Applying MALL to an EFL Listening and Speaking Course: An Action Research Approach

Autor/in	Xu, Qi
Titel	Applying MALL to an EFL Listening and Speaking Course: An Action Research Approach
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 19 (2020) 4, S.24-34 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Xu, Qi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-7242
Schlagwörter	Computer Assisted Instruction; Second Language Learning; Second Language Instruction; English (Second Language); Handheld Devices; Telecommunications; Online Courses; Computer Software; Intervention; Teaching Methods; Action Research; Student Attitudes; Language Tests; Language Proficiency; Integrated Learning Systems; Business English; Learning Processes; Majors (Students); Undergraduate Students; Speech Communication; Listening Comprehension; Foreign Countries; China + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Telekommunikationstechnik; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Schülerverhalten; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Business; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Learning process; Lernprozess; Hörverständnis; Ausland
Abstract	The study adopted an action research approach to investigate mobile-assisted language learning (MALL) teaching and learning processes in an English-as-a-foreign-language (EFL) listening and speaking course at a Chinese university. The study participants were 61 students majoring in business English. For this study, an English-learning application, Keke, was integrated with MALL exercises. Data were collected using questionnaires, reflective journals, interviews, and pre- and post-study proficiency tests. The results of two action research cycles revealed that students' attitudes toward MALL listening and speaking practices became more positive after certain changes were made to the intervention in Cycle 2; these changes included various types of mobile-assisted exercises, enhancements for teacher monitoring, and the incorporation of an online learning management application. Students made significant progress in English listening, but not in speaking. This study, therefore, has pedagogical implications for the use of MALL in facilitating EFL listening and speaking education. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01