.jpg)
Email this article 
.png)
.png)
Auto-Mobile Language Learning: Autonomous Language Learning Based on the Practicality of Mobile Applications
Abstract
Establishing autonomous language learning is believed to be critical because it contributes to learners’ capabilities in independently mastering a target language. One of many strategies employed to develop learner autonomy is to incorporate modern technology, such as smartphones, into language learning activities (Steel, 2012). However, the implementation of modern technology in the learning process seems quite ineffective in creating situations in which the learner’s autonomy is achieved (Na, 2018). Henceforth, the present study is projected to seek the beneficial impacts of the Edmodo, Duolingo, Memrise, Socrative and Quizlet applications. The qualitative method and the substitution-augmentation-modification-redefinition model are adopted to examine and discuss the findings. Employing mobile applications facilitates learners to not only learn the language but also to acquire the target language to develop their language competence. Additionally, incorporating mobile applications can assist learners in fostering self-instructed, self-directed, self-accessed learning, and the individualised instruction of language learners.
Keywords
References
Affandi, Muhammad Hasan