University of Groningen A Holistic Person-Centred Approach to Mobile Assisted Language Learning Peng, Hongying

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A Holistic Person-Centred Approach to Mobile Assisted Language Learning

Peng, Hongying

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10.33612/diss.172696334

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Peng, H. (2021). A Holistic Person-Centred Approach to Mobile Assisted Language Learning. University of Groningen. https://doi.org/10.33612/diss.172696334

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APPENDIX A

Empirical studies included in

meta-synthesis

Alkhezzi, F., & Al-Dousari, W. (2016). The impact of mobile learning on ESP learners' performance. Journal of Educators Online, 13(2), 73–101.

Andujar, A. (2016). Benefits of mobile instant messaging to develop ESL writing. System, 62, 63–

76.

Awada, G. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward learning. Cogent Education, 3(1), 1264173.

Cavus, N., & Ibrahim, D. (2017). Learning English using children's stories in mobile devices. British Journal of Educational Technology, 48(2), 625–641.

Chen, C. M., Tan, C. C., & Lo, B. J. (2016). Facilitating English-language learners' oral reading fluency with digital pen technology. Interactive Learning Environments, 24(1), 96–118. de la Fuente, M. J. (2014). Learners’ attention to input during focus on form listening tasks: The

role of mobile technology in the second language classroom. Computer Assisted Language Learning, 27(3), 261–276.

Hsieh, C. J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21.

Hwang, W. Y., Chen, H. S., Shadiev, R., Huang, R. Y. M., & Chen, C. Y. (2014). Improving English as a foreign language writing in elementary schools using mobile devices in familiar situational contexts. Computer Assisted Language Learning, 27(5), 359–378.

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Hwang, W. Y., Shih, T. K., Ma, Z. H., Shadiev, R., & Chen, S. Y. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639–657.

Lan, Y. J., & Lin, Y. T. (2016). Mobile seamless technology enhanced CSL oral communication. Journal of Educational Technology & Society, 19(3).

Liakin, D., Cardoso, W., & Liakina, N. (2017). The pedagogical use of mobile speech synthesis (TTS): Focus on French liaison. Computer Assisted Language Learning, 30(3–4), 325–342. Saran, M., Seferoglu, G., & Cagıltay, K. (2009). Mobile assisted language learning: English

pronunciation at learners' fingertips. Eurasian Journal of Educational Research (EJER), 34. Sun, Z., Lin, C. H., You, J., Shen, H. J., Qi, S., & Luo, L. (2017). Improving the English-speaking

skills of young learners through mobile social networking. Computer Assisted Language Learning, 30(3–4), 304–324.

Tsai, Y. R., & Talley, P. C. (2014). The effect of a course management system (CMS)-supported strategy instruction on EFL reading comprehension and strategy use. Computer Assisted Language Learning, 27(5), 422–438.

Wang, Y. H. (2017). Integrating self-paced mobile learning into language instruction: Impact on reading comprehension and learner satisfaction. Interactive Learning Environments, 25(3), 397–411.

Wood, C., Jackson, E., Hart, L., Plester, B., & Wilde, L. (2011). The effect of text messaging on 9-and 10-year-old children's reading, spelling 9-and phonological processing skills. Journal of Computer Assisted Learning, 27(1), 28–36.

Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339–352.

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APPENDIX B

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Using mobile devices for informal language learning (You can have more than one choice

for each question unless specified differently; you may add necessary information if requested) 1. Among the following mobile devices, which one(s) do you currently use?

(1) mobile phones (e.g., iPhone) (3) laptops

(5) PDA (e.g., palmtops) (7) others ____ (please specify)

(2) Tablet PC (e.g., iPad) (4) hand-held electronic dictionary (6) MP3/MP4 (e.g., iPod)

2. Which one(s) do you think are most useful for language learning/using? (1) mobile phones (e.g., iPhone)

(3) laptops

(5) PDA (e.g., palmtops) (7) others ____ (please specify)

(2) Tablet PC (e.g., iPad) (4) hand-held electronic dictionary (6) MP3/MP4 (e.g., iPod)

3. Using mobile devices, I have access to the following materials to practice my English reading skill in my spare time

(1) language learning websites

(3) e-books (e.g., literature reading) (4) English news (e.g., BBC, VOA)

(6) language learning Apps (8) Google/ Facebook/ Twitter

(2) WeChat Public Platform (personal blog on WeChat)

(5) Microblogging (7) academic articles (9) others ____ (please specify) 4. How long do you use the above reading materials per day? (one choice only) (1) no time spent

