Optimizing EFL Learning: Digital Native Leverage Mobile-Assisted Language Learning (MALL)

Authors

  • Siti Saridah UIN Sunan Gunung Djati Bandung, Indonesia
  • Dedi Sulaeman UIN Sunan GunungDjati Bandung, Indonesia
  • Pepi Siti Faturohmah UIN Sunan Gunung Djati Bandung, Indonesia
  • Ruminda Ruminda UIN Sunan Gunung Djati Bandung, Indonesia

DOI:

https://doi.org/10.33394/jo-elt.v11i1.11342

Keywords:

Digital Native Learners, English Language Teaching, Mobile-Assisted Language Learning

Abstract

This study intends to explore the leverage of technology devices and their impact on the digital natives’ experiences in enhancing EFL learning using Mobile-Assested Language Learning (MALL). Pointedly, (1) how digital natives’ attitudes toward technology influence their use of smartphones for EFL learning, and (2) the effectiveness of MALL activities in boosting English skills.  Then, this research uses a narrative inquiry research design with in-depth interviews of six English teachers in various grades. By using thematic analysis revealed that digital natives enjoy the interactive nature of MALL activities and concern arose regarding their potential dependence on personal devices. The findings have been obtained to answer the questions that have been desired. (1) digital natives look to enjoy with MALL procedures; it narrates with digital natives’ interest and, (2) Mobile-Assisted Language Learning (MALL) offers digital natives particularly to access web-based learning and online learning courses. These provide audio-visual presentations that are helpful for digital natives to supercharge their English competencies with various activities. These findings ensure that Mobile-Assisted Language Learning (MALL) is a valuable potential tool in EFL classrooms, but careful attention to consideration for fostering responsible technology use in addressing potential distractions.

References

Aksenchuk, Kateryna; Metersky, Kateryna (2013). Patients’ Experiences of Interprofessional Care: A Narrative Inquiry. Toronto Metropolitan University. Thesis. https://doi.org/10.32920/ryerson.14653512.v1

Al-Kadi, A. (2018). A Review of Technology Integration in ELT: From CALL to MALL. Language Teaching and Educational Research, 1(1), 1–12.

Asih, N. P. R. T., Asni, M. F., & Widana, I. W. (2022). Profil Guru di Era Society 5.0. Widyadari, 23(1), 85–93. https://doi.org/10.5281/zenodo.6390955

Bastola, G. K. (2023). Narrative Inquiry as a Viable Method in Language Teaching Research: A Short Analytical Study. Gyanjyoti, 3(1), 12–23. https://doi.org/10.3126/gyanjyoti.v3i1.53032

Calderón-Garrido, D., Ramos-Pardo, F. J., & Suárez-Guerrero, C. (2022). The Use of Mobile Phones in Classrooms: A Systematic Review. International Journal of Emerging Technologies in Learning, 17(6), 194–210. https://doi.org/10.3991/ijet.v17i06.29181

Cameron, L. (2010). Children learning a foreign language. In Teaching Languages to Young Learners (pp. 1–20). chapter, Cambridge: Cambridge University Press.

Dashtestani, R. (2013). Implementing mobile-assisted language learning (MALL) in an EFL context: Iranian EFL teachers’ perspectives on challenges and affordances. The JALT CALL Journal, 9(2), 149–168. https://doi.org/10.29140/jaltcall.v9n2.153

Dewi Rakhmawati, I., Abdul Karim, S., & Riyadi Suryantara, P. (2023). Utilizing English Videos as Listening Instructional Media to Promote EFL Students’ Listening Proficiency. Al-Lisan, 8(1), 33–44. https://doi.org/10.30603/al.v8i1.3272

Držić, B. F., Seljan, S., Djigunović, J. M., Lasić-Lazić, J., & StanÄić, H. (2010) Teaching English for Special Purposes Aided by E-learning Platform. International Journal of Excellence in e-Learning, 4(1), 1-13.

Hafner, C. A. (2019). Digital Literacies for English Language Learners. In X. Gao (Ed.), Second Handbook of English Language Teaching (pp. 899-918). (Springer International Handbooks of Education). Springer. https://doi.org/10.1007/978-3-030-02899-2_46

Helsper, E.J. and Eynon, R. (2010), Digital natives: Where is the evidence?. British Educational Research Journal, 36, 503-520. https://doi.org/10.1080/01411920902989227

Hoi, V. N., & Mu, G. M. (2021). Perceived teacher support and students’ acceptance of mobile-assisted language learning: Evidence from Vietnamese higher education context. British Journal of Educational Technology, 52(2), 879–898. https://doi.org/10.1111/bjet.13044

Huang, Y. (2021). Research on Design and Application of Online English Education Platform Based on Web. International Journal of Antennas and Propagation, 1-10. https://doi.org/10.1155/2021/7648856

Isnawati, I. (2017). Students’ Views On The Use Of Book And Web-Based Materials For Their Elt Classes: A Study On Ict-Based Education In Indonesian Context. KnE Social Sciences, 1(3), 112. https://doi.org/10.18502/kss.v1i3.730

Jangjarat, Kris & Klayklung, Prapasiri & Chocksathaporn, Piyawatjana & Maskran, Prin. (2023). The Impact of Smart Education on Learning Outcomes in the Digital Era: A Systematic Review. 2. 1-9.

