The advance of technology is changing the way lecturer interacts and teaches their students. The paper offer timeline review of important journal publications related with Mobile-Assisted Language Learning to investigate the effect of mobile devices in students’ English proficiency. Mobile devices are well known as gadget that has positive and negative effect for the students’ daily life and their ways of studying. As access to wireless networks is growing rapidly and ownership of devices that can communicate with such networks increases, the use of mobile devices to support language learning becomes ever more common. Conventional teaching methods are replaced by the modern and luxurious one where the students can easily access thousands of materials by their fingers tip.

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An Overview Of Mobile-Assisted Language Learning

The purpose of this paper is to investigate the views of freshmen on using their smartphones in learning English as a foreign language. The study was designed based on a quantitative associational ...

Mobile or hostile? Using smartphones in learning English as a foreign language11

Due to a range of different affordances, mobile technologies can be used pedagogically for language teaching and learning. However, the connection of technology to education needs to be gro...

A conceptual model for integrating affordances of mobile technologies into task-based language teaching

This paper provides a broad bibliometric overview of the important conceptual advances that have been published during COVID-19 within “e-learning in higher education.” E-learning as a concept has been widely used in the academic and professional communities and has been approved as an educational approach during COVID-19. This article starts with a literature review of e-learning. Diverse subjects have appeared on the topic of e-learning, which is indicative of the dynamic and multidisciplinary nature of the field. These include analyses of the most influential authors, of models and networks for bibliometric analysis, and progress towards the current research within the most critical areas. A bibliometric review analyzes data of 602 studies published (2020–2021) in the Web of Science (WoS) database to fully understand this field. The data were examined using VOSviewer, CiteSpace, and KnowledgeMatrix Plus to extract networks and bibliometric indicators about keywords, authors, organizations, and countries. The study concluded with several results within higher education. Many converging words or sub-fields of e-learning in higher education included distance learning, distance learning, interactive learning, online learning, virtual learning, computer-based learning, digital learning, and blended learning (hybrid learning). This research is mainly focused on pedagogical techniques, particularly e-learning and collaborative learning, but these are not the only trends developing in this area. The sub-fields of artificial intelligence, machine learning, and deep learning constitute new research directions for e-learning in light of COVID-19 and are suggestive of new approaches for further analysis.

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E-Learning Research Trends in Higher Education in Light of COVID-19: A Bibliometric Analysis

Emerging adult college students have developmental and educational needs which are unique to their phase of life. Emerging adults are also increasingly identified by their technology use and practices. Collegiate instructors will be better equipped for educating these individuals when armed with insights concerning emerging adults’ technology related practices. The purpose of this study is to examine academic and non-academic technology use by emerging adult college students. Survey results (N = 235) provide insights into emerging adult college student technology preferences and frequency of use for academic and non-academic purposes. This study found that emerging adult college students have distinct technology preferences and practices relating to both academic and non-academic use, and prefer contextualization of technology accordingly.

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Academic versus Non-Academic Emerging Adult College Student Technology Use.

This study investigates the perceptions and experiences of students regarding the various aspects of online education while studying at the Pakistani Higher Education Institutes (HEIs) and universities that shifted to online modes of instruction during the COVID-19 pandemic. The focus of this study was to identify the level of satisfaction of students with the support being provided to them by their institutes and instructors; the use of different modes of communication and assessment methods; and their home study environment. It also explored the positively and negatively influencing factors affecting online education, as perceived by them. An online questionnaire-based cross-sectional survey research design was chosen for conducting this study. Data were collected from 707 respondents belonging to various Pakistani HEIs and universities and analyzed using the SPSS software. The results revealed a considerable dissatisfaction among the study population regarding online education being provided to them during the COVID pandemic. The participants raised concerns over the lack of institutional support and the quality of online instruction. Other issues raised included unsuitable study environments, unavailability of electricity, and connectivity issues. Overall, the majority of the students indicated that they would not like to opt for online classes in the future once the pandemic was over.

