The Implementation of Mobile-Assisted Language Learning (MALL) in Emergency Remote Teaching to Teach Academic Listening
Abstract
The objectives of this study are: (1) to find out the lecturer’s perspective towards using Mobile-Assisted Language Learning to teach listening; (2) to find out the implementation Mobile-Assisted Language Learning to teach listening; (3) to find out what problems the lecturer faces in implementing Mobile-Assisted Language Learning to teach listening; and (4) to find out the lecturer’s solutions. This research was classified as qualitative research. The techniques of collecting data were observation, interview, and documentations. The technique of analyzing data used interactive model: collecting the data, reducing the data, displaying the data, and drawing the conclusion. The research findings show that (1) The lecturer has positive perception toward the implementation of Mobile-Assisted Language Learning to teach listening. (2) The implementation of Mobile-Assisted Language Learning to teach listening skill employs three applications: Genius TOEFL Pro, Google Meet, and Schoology. The combination of using the three applications in teaching listening skill encourages the students to improve their listening skill in interesting way. The students feel motivated since the learning process is well monitored and engages students’ activeness. (3) The problems that the lecturer faces in implementing Mobile-Assisted Language Learning to teach listening are the compatibility of the device, internet connection, and controlling the learning process. (4) The lecturer’s solutions toward the problems are suggesting using another device or using additional device to make the recording clearer, preparing to find a good-signaled place before virtual meeting, and using controlling application to keep the students on the track of learning. In sum up, the implementation of MALL to teach listening in emergency remote teaching shows positive value.
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