MOBILE LEARNING:
A STUDY ON THE FEASIBILITY OF USING
SMARTPHONES IN
LANGUAGE LEARNING AMONG IIUM
STUDENTS
ENGL 4740
COMPUTER
APPLICATIONS IN LANGUAGE STUDIES
PREPARED BY:
MUHAMMAD AZWAN
BIN SHARI (1016987)
MADIHAH BINTI
MOHD IZAM (1016070)
NABILAH SYAZA BT
MOHAMAD SHUKRI (1017612)
SITI SYAIRAH BT
FAKHRUDDIN (1018160)
PREPARED FOR:
DR. ROZINA ABDUL
GHANI
INTERNATIONAL
ISLAMIC UNIVERSITY MALAYSIA
CHAPTER 1: INTRODUCTION
1.1
Background Study
Most students nowadays are busy going
here and there doing their own business. Some are hurrying for attending
classes, meeting, programme and so forth. At a closer look, an observer would
realize that each of them is not necessarily carrying books, bag or something
else but all of them will surely bring their phone together and they will never
left the phone behind.
Through
the advancement and evolution of technology in current era and their
affordability, mobile devices have transformed from a mean of communication to
tools for socialization, entertainment, work and learning. Starting from the
invention made by Alexander Graham Bell, phones had evolve from a massive chunk
of device, to a smaller device yet with greater applications. The evolution of
phones does not only affects it shape and size, but also affects its function
and usage.
About
a century ago, communication via telephone is only used as a tool of
communication with people especially from the remote areas. However, as time
pass by, the capability of the telephone had expanded to support other
characteristics as well. The invention of phones has also triggered the
invention of other mobile devices that has now become a major necessity in
humans’ life. In 1970, an American computer scientist Alan Kay made use
Dynabooks for education and learning. Together with his coworkers, they
proposed that these big-size computers to be “a personal computer for children
of all ages”. The concept of the Dynabook later laid to the groundwork for the
modern laptops. Although the Dynabook was never created, but it had led to the
creation of the Xerox Alto and offered children the access to learning in the
form of digital media (eCollegeFinder, 2014).
Today,
mobile devices combine the features of traditional telephone to create phones
which has the features like a personal computers known as smartphones and tabs.
Other mobile devices also includes PDA’s, laptops, MP3 players, hand held
gaming systems (PSP and Nintendo) and many more. Most devices have been used by
all people regardless of their age and places either young or old, teachers or
students, at home or office as well as in school. This phenomenon has led to a
new culture in learning known of mobile learning.
Mobile learning can be defined as the process
of acquiring knowledge from a device that is portable and movable allowing the
process of learning to take place anytime and anywhere. Research on mobile
learning has been done from numerous angles and from a range of fields which
include language, information and communication technologies (ICT) and many
more. Its practicality it aiding the process of learning has become a topic of interest
for most researches and also the topic of interest for this paper. Among the
most popular mobile devices used by students in M-learning includes Android OS
devices, Blackberries, iPads and iPhones. Thus, this paper aims to investigate
the feasibility of using mobile devices especially smartphones in mobile
language learning.
1.2 Problem Statement
In
the twenty first century, smartphones are rapidly changing the roles of
educators and students with the innovation of smartphones than has the function
beyond calling and texting. Students are increasingly purchasing and using
smartphones and had made it as an essential part of their life. Students are
carrying these devices everywhere and always with them. Thus, this phenomenon
have prompted researchers’ interest on the feasibility of smartphones as a new
medium for language learning. Several studies have been done in recognizing the
potential of smartphones as another medium of language learning. Students’
awareness on the numerous possibility of using smartphones as a medium of
language learning is one of the topic of interest in this study. Despite the
endless possibility posed by smartphones in aiding language learning, it is
different from traditional learning environment. The effectiveness of using
smartphones in language learning might differ from the traditional method in
learning language. The idea of replacing traditional method of learning with
smartphones and its reliability in assisting language learning remains an issue.
1.3 Research Questions
This
study attempts to answer the following questions:
1. How do smartphones help in engaging
students in language learning?