(3) ten to thirty minutes (5) one to two hours

(2) within ten minutes (4) thirty minutes to one hour (6) more than two hours

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5. Using mobile devices, I have access to the following materials to practice my English listening skill in my spare time

(1) English news (e.g., BBC, VOA)

(3) English movies, TV series, cartoons (5) English video clips

(7) Google/ Facebook/ Twitter

(2) WeChat Public Platform (4) English songs

(6) language learning Apps (8) others _____ (please specify) 6. How long do you use the above listening materials per day? (one choice only) (1) no time spent

7. Using mobile devices, I have access to the following materials to practice my English speaking skill in my spare time

(1) English movies, TV series, Cartoons (3) language learning Apps (5) Voice chatting over phones/ WeChat/ Skype

(2) English songs

(4) WeChat Public Platform (6) others _____ (please specify)

8. How long do you use the above speaking materials per day? (one choice only) (1) no time spent

9. Using mobile devices, I have access to the following materials to practice my English writing in my spare time

(1) text chatting in WeChat or Skype (3) emails

(5) Facebook/Twitter/Messenger

(2) online forum (e.g., fanfiction) (4) blogs

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10. How long do you use the above writing materials per day? (one choice only) (1) no time spent

11. Using mobile devices, I have access to the following materials to practice language specific features (e.g., vocabulary, grammar, pronunciation) in my spare time

(1) dictionary (e.g., Oxford, Youdao) (3) WeChat Public Platform (5) language learning Apps

(2) translator (e.g., google, Youdao) (4) online concordancer

(6) others _____ (please specify) 12. How long do you use the above materials to learn vocabulary, grammar, pronunciation per

day? (one choice only)

(1) no time spent (2) within ten minutes (3) ten to thirty minutes (4) thirty minutes to one hour (5) one to two hours (6) more than two hours

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Learner Motivation and Emotion (1 for Strongly disagree/ Not at all, 2 for Disagree/ Not so much, 3

for Slightly disagree/ So-so, 4 for Slightly agree/ A little, 5 for Agree/ Quite a lot, 6 for Strongly agree/ Very much)

Ideal L2 Self (5 items, α = .894)

1. I can imagine myself speaking English as if I were a native speaker of English. 2. I can imagine myself speaking English with international friends or colleagues. 3. Whenever I think of my future career, I imagine myself using English.

4. I can imagine myself living abroad and using English effectively for communicating with the locals.

5. I can imagine myself writing English e-mails/letters fluently.

Ought-to L2 Self (6 items, α = .856)

6. I study English because my close friends think it is important. 7. If I fail to learn English, I’ll be letting my parents and teachers down.

8. I consider learning English important because my teachers think that I should do it.

9. Studying English is important to me in order to gain the approval of my peers/teachers/family/boss.

10. Learning English is necessary because people surrounding me expect me to do so.

11. Studying English is important to me because other people will respect me more if I have the knowledge of English.

L2 Learning Experience (Attitudes, 6 items, α = .866)

12. Do you like learning English?

13. Do you find learning English really interesting?

14. Do you think time passes faster while studying English?

15. Do you always learn English using mobile devices in your spare time. 16. Would you like to have more time learning English with mobile devices? 17. Do you really enjoy learning English on mobile devices?

Motivated Learning Behavior (8 items, α = .884)

18. I would like to spend lots of time studying English.

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20. The English information delivered by mobile devices looks appealing.

21. The way English is provided on the mobile devices keeps drawing my attention. 22. I would like to concentrate on studying English more than any other topics.

23. If my teacher would provide guidance on learning English with mobile technologies, I would love that.

24. If my teacher would give an optional assignment assisted by mobile devices, I would certainly do it.

25. I am prepared to expend a lot of effort in learning English.

L2 Anxiety (8 items, α = .889)

26. Even if I am well prepared for English class, I feel anxious about it. 27. I always feel that the other students speak the English better than I do. 28. I can feel my heart pounding when I'm going to be called on in English class. 29. I don't worry about making mistakes in English class (reverse-coded). 30. I feel confident when I speak in English class (reverse-coded). 31. I get nervous and confused when I am speaking in my English class. 32. I start to panic when I have to speak without preparation in English class. 33. It embarrasses me to volunteer answers in my English class.

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APPENDIX C

Interview questions (English version)

1. Can you name some IMLL activities that you would perform every day for your English learning?

2. Can you describe how you engage in those activities?

3. Tell me which English skill/aspect you feel has improved through your participation in those activities? For example, do you think those activities help you improve your English listening or not?

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