Kennedy Yamil. (2022). Enhancing Rural Students’ Speaking Skills Through Digital Story Video Production As Multimedia Technology-Assisted Project-Based Learning: Conceptual Paper. International Journal on E-Learning Practices (IJELP), 5, 88–97. https://doi.org/10.51200/ijelp.v5i.4103

Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142. https://doi.org/10.1016/j.tate.2017.06.001

Kivunja, C. (2014). Theoretical Perspectives of How Digital Natives Learn. International Journal of Higher Education, 3(1). https://doi.org/10.5430/ijhe.v3n1p94

Krasulia, A. (2018). Student’s perceptions of educational value and effectiveness of integrating electronic gadgets (mobile phones/tablets) with teaching-learning activities in an English as a foreign language classroom. The University of Tartu: Faculty of Social Sciences. https://core.ac.uk/download/pdf/187733089.pdf

Madill, A. (2012). Interviews and Interviewing Techniques. Foundations, Planning, Measures, and Psychometrics, 2, 225–246. https://doi.org/10.1037/XXXXX.XXX

Mathiyazhagan, T., & Nandan, D. (2010) Survey Research Method. Media Mimansa, 34-82.

Metruk, R. (2020). Confronting the challenges of MALL: Distraction, cheating, and teacher readiness. International Journal of Emerging Technologies in Learning, 2, 4–14. https://doi.org/10.3991/ijet.v15i02.11325

Moh abdul fattah. (2023). Kebijakan Pengembangan Guru Di Era Society 5,0. An-Nahdlah: Jurnal Pendidikan Islam, 2(3), 161–171. https://doi.org/10.51806/an-nahdlah.v2i3.62

Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A Step-by-Step Process of Thematic Analysis to Develop a Conceptual Model in Qualitative Research. International Journal of Qualitative Methods, 22, 1–18. https://doi.org/10.1177/16094069231205789

Nur, S., Makassar, U. N., Butarbutar, R., Musamus, U., Sri, M., Ardiningtyas, Y., Ypup, S., Andi, M., & Alimuddin, H. (2022). A systematic review on integrating MALL in English language teaching. ELT Worldwide: Journal of English Language Teaching, 9(1), 56–69. https://doi.org/10.26858/eltww.v9i1.30409

Pu, C. (2022). Design and Application of English Online Learning Platform. Wireless Communications and Mobile Computing, 2022. https://doi.org/10.1155/2022/9693192

Rahmawati, L., Ruminda, & Juhana. (2023). Empowering Students’ Integrated Language Skills Through the Use of Teachers’ Learning Videos in Blended Learning Class. Indonesian EFL Journal, 9(1), 53.

Sam, D. P., & Shalini, R. (2021). Limitations and Advantages in Implementing MALL in the Tertiary ESL Classrooms: A Review. International Journal of Recent Technology and Engineering (IJRTE), 9(5), 27–32. https://doi.org/10.35940/ijrte.e5097.019521

Shadiev, R., Liu, T., & Hwang, W. Y. (2020). Review of research on mobile-assisted language learning in familiar, authentic environments. British Journal of Educational Technology, 51(3), 709–720. https://doi.org/10.1111/bjet.12839

Sitompul, B. (2022). Kompetensi Guru dalam Pembelajaran di Era Digital. Jurnal Pendidikan Tambusai, 6(3), 13953–13960. https://doi.org/10.31004/jptam.v6i3.4823

Solihin, S. (2021). Using Mobile-Assisted Language Learning (MALL) to Teach English in Indonesian Context: Opportunities and Challenges. VELES Voices of English Language Education Society, 5(2), 95–106. https://doi.org/10.29408/veles.v5i2.3150

Subedi, K. R. (2021). Determining the Sample in Qualitative Research. Scholars’ Journal, 4(1), 1–13. https://doi.org/10.3126/scholars.v4i1.42457

Villamizar, A. G., & Mejía, G. (2019). Fostering learner autonomy and critical reflection through digital video-journals in a university foreign language course. Reflective Practice, 20(2), 187–200. https://doi.org/10.1080/14623943.2019.1575195

Downloads

Published

2024-06-28

How to Cite

Saridah, S., Sulaeman, D., Faturohmah, P. S., & Ruminda, R. (2024). Optimizing EFL Learning: Digital Native Leverage Mobile-Assisted Language Learning (MALL). Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 11(1), 46–54. https://doi.org/10.33394/jo-elt.v11i1.11342

Issue

Vol. 11 No. 1 (2024)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities “tacitly or explicitly“ of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and publishing agreement.

Copyright
Authors who publish with Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:

Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.