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Students’ Perceptions and Experiences of Online Education in Pakistani Universities and Higher Education Institutes during COVID-19

This scientometric study examines the overall research trends, publication and citation structures, authorship and collaboration patterns, bibliographic coupling, and productivity patterns in the field of social support in education Bibliometric data consisting of 545 documents was retrieved from the Scopus database during a period of 43 years (1977–2020) on 1 January 2021 Data analysis was performed using various scientometric software including MS Excel, VOS Viewer, Biblioshiny, CiteSpace and ScientoPy The results of the study revealed that the first publication on this topic appeared in 1977, however, the major increase was observed during 2017–2020, whereas the maximum number of publications (N = 57) in a single year was published in the year 2020 Similarly, the highest number of citations (n = 1002) were observed in the year 1995 with an average of 334 citations per document The most productive countries were the United States (N = 194), the United Kingdom (N = 56), and Australia (N = 50 publications) Results further indicated that more than 507% of the research in the social support area was done in medicine Overall, the findings of the study reveal that most of the research in the aforementioned field originated from the developed countries which can be related to the developments in the medical field The study indicates the importance of social support in the educational context due to an increased trend of inclusion and diversity in the education field This research is the first bibliometric study in the field of social support in education

https://www.mdpi.com/2227-7102/11/4/149/pdf

A Scientometric Analysis of Forty-Three Years of Research in Social Support in Education (1977–2020)

Integration of technology in task-based language teaching (TBLT) has long been a source of attraction for language teachers (Pierson, 2015). In the case of developing countries, such as Pakistan, mobile phones are the modern form of technology commonly available at low cost to individuals as well as institutions. The present descriptive case study explores the impact of ubiquitous smartphones and a TBLT approach on students’ and teachers’ perception and motivation in improving English writing skills. A mixed method approach was used to explore the qualitative and quantitative data. Smartphones were used to complete writing tasks on blogs. The results of the study reveal that using smartphones, combined with a TBLT approach, created learning environments which promote self-confidence and interaction with the teacher and peers. It also helped the teacher in providing individual feedback to the students, improving students’ engagement in learning tasks as well as self-expression in English.

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Task-Based Language Teaching with Smartphones: A Case Study in Pakistan.

With the rapid penetration of technology in the lives of students, it has become important for educators to look for opportunities to enhance students’ engagement and achievement by integrating technology in education. However, deciding which technologies should be included is a big challenge for higher education institutes, particularly in developing countries with limited financial resources, such as Pakistan. As students’ non-educational use of technologies shapes their academic use of technology and learning process (Swanson & Walker, 2015), integrating students’ preferred technologies can help fulfil their educational needs and expectations. This paper investigates the digital practices of undergraduate students in a public university in Pakistan and examines the impact of gender, study major and medium of education on the use of digital devices by students. The data is drawn from 316 responses to an online survey, administered online. The results of the study reveal that although a substantial proportion of the students had access to digital tools such as smartphones and computers, there was limited use of them for educational purposes. The technology most extensively accessed by undergraduate students for this purpose was mobile phones. Use of university-provided computers and bringing their own computers/laptops to campus were much less popular choices. Further, most students were not sufficiently comfortable with their digital skills to use their devices for educational purposes, although many were interested in getting training in how they could do this.

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Revisiting the Digital Divide(s) : Technology-enhanced English Language Practices at a University in Pakistan

Exogenously-applied L-glutamic acid protects photosynthetic functions and enhances arsenic tolerance through increased nitrogen assimilation and antioxidant capacity in rice (Oryza sativa L.).

Shaista Rashid

Papers

Students’ Perceptions and Experiences of Online Education in Pakistani Universities and Higher Education Institutes during COVID-19

A Scientometric Analysis of Forty-Three Years of Research in Social Support in Education (1977–2020)

Task-Based Language Teaching with Smartphones: A Case Study in Pakistan.

Revisiting the Digital Divide(s) : Technology-enhanced English Language Practices at a University in Pakistan

Exogenously-applied L-glutamic acid protects photosynthetic functions and enhances arsenic tolerance through increased nitrogen assimilation and antioxidant capacity in rice (Oryza sativa L.).