Email this article 
MOBILE-ASSISTED LANGUAGE LEARNING IN KOREAN LANGUAGE CLASSES: INDONESIAN UNDERGRADUATE STUDENTS’ EXPERIENCES AND PERCEPTIONS
Abstract
The ubiquitous presence of mobile devices has benefited the implementation of foreign language learning through Mobile-Assisted Language Learning (MALL). Previous research highlights the portability aspect of mobile devices such as smartphones that can lead to spontaneous, flexible, and personalized learning activities. However, challenges remain; particularly the connectivity issues. The present study seeks to continue the discussion by investigating 79 Indonesian undergraduate students’ experiences and perceptions of MALL in their Korean language classes. The data were obtained by distributing a questionnaire to the students. The validity and reliability coefficients were also measured. Interview sessions were conducted afterward with eleven students to dig for further explanations. The results demonstrate that most students used smartphones for sending messages to peers, checking notifications, accessing materials, submitting their work, and sending messages to lecturers. Regarding the applications used, they frequently utilized smartphones for accessing Google Classroom, Zoom, and WhatsApp during their Korean classes. The results also revealed that while they perceived MALL as useful and flexible for learning Korean toward increased language skills, motivation, autonomy, and critical thinking, technical problems, and connectivity issues remain to be the main challenges. This study discusses some concerns in implementing MALL and its implications for future research.
Keywords
Full Text:
PDFReferences
Amin, F. M., & Sundari, H. (2020). EFL students’ preferences on digital platforms during emergency remote teaching: Video conference, LMS, or messenger application? Studies in English Language and Education, 7(2), 362-378. https://doi.org/10.24815/siele.v7i2.16929
Burston, J., & Giannakou, K. (2022). MALL language learning outcomes: A comprehensive meta-analysis 1994–2019. ReCALL, 34(2), 147–168. https://doi.org/10.1017/S0958344021000240
Chinnery, G. M. (2006). Going to the MALL: Mobile-assisted language learning. Language Learning & Technology, 10(1), 9-16.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston, MA: Pearson Education.
Darsih, E., & Asikin, N. A. (2020). Mobile assisted language learning: EFL learners’ perceptions toward the use of mobile applications in learning English. English Review: Journal of English Education, 8(2), 183-194. https://doi.org/10.25134/erjee.v8i2.2999
Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted language learning: A cross-national study. Computer Assisted Language Learning, 26(3), 197-213. http://doi.org/10.1080/09588221.2011.649485
Huang, M., Shi, Y., & Yang, X. (2020). Emergency remote teaching of English as a foreign language during Covid-19: Perspectives from a university in China. International Journal of Educational Research and Innovation, 15, 400-418. https://doi.org/10.46661/ijeri.5351
Hwang, G.-J., & Fu, Q.-K. (2018). Trends in the research design and application of mobile language learning: a review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4), 567–581. https://doi.org/10.1080/10494820.2018.1486861
Ilic, P. (2021). Mobile collaborative activities and learner metacognition. In V. Morgana & A. Kukulska-Hulme (Eds.), Mobile assisted language learning across educational contexts (pp. 101-121). New York, NY: Routledge.
Jarvis, H., & Achilleos, M. (2013). From computer assisted language learning (CALL) to mobile assisted language use (MALU). TESL-EJ, 16(4), 1-18.
Kacetl, J., & Klímová, B. (2019). Use of smartphone applications in English language learning – A challenge for foreign langauge education. Education Sciences, 9(3), 179. https://doi.org/10.3390/educsci9030179
Kamasak, R., Özbilgin, M., Atay, D., & Kar, A. (2020) The effectiveness of mobile-assisted language learning (MALL): A review of the extant literature. In A. S. Moura, P. Reis, & M. N. D. S. Cordeiro (eds.), Handbook of research on determining the reliability of online assessment and distance learning (pp. 194–212). Hershey: IGI Global. https://doi.org/10.4018/978-1-7998- 4769-4.ch008
Kukulska-Hulme, A. (2020). Mobile-assisted language learning. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-9). John Wiley & Sons, Ltd.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning. ReCALL, 20(3), 271-289. https://doi.org/10.1017/S0958344008000335
Miangah, T. M., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems, 3(1), 309-319. https://doi.org/10.5121/ijdps.2012.3126
Nuraeni, C. (2021). Maximizing mobile-assisted language learning (MALL) amid Covid-19 pandemic: Teachers’ perception. Metathesis: Journal of English Language Literature and Teaching, 5(1), 11-18. http://doi.org/10.31002/metathesis.v5i1.3336
Procee, H. (2006). Reflection in education: A Kantian epistemology. Educational Theory, 56(3), 237-253. https://doi.org/10.1111/j.1741-5446.2006.00225.x
Rahyaputra, V. (2018). Kumpulan ulasan politik, ekonomi, dan gaya hidup era digital [An edited collection of review of politics, economy, and lifestyle in the digital era]. Jakarta: Ministry of Communication and Information of Republic of Indonesia.
Rüschoff, B. (2003). New technologies and language learning: Theoretical considerations and practical solutions. In B. Rüschoff et al. (Eds.), Information and communication technologies in vocationally oriented language learning (pp. 13 – 31). Kapfenberg: Council of Europe Publishing.
Luque-Agulló, G., & Martos-Vallejo, N. (2015). Mobile learning in the foreign language classroom. Huarte de San Juan. Filología y Didáctica de la Lengua, 15, 79-103.
Shu, G., Chwo, M., Marek, M. W., & Wu, W. V. (2018). Meta-analysis of MALL research and design. System, 74, 62–72. https://doi.org/10.1016/j.system.2018.02.009
Smoyer, A. B., O'Brien, K., & Rodriguez-Keyes, E. (2020). Lessons learned from COVID-19: Being known in online social work classrooms. International Social Work, 63(5), 651-654. https://doi.org/10.1177/0020872820940021
Upor, R. A. (2021). Rethinking teaching and learning language in the new era: Lessons from the COVID-19 pandemic in Tanzania. LLT Journal: A Journal on Language and Language Learning, 24(2), 574-596. https://doi.org/10.24071/llt.v24i2.3262
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Zheng, L., & Yu, J. (2016). Exploring the behavioral patterns of co-regulation in mobile computer-supported collaborative learning. Smart Learning Environments, 22(1), 1-22. https://doi.org/10.1186/s40561-016-0024-4
DOI: https://doi.org/10.24071/llt.v26i2.5724
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Arif Husein Lubis, Risa Triarisanti, Didin Samsudin, Velayeti Nurfitriana Ansas
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
LLT Journal Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024
This work is licensed under CC BY-SA.
Creative Commons Attribution-ShareAlike 4.0 International License
LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.