3362
Thạch, P. N., Quân, Đ. Đ., Thắng, N. X., Quý, H., Hải, Đ. T., & Thành, T. M. (2021). Học tiếng Anh trên thiết bị di động của học sinh và sinh viên Việt Nam: Một nghiên cứu so sánh. Tạp chí Khoa học Ngoại ngữ, (67), 66-83. https://doi.org/10.56844/tckhnn.vi67.91
Tran, T. L. N. (2020). Perspectives and attitudes towards self-directed mall and strategies to facilitate learning for different learner groups. CALL-EJ, 21(3), 41–59. http://callej.org/journal/21-3/Tran2020.pdf
Vu, L., Thibeault, T., & Vu, P. (2021). Adopting speech recognition in EFL/ESL contexts: Are we there yet? Journal of Foreign Language Education and Technology, 6(1), 64–75.
Alouch, M., Ganapathy, M., & Lin, D. T. A. (2021). Using WhatsApp to promote ESL students’ writing. AJELP: Asian Journal of English Language and Pedagogy, 9(2), 54–65. https://doi.org/10.37134/ajelp.vol9.2.5.2021
Daly, N. P. (2022). Investigating learner autonomy and vocabulary learning efficiency with MALL. Language Learning and Technology, 26(1), 1–30. https://doi.org/10125/73469
Ebrahimi, M. (2022). Ubiquitous learning: The effect of LingAR application on EFL learners’ language achievement and the realization of their motivation towards mobile learning. Interactive Learning Environments, 1–19. https://doi.org/10.1080/10494820.2022.2041044
Elaish, M. M., Shuib, L., Ghani, N. A., & Yadegaridehkordi, E. (2019). Mobile English language learning (MELL): A literature review. Educational Review, 71(2), 257–276. https://doi.org/10.1080/00131911.2017.1382445
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Prentice-Hall.
Hanson, A. E. S., & Brown, C. M. (2020). Enhancing L2 learning through a mobile assisted spaced-repetition tool: An effective but bitter pill? Computer Assisted Language Learning, 33(1–2), 133–155. https://doi.org/10.1080/09588221.2018.1552975
Hilao, M. P., & Wichadee, S. (2017). Gender differences in mobile phone usage for language learning, attitude, and performance. Turkish Online Journal of Distance Education, 18(2), 68–79.
Hoi, V. N., & Mu, G. M. (2021). Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context. British Journal of Educational Technology, 52(2), 879–898. https://doi.org/10.1111/bjet.13044
Holec, H. (1981). Autonomy and foreign language learning. Pergamon Press.
Jaelani, A., & Adung, N. (2022). The use of mobile-assisted language learning to promote learner autonomy in the EFL speaking context. Journal of English Education, 8(1), 17. https://doi.org/10.30606/jee.v8i1.1284
Jansen, R. S., van Leeuwen, A., Janssen, J., Kester, L., & Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education, 29(1), 6-27. https://doi.org/10.1007/s12528-016-9125-x
Keerthiwansha, N. W. B. S. (2018). Artificial intelligence education (AIEd) in English as a second language (ESL) classroom in Sri Lanka. International Journal of Conceptions on Computing and Information Technology, 6(1), 31–36.
Keezhatta, M. S., & Omar, A. (2019). Enhancing reading skills for Saudi secondary school students through mobile assisted language learning (MALL): An experimental study. International Journal of English Linguistics, 9(1), 437–447. https://doi.org/10.5539/ijel.v9n1p437
Kholis, A. (2021). Elsa Speak app: Automatic speech recognition (ASR) for supplementing English pronunciation skills. Pedagogy: Journal of English Language Teaching, 9(1), 01-14. https://doi.org/10.32332/joelt.v9i1.2723
Kim, Y. J. (2017). The effects of mobile-assisted language learning (MALL) on Korean college students’ English-listening performance and English-listening anxiety. In Proceedings of the 8th International Conference on Languages, Social Sciences, Education and Interdisciplinary Studies (pp. 277–298). Higher Education and Innovation Group. http://heaig.org/images/proceedings_pdf/H12174241.pdf
Li, R. (2022). Effects of mobile-assisted language learning on EFL/ESL reading comprehension. Educational Technology & Society, 25(3), 15–29. https://www.jstor.org/stable/48673721
Loc, V. V., Vu, N. N., & Linh, V. T. (2022). EFL students’ attitudes towards the ease-of-use mobile technology to learn English at a university in Vietnam. Advances in social science, education and humanities research, 261, 291–298. https://doi.org/10.2991/assehr.k.211224.028
Loi, N. V. (2016). Learner autonomy in Vietnam: Insights from English language teachers’ beliefs and practices. In R. Barnard & J. Li (Eds.). Language learner autonomy: Teachers’ beliefs and practices in Asian contexts (pp. 1–22). IDP Education Phnom Penh.
Ngo, C. L. (2018). A review of research in mobile assisted collaborative language learning. VNU Journal of Foreign Studies, 34(4), 71–82. https://doi.org/10.25073/2525-2445/vnufs.4282
Pallant, J. (2014). SPSS survival manual: A step by step guide to data analysis using SPSS (4th ed.). Allen & Unwin.
Phan, N. H. (2020). Nghiên cứu ứng dụng công nghệ nhận diện giọng nói vào việc xây dựng phần mềm hỗ trợ luyện tập phát âm tiếng Anh trên thiết bị di động (Mã số 10201) [Đề tài khoa học cấp Bộ]. Trường Đại học Bà Rịa - Vũng Tàu. http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/19869
Rad, H. S. (2021). Exploring use of mobile-mediated hybrid dynamic assessment in improving EFL learners’ descriptive writing skills. Computer Assisted Language Learning Electronic Journal, 22(1), 111–132.
Radin, J. (2017). Mobile assisted language learning: Advantages and use among different age groups. Scientific Bulletin of the Politehnica University of Timişoara Transactions on Modern Languages, 16(1), 79–92.
Samad, I. S., & Aminullah, A. (2019). Applying ELSA Speak software in the pronunciation class: Students’ perception. Edumaspul Jurnal Pendidikan, 3(1), 56–63. https://doi.org/10.33487/edumaspul.v3i1.85
Sutami, N. K. (2021). The use of ORAI mobile application to teach speaking in EFL classes. Journal of English Language Learning, 5(2), 68–84. https://doi.org/10.31949/jell.v5i2.3362
Thạch, P. N., Quân, Đ. Đ., Thắng, N. X., Quý, H., Hải, Đ. T., & Thành, T. M. (2021). Học tiếng Anh trên thiết bị di động của học sinh và sinh viên Việt Nam: Một nghiên cứu so sánh. Tạp chí Khoa học Ngoại ngữ, (67), 66-83. https://doi.org/10.56844/tckhnn.vi67.91
Tran, T. L. N. (2020). Perspectives and attitudes towards self-directed mall and strategies to facilitate learning for different learner groups. CALL-EJ, 21(3), 41–59. http://callej.org/journal/21-3/Tran2020.pdf
Vu, L., Thibeault, T., & Vu, P. (2021). Adopting speech recognition in EFL/ESL contexts: Are we there yet? Journal of Foreign Language Education and Technology, 6(1), 64–75.