Open AccessJournal Article
Mobile-assisted grammar exercises: effects on self-editing in l2 writing
Zhi Li,Volker Hegelheimer +1 more
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TLDR
A mixed methods approach was chosen to investigate the effect of Grammar Clinic on the efficacy of ESL students’ self-editing as well as their perceptions of this mobile application as a tool to improve their English writing, and analyses show thatStudents’ performance on Grammar clinic assignments reflects their progress in selfediting.Abstract:
In this paper, we report on the development and implementation of a web-based mobile application, Grammar Clinic, for an ESL writing class. Drawing on insights from the interactionist approach to Second Language Acquisition (SLA), the Noticing Hypothesis, and mobile-assisted language learning (MALL), Grammar Clinic was designed as a series of outside-class grammar exercises in the format of sentence-level error identification and correction. 19 intermediate level ESL students at a large Midwestern American university used this mobile application in an English academic writing class during a 16-week semester. A mixed methods approach was chosen to investigate (a) the effect of Grammar Clinic on the efficacy of ESL students’ self-editing as well as (b) their perceptions of this mobile application as a tool to improve their English writing. Our analyses show that students’ performance on Grammar Clinic assignments reflects their progress in selfediting. This progress is seen in the positive correlation of the students’ Grammar Clinic performance with their gains on a grammar post-test, an increase of self-editing corrections, and a reduction in errors in the final drafts of two major paper assignments. The impact of this web-based mobile application was documented using qualitative data that considered the students’ use of and perception of Grammar Clinic.read more
Citations
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Review of research on mobile language learning in authentic environments
TL;DR: The results showed that there was increasing trend in the publications, and students’ perceptions towards mobile learning technologies and language proficiency were the most common research topics, whereas the most frequently used technologies were smartphones, mobile phones, and personal digital assistants.
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Acceptance and usage of mobile assisted language learning by higher education students
TL;DR: The study concludes that students enrolled in higher education in developing countries such as Colombia have a positive attitude towards MALL, however, an improvement of facilitating conditions, along with a more influential role of the educational community is needed for a successful MALL integration in education.
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Understanding higher education learners' acceptance and use of mobile devices for language learning: A Rasch-based path modeling approach
TL;DR: The modified version of the UTAUT was applied as an appropriate model for examining MALL acceptance, the improvement of technical and organizational supports, as well as the need for more empirical studies on the instructional approaches that foster the use of MALL, particularly in the context of a developing country like Vietnam.
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Use of a game-like application on a mobile device to improve accuracy in conjugating Spanish verbs
TL;DR: Investigation of the extent to which students of Spanish as a second language (L2) could improve accuracy in conjugating verbs found pre- and posttest results show that these activities helped students improve not only accuracy but also confidence in conjugal Spanish verbs.
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Integrating self-paced mobile learning into language instruction: impact on reading comprehension and learner satisfaction
TL;DR: The results revealed that the learners exposing to the MLI scored higher in the test than those with TLI, and they showed great satisfaction with the instruction integrating m-learning.
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