Enhancing Secondary Education Viewing Skills Through Differentiated Mobile Learning: A Lesson Learned from Teachers’ Perspective

Authors

  • Intan Widora Yogyakarta State University, Indonesia http://orcid.org/0009-0009-2428-7767
  • Muhamad Laudy Armanda Yogyakarta State University, Indonesia
  • Yuyun Yulia Yogyakarta State University, Indonesia
  • Agatha Christiyanti Manullang Yogyakarta State University, Indonesia

DOI:

https://doi.org/10.33394/jollt.v13i2.13338

Keywords:

21st century skills, Differentiated learning, Mobile learning, Viewing skills, Critical thinking skill

Abstract

The proliferation of mobile learning has introduced a wide range of educational apps and flexible learning supports, extending education beyond traditional constraints of time and location. While mobile learning has proven effective for language acquisition, its potential extends into areas of digital engagement critical to modern education. Differentiated instruction, essential for personalized learning, can particularly benefit from mobile learning platforms, as demonstrated in this study’s focus on viewing skills, a component highlighted in Indonesia’s Independent Curriculum but less explored in research. This qualitative study reflects on English teachers' experiences using mobile learning to teach viewing skills to secondary students across Indonesia, utilizing interviews, focus groups, and digital artefacts to gather insights. Findings reveal that mobile learning facilitates differentiated instruction in viewing skills, fosters student motivation and critical thinking, enhances digital literacy, and requires teacher strategies to mitigate distractions. These results suggest that structured mobile learning integration can effectively promote differentiated learning across diverse skills, offering educators a flexible tool for skill-specific instruction.

Author Biographies

Intan Widora, Yogyakarta State University

English Education Department, Faculty of Language, Arts, and Culture, Yogyakarta State University, DI Yogyakarta, Indonesia

Muhamad Laudy Armanda, Yogyakarta State University

English Education Department, Faculty of Language, Arts, and Culture, Yogyakarta State University, DI Yogyakarta, Indonesia

Yuyun Yulia, Yogyakarta State University

English Education Department, Faculty of Language, Arts, and Culture, Yogyakarta State University, DI Yogyakarta, Indonesia

Agatha Christiyanti Manullang, Yogyakarta State University

English Education Department, Faculty of Language, Arts, and Culture, Yogyakarta State University, DI Yogyakarta, Indonesia

References

Abel, V. R., Tondeur, J., & Sang, G. (2022). Teacher Perceptions about ICT Integration into Classroom Instruction. In Education Sciences (Vol. 12, Issue 9). MDPI. https://doi.org/10.3390/educsci12090609

Agustina, N., Mayuni, I., Iskandar, I., & Ratminingsih, N. M. (2022). Mobile Learning Application: Infusing Critical Thinking in the EFL Classroom. Studies in English Language and Education, 9(2), 724–743. https://doi.org/10.24815/siele.v9i2.23476

Ahmad, M., Mansor, N. R., Sung, C. M., Rashid, R. A., Abdullah, N. A. C., Zakaria, R., & Azmy, S. N. M. S. (2020). Mobile Technology in Enhancing Students’ Higher Order Thinking Skill. Journal of Physics: Conference Series, 1529(4). https://doi.org/10.1088/1742-6596/1529/4/042057

Ann Tomlinson, C. (2014). The Differentiated Classroom (2nd ed.). Alexandria: ASCD.

Benlaghrissi, H., & L.Meriem, O. (2023). The Impact of Mobile-Assisted Language Learning on Developing EFL Learners’ Vocabulary Knowledge. 17(22), 38–51. https://doi.org/10.3991/ijim.v17i22.41665

Biswas, S., Bhatibari, V. P. O.-, & Alipurduar, D. (2018). Constructivism in Teacher Education : An Overview. 6(1), 1018–1022.

Boari, Y., Megavitry, R., Pattiasina, P. J., Ramdani, H. T., & Munandar, H. (2023). The Analytical of Effectiveness of Mobile Learning Media Usage in Train Student’s Critical Thinking Skills. Mudir: Jurnal Manajemen Pendidikan, 5(1), 172–177.

