HỌC TIẾNG ANH DI ĐỘNG: THANH THIẾU NIÊN VIỆT NAM ĐÃ TỰ CHỦ HỌC CHƯA?
Nội dung chính của bài viết
Tóm tắt
Bài viết trình bày kết quả thử nghiệm một ứng dụng học tiếng Anh di động có tên
M-learning với hơn 300 người học là học sinh phổ thông và sinh viên đại học. Sử dụng phương pháp thống kê mô tả và suy diễn để phân tích dữ liệu thu được từ hai đợt thử nghiệm ứng dụng, nghiên cứu cho thấy có sự khác biệt rất lớn về mức độ tham gia và hoàn thành các bài luyện có trong ứng dụng và tính tự chủ của đối tượng tham gia thử nghiệm còn hạn chế. Tuy nhiên, kết quả phân tích dữ liệu cho thấy có mối tương quan giữa số lần đăng nhập vào ứng dụng, hoàn thành bài luyện, hoàn thành câu hỏi, thời gian học và kết quả làm bài luyện. Nghiên cứu có ý nghĩa thực tế trong việc xây dựng và thử nghiệm ứng dụng di động học tiếng Anh cho thanh thiếu niên Việt Nam, đặc biệt là tầm quan trọng của việc hình thành, nuôi dưỡng và duy trì tính tự chủ của nhóm người học này.
Chi tiết bài viết
Từ khóa
ứng dụng di động, thử nghiệm, tính tự chủ, tiếng Anh, thanh thiếu niên Việt Nam
Tài liệu tham khảo
Ahn, T. Y., & Lee, S. M. (2016). User experience of a mobile speaking application with automatic speech recognition for EFL learning. British Journal of Educational Technology, 47(4), 778–786. https://doi.org/10.1111/bjet.12354
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.
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.