2. How do Smartphones help to improve
student's language competency?
3. What
are the perception of students towards the usage of mobile devices in language learning?
1.4 Research Objectives
The
study aims to:
1.
Examine the ways smartphones help
students to engage in language learning
2.
Identify the ways smartphones help in
improving students’ language competency
3.
Explore the students’ perceptions toward the usage of smartphones in language
learning.
1.5 Significance
The
study will benefit not just university students but even other students who are
using/not using smartphones as the findings will make them aware that
smartphones are not just being used for communication purposes but, the
technology also has the capabilities like a laptop where one can download apps
or surf the Internet to find specific pages that provide them to learn a
language. They will also stay the chance to experience for themselves whether
they are comfortable in using smartphones for language learning purposes.
The
findings will also help android/apple application and website developers to
develop applications and websites suitable for language learning based on
students’ needs so that they will be able to attract more users to the
software. In addition, the government will be able to widely introduce and promote
the usage of mobile learning (specifically smartphones) to university students
and maybe to school students as well. At the same time, the ministry of higher
education can also add a new course to the TESL programme specifying on Mobile
learning for language learning.
1.6 Literature Review
Warschauer (1996) provides a brief overview of
how computers have been used and are being used for language teaching. His
article focusses on the pedagogical questions that teachers have considered in
using computers in the classroom. In spite of the apparent advantages of
hypermedia for language learning, multimedia software has so far failed to make
a major impact. First, there is the question of quality of available programs.
Most teachers lack the training or the time to make even simple programs, let
alone more complex and sophisticated ones such as Dustin. In addition, the cost
involved in developing quality programs can put them out of the market of most
English teaching programs. Lastly, today's computer programs are not yet
intelligent enough to be truly interactive. A program like Dustin should
ideally be able to understand a user's spoken input and evaluate it not just
for correctness but also or appropriateness. However, the history of CALL
suggests that the computer can serve a variety of uses for language teaching.
It can be a tutor which offers language drills or skill practice; a stimulus
for discussion and interaction; or a tool for writing and research.This matter
had led to the development of a new field of knowledge known as MALL (Mobile
Language Learning).
Kurtz
(2012) study on ways of English language learners’ usage on smartphones in
assisting their language learning. The participant involved in this study are
three non-native speakers of English who have completed the smartphone using
logs and were interviewed for six-week to understand their attitudes and habits
regarding their smartphone use. The study was to identify the twenty first
century language learners about their use of smartphones so that their usage
may be understood. The study identified that these learners made regular use of
the smartphone as a dictionary, as a study tool for standardized tests and for
communication purposes across various times and locations. The study had
limitation because the sample was too little to represent the majority of the
people. The researcher also had limitation of accessing the participant’s
actual use because of the privacy concern from the participant.
Mobile
technologies are quickly attracting new users, providing increasing ability and
as well as allowing stylish use. These impacts enable new context of learning.
According to Kukulska-Hulme& Shield (2008) as cited by Viberg and Bronlund
(2012) the integration of such technologies into teaching and learning has been
more gradual, as educators need to understand how they can be effectively used
to support various kinds of learning and develop effective methods and
materials for mobile assisted language learning (MALL), a special
specialization of mobile learning (mLearning). Huang et al. (2012) as cited by
Viberg and Bronlund (2012) stated that mobile technologies provide many
advantages like flexibility, low cost, small size and user friendliness, some researchers
are exploring how to use technology to support language learning.
Pollara
(2011) used a mixed-methods study to investigate how undergraduate students are
using mobile devices for learning both inside and outside the classroom and how
actual student use compares to faculty perceptions of student use. Faculty and
student perceptions regarding the impact that the use of mobile devices would
have on student learning, participation and engagement were also examined.
Finally, the study explored the potential for adoption of mobile device use in
the classroom. Data were collected through a survey administered to university
faculty and undergraduate students and through interviews conducted with
representative samples from both groups. Results suggest that faculty
perceptions about student use do not match actual student use of mobile devices.
While faculty believe students are primarily using mobile devices to socialize,
students report that they are performing a wide variety of educational tasks.