Braun, V., & Clarke, V. (2022). Thematic Analysis. UK: SAGE Publication.

Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy (4th ed.). New York: Pearson Education.

BSKAP, K. (2024). Capaian Pembelajaran Pada PAUD, DIKDAS, DIKMEN pada Kurikulum Merdeka. 021.

Cash, R. M. (2017). Advancing Differentiation: Thinking and Learning for 21st Century. Minneapolis: Free Spirit Publishing.

Chabibie, M. H. (2023). Digital Leadership: Masa Depan Pendidikan, Manajemen Data dan Indonesia 2045. Indonesia: Parist.

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. In Psychology (Issue 1). New York: Taylor & Francis.

Corpuz, W., & Bullecer. (2017). Viewing skills: Understanding the word and the world. Asia Pacific Journal of Multidisciplinary Research, 5(3), 87–94.

Cranton, P. (2016). Understanding and promoting transformative learning: A guide to theory and practice (3rd ed., Issue 2). USA: Stylus Publishing.

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson.

Crompton, H., Edmett, A., Ichaporia, N., & Burke, D. (2024). AI and English language teaching: Affordances and challenges. British Journal of Educational Technology, September 2023, 1–27. https://doi.org/10.1111/bjet.13460

Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking Skills and Creativity, 47(December 2022), 101229. https://doi.org/10.1016/j.tsc.2022.101229

Elverİcİ, S. E. (2023). 80 . Mobile assisted language learning : investigating English speaking performance and satisfaction Mobil destekli dil öğrenimi : İngilizce konuşma performansı ve memnuniyetin araştırılması. 3(14). https://doi.org/10.29000/rumelide.1379355

Firipis, A., Chandrasekaran, S., & Joordens, M. (2018). Influence of Critical Thinking on Creativity When Using Mobile Devices for Learning. Asian Education Studies, 3(2), 40. https://doi.org/10.20849/aes.v3i2.366

Garzón, J., Lampropoulos, G., & Burgos, D. (2023). Effects of Mobile Learning in English Language Learning: A Meta-Analysis and Research Synthesis. Electronics (Switzerland), 12(7). https://doi.org/10.3390/electronics12071595

Gunawan, S., Erlina, D., & Saputra, E. (2023). Teacher Perception on the Use of Quipper School Application in Teaching English. Journal of Research on Language Education (JoRLE), 4(1), 8–14.

Harmer, J. (2015). English Language Teaching. In ELT Book. Pearson. https://doi.org/10.1093/elt/XVIII.1.1

Irzawati, I. (2021). The utilization of digital platforms in online learning: EFL students’ perspectives. Indonesian EFL Journal, 7(2), 131–138. https://journal.uniku.ac.id/index.php/IEFLJ/article/view/4566

Ishaq, K., Rosdi, F., Azan, N., Zin, M., & Abid, A. (2020). Usability and Design Issues of Mobile Assisted Language Learning Application. 11(6), 86–94.

Janiarta, P. A. K., Mahendrayana, G., Dewi, K. S., & Wiliastrini, N. L. A. (2023). Mobile Assisted Language Learning in Blended Learning Context: How is it used and Students’ Anxiety. https://doi.org/10.4108/eai.6-10-2022.2327425

Khoo, K. Y., & Churchill, D. (2013). The framework of viewing and representing skills through digital text. Educational Technology and Society, 16(3).

Markoglou, D. A. (2019). Differentiated Instruction and Pupil Motivation in Language Teaching. European Journal of Education, 2(2). https://doi.org/10.26417/ejed-2019.v2i2-58

McQuiggan, S., Kosturko, L., McQuiggan, J., & Sabourin, J. (2015). Mobile Learning: A handbook for Developers, Educators, and Learners (Issue september 2016). Canada: John Wiley & Sons.

