A Selection of Mobile Applications in Learning English between High and Low Proficient EFL Learners in a Thai Institute
Main Article Content
Abstract
Mobile learning is a new type of learning that allows learners to access any knowledge, skills, and numerous learning resources independently. It has become a helpful tool for language learners to develop their language skills since there are many kinds of free applications which learners can download and use anywhere and anytime. However, the language learners might be unwilling to use mobile applications if there is poor network connectivity, and the applications are not user-friendly and varied. The purposes of this study were to examine the students’ selection of mobile applications in learning English and to compare the differences between high and low proficient English learners in their application usage and their progress after using the applications. The participants were 105 second-year Business Japanese students at Thai-Nichi Institute of Technology. They consisted of 48 high proficient English learners and 57 low proficient English learners. A 38-item self-report questionnaire was used to collect the data. To analyze the data, descriptive statistics and independent-samples T-Test were used. The results revealed that the mobile applications the students preferred to use in order to learn English were Google Translate, Dictionaries, and YouTube. They used the applications for translating words and sentences from English into Thai the most (M = 4.18). Moreover, there was a significant difference between two groups of the students in acquiring new vocabulary at .05 significant level (p = .035).
Article Details
References
Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow: Pearson.
Bolliger, D. U., Mills, D., White, J. & Kohyama, M. (2015). Japanese students’ perceptions of digital game use for English-language learning in higher education. Journal of Educational Computing Research, 53(3), 384-408.
Chuachai, S. (2018). Using social media in blended learning. Journal of Industrial Education, 17(3), 214-221. Retrieved July 8, 2019, from https://www.tci-thaijo.org/index.php/JIE/article/view/147682
Crompton, H. (2013). A historical overview of m-learning: Toward learner-centered education. In Z. L. Berge & L. Y. Muilenburg, (Eds.), Handbook of Mobile Learning (pp. 3-14). New York: Routledge.
Davies, P. & Pearse, E. (2000). Success in English teaching. Oxford: Oxford University Press.
Electronic Transactions Development Agency (Public Organization) [ETDA]. (2018, August 11). Thailand internet user profile 2018. Bangkok: ETDA. https://www.etda.or.th/topics/thailand-internet-user-profile-2018.html
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon.
Kukulska-Hulme, A. (2013). Mobile-assisted language learning. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 3701-3709). Chichester: Blackwell.
Lefrere, P., Malley, C. O. & Sharples, M. (2004). Producing guidelines for learning, teaching, and tutoring in a mobile environment. Proceedings of The 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education, Taiwan, 173-176.
McCarthy, M. (2016). The cambridge guide to blended learning for language teaching. Cambridge: Cambridge University Press.
Nashwa-Ahmed, E. H. (2015). Mobile phones as useful language learning tools. European Scientific Journal, 11(16), 298-317.
Nunan, D. (1988). The learner-centred curriculum. Cambridge: Cambridge University Press.
Pegrum, M. (2014). Mobile learning: Languages, literacies and cultures. London: Macmillan.
Richards, J. C. (2001). Curriculum development in language teaching. New York: Cambridge University Press.
Richards, J. C. (2015). Keys issues in language teaching. Cambridge: Cambridge University Press.
Samarak, G., Wannapiroon, P. & Piriyasurawong, P. (2015). Development of blended learning model via social network by using case-based learning on video sharing for developing critical thinking skills. Technical Education Journal King Mongkut’s University of Technology North Bangkok, 6(1), 205-214.
Steel, C. (2012). Fitting learning into life: Language students’ perspectives on benefit of using mobile apps. In M. Brown, M. Hartnett & T. Stewart (Eds.), Future challenges and sustainable futures, Proceedings ascilite Wellington 2012. (pp.875-880). Retrieved August 11, 2019, from http://www.ascilite.org/conferences/Wellington12/2012/images/custom/steel%2C_caroline_-_fitting_learning.pdf
Walker, A. & White, G. (2013). Technology enhanced language learning: Connecting theory and practice. Oxford: Oxford University Press.