Although some instructors ban the use of mobile devices in the classroom and
prefer mobile learning to remain outside the classroom, students believe that a
more formal use both inside and outside the classroom could be beneficial.
Students seem more ready to adopt the use of mobile devices for learning while
faculty are concerned that devices may be distracting and limiting.
It
is true from the above review that all studies were conducted to identify the
usage of CALL and MALL in aiding language learning. These studies also
investigate the limitations and perceptions that students have towards mobile
learning. However, no research has been conducted to investigate IIUM students’
perceptions in particular towards mobile learning.
CHAPTER 2: METHODOLOGY
Using
elements of the preceding literature review as a framework, this study focuses
on using smartphones in language learning. A thorough planning has been
organized on the methodology and the study research sequence, to ensure smooth
organization of the research. The methodology of this research contains four
sections. The first section is on the sample/participants chosen for the study,
the second section focuses on the framework, the third section is on the
research design/procedures used in conducting the study and the last section is
on the research method in which the study uses both qualitative and
quantitative research method.
2.1 Sample
A
total number of 150 samples within the International Islamic University
Malaysia community in Gombak campus will be chosen randomly to take part in the
study. They will consist of students from the department of English Language
and Literature, department of Arabic language and also from the Centre for
Languages and Pre-University Academic Development (CELPAD). Within the 150
respondents, they will be measured down to 50 students each in these different departments.
Respondents were chosen from the language courses as their courses focus mainly
on language learning and development.
2.2 Framework
The framework of the study is done based on the gaps made
by previous researchers.
-
2.3 Duration of Research
The
research will take place for six months equivalent to one semester.
2.4 Research Design/Procedures
The
questionnaire will be distributed directly through online by using Google Docs
(an online survey builder), to all 150 participants that were chosen randomly
among their respective department. The Internet will be used as the medium for
the respondents to answer the questionnaire so to get immediate feedback. Besides
that, the results can be easily analyzed by using specific software in the
Internet. After collecting all the results from all respondents, the results
will then be analyzed and percentages for all the answers to the questions will
be formed so to make the analysis easier and understandable.
For
the interview questions, an interview session will be conducted to all
respondents. The results of the interview will be collected and be analyzed
manually one by one.
2.5 Research Method
The
study uses a mixed-method in which both quantitative and qualitative research
methods were included. By using questionnaire, it enables us to measure what
the title is concerned about. The questionnaire was developed to suit the
objectives of the study and research questions.
The
questionnaire was divided into 3 sections. The first section asks respondents
on their demographic profile. The second section asks respondents about their
basic knowledge on smartphones. The third section contains six interview
questions which were developed in order to view students’ perceptions on how
smartphones help them in improving their language competency. This open ended
type interview questions provide students with the opportunity to share their
opinions, providing them with a bigger space to express their views since they
cannot express their own opinion in the closed-ended questions.
2.6 Matrix Table
RESEARCH QUESTION(S)
|
METHOD OF DATA COLLECTION
|
METHOD FOR DATA ANALYSIS
|
1.
How do smartphones help in engaging students in language learning?
|
Survey
Questionnaire
|
Google Docs
|
2.
How do smartphones help to improve student’s language competency?
|
Survey
Questionnaire
|
Google Docs
|
3.
What are the perceptions of students towards the usage of mobile devices in language
learning?
|
Interview
Questions
|
Analysed
manually
|
CHAPTER
3: EXPECTED FINDINGS
This
research paper expects majority of the IIUM students to own at least one smartphone
and have the basic knowledge on how to operate the phones. They are also
expected to know how to operate the applications available in smartphones that
may aid them in language learning. Besides that, among the expected responses
that we hope to receive are on the methods that may help them in achieving the
former statement. With the use of smartphones, we expect them to be able to
access online dictionary via the applications available. Among them is
Merriam-Webster dictionary, Oxford dictionary or they can simply search the
meaning via Google and other search engines.
Meanwhile,
for the interview questions, we are expecting the respondents to come out with
positive perceptions on the use of smartphones in language learning. We expect
students to have the awareness on the applications available in their
respective language courses and they have personally used those applications.
All in all, this research is expected to answer all the research questions
posed and will receive positive feedbacks from the respondents.
REFERENCES
Kurtz, Lindsey M., "Learning from
twenty-first century second language learners: A case study insmartphone use of
language learners"(2012). Graduate Theses and Dissertations.Paper
12669.
Mobile Learning & Online Education
(2014) from eCollegeFinder. Retrieved May 1, 2014 from
Pollara, P. (2011). Mobile learning in
higher education: A glimpse and a comparison of student and faculty readiness,
attitudes, and perceptions. Retrieved from
Student Survey: Mobile Devices in Learning.
(2014). Learning and Teaching With the Web. Retrieved May 3, 2014 from
Viberg, O. &Gronlund, A. (2012).
Mobile Assisted Language Learning: A Literature Review. Retrieved May 1, 2014
from
Warschauer M. (1996) "Computer
Assisted Language Learning: an Introduction". In Fotos S. (ed.) Multimedia
language teaching, Tokyo: Logos International: 3-20
APPENDIX 1
Questionnaire on
“Mobile Learning: A study on the feasibility of using smartphones in language
learning among IIUM students”
Dear
Respondents,
We
would like you to kindly answer this questionnaire to help us to complete our
research on “Mobile Learning: A study on the feasibility of using smartphones
in language learning among IIUM students”. Please answer all the questions
based on the instructions given. Your cooperation is kindly appreciated and all
the data will be kept confidential. The objectives of the research are stated
below. Thank You.
The
research objectives are set to:
1.
Examine the ways smartphones help students to engage in language learning
2.
Identify the ways smartphones help in improving students’ language competency
3.
Explore the students’ perceptions toward the usage of smartphones in language
learning.
Demographic Profile
This
section collects some of the demographic details of the respondents.
2. Gender:
Male
Female
3. Department/Centre:
Department of English language
and Literature
CELPAD
Department of Arabic Language
4. Year:
1st Year
3rd Year
2nd Year
4th Year
Section 1: Basic information on
smartphones
1. Do you have a smartphone?
Yes
No
2. What type of operating system
is your smartphone?
Android
Windows Phone 7
Apple IOS
Symbian
Windows Mobile
Blackberry
3. What do you use your
smartphone for?
Calls
Voice recorder
SMS
Internet
Camera
Application
MP3player
4. How often do you use your
smartphone to surf the web?
A few times per day
Very infrequently
Once a day
Not at all
Twice a week
Section 2: Ways smartphones help
students to engage in language learning and improving students’ language competency
5. Do you employ smartphones in
learning and for homework?
Everyday
A few times per week
Not at all
6. Do you want to use smartphones
in learning regularly?
Yes No
7. Are you comfortable to use
smartphone in learning language?
Yes No
8. I know how to…
access the Internet from a
smartphone
download mobile applications
(apps) on a smartphones
find the definition of a word
that I do not know on a smartphone
translate a sentence into
another language to a smartphone
9. Have you ever…
downloaded an application that
held you learn a language?
use your smartphone to look up
something that you do not know or do not understand in the class?
accessed an Educational
Management System (e.g Moodle) on your smartphone?
use your smartphone as a study
tool?
10. How do smartphone help you in improving your language competency?
With the help of an
online dictionary
Due to the
availability of language applications/ websites
Can check the correct
pronunciation of a word
Online exercises
APPENDIX 2
INTERVIEW QUESTIONS
1. What do you know about “mobile
learning”? Have you ever explored any mobile learning exercises?
2. How do you prefer smartphones
to be used in language classroom?
3. How do you like to see smartphone
(mobile learning) being incorporated into your language classroom?
4. Have you ever personally used
your smartphones for language learning? How? Are you aware of the applications
that are available in your language course?
5. Given your discipline/ subject
matter, do you think the use of smartphones could effectively help in achieving
the objective of your curriculum? Why and why not? Do you have any idea for
incorporating smartphones (mobile learning in the classroom)?
6. Do you think it is
possible to use smartphone for language learning purposes? Please state your
reasons.
You can simply view our presentation on this proposal at:
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