Mortazavi, M., Nasution, M. K. M., Abdolahzadeh, F., & Behroozi, M. (2021). Sustainable Learning Environment by Mobile-Assisted Language Learning Methods on the Improvement of Productive and Receptive Foreign Language Skills : A Comparative Study for Asian Universities. https://doi.org/10.3390/su13116328

Rofi’i, A., Sumartini, S., Susilo, S. V., & Tundreng, S. (2023). Designing Mobile Games Application for Digitalization of English Teaching and Learning Materials for Elementary School. Indonesian Journal of Educational Research and Review, 6(3), 488–500. https://doi.org/10.23887/ijerr.v6i3.66234

Ningsih, S. K., Suherdi, D., & Purnawarman, P. (2022). Secondary School Teachers’ Perceptions of Mobile Technology Adoption in English As a Foreign Language Learning: Trends and Practices. International Journal of Education and Practice, 10(2), 160–170. https://doi.org/10.18488/61.v10i2.3004

Sitorus, P., Simanullang, E. N., Manalu, A., Laia, I. S. A., Tumanggor, R. M., & Nainggolan, J. (2022). Effect of Differentiation Learning Strategies on Student Learning Results. Jurnal Penelitian Pendidikan IPA, 8(6), 2654–2661. https://doi.org/10.29303/jppipa.v8i6.2114

Syahrir, S., Pujiriyanto, P., Musdalifa, M., & Fitri, S. (2024). The Implementation of Merdeka Curriculum to Realize Indonesia Golden Generation: A Systematic Literature Review. AL-ISHLAH: Jurnal Pendidikan, 16(2), 1434–1450. https://doi.org/10.35445/alishlah.v16i2.4872

Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349–357. https://doi.org/10.1093/intqhc/mzm042

Trede, F., Markauskaite, L., Mcewen, C., & Macfarlane, S. (2019). Understanding Teaching-Learning Practice Education for Practice in a Hybrid Space Enhancing Professional Learning with Mobile Technology. Springer Nature Singapore. http://www.springer.com/series/14356

Tucker, C. R. (2020). Balance With Blended Learning: Partner With Your Students to Reimagine Learning and Reclaim Your Life. In Thousand Oaks, USA: Corwin.

Valeeva, N. G., Pavlova, E. B., Zakirova, Y. L., & Federation, R. (2019). M-Learning in Teaching ESP: Case Study of Ecology Students. 8(4), 920–930. https://doi.org/10.13187/ejced.2019.4.920

Victor Lim, F., & Tan-Chia, L. (2023). Designing Learning for Multimodal Literacy: Teaching Viewing and Representing. In Routledge. Routledge. https://doi.org/10.4324/9781003258513

Westman, L. (2018). Student-Driven Differentiation: 8 Steps to Harmonize Learning in the Classroom. California: Corwin A SAGE Company.

Yuliani, S., Kaur, N., & Singh, A. K. . (2023). M-Learning in ELT : Avenues and Challenges that Confront Teaching and Learning at Higher Education. 7(3), 377–392. https://doi.org/10.26858/ijole.v7i3.18983

Zhang, L. J. (2016). Teaching Reading and Viewing to L2 Learners. 127–141. https://doi.org/10.1007/978-3-319-38834-2

Zhou, Q., Hashim, H., & Sulaiman, N. A. (2023). Interactive Mobile Technologies. International Journal of Interactive Mobile Technologies, 17(15), 20. https://doi.org/10.3991/ijim.v17i24.42019

Downloads

Published

2025-04-19

How to Cite

Widora, I., Armanda, M. L., Yulia, Y., & Manullang, A. C. (2025). Enhancing Secondary Education Viewing Skills Through Differentiated Mobile Learning: A Lesson Learned from Teachers’ Perspective. Journal of Languages and Language Teaching, 13(2), 718–731. https://doi.org/10.33394/jollt.v13i2.13338

Issue

Vol. 13 No. 2 (2025)

Section

Articles

Citation Check

License

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

  1. They are authorized by their co-authors to enter into these arrangements.
  2. 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.
  3. That it is not under consideration for publication elsewhere,
  4. 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.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching 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

JOLLT Journal of Languages and Language Teaching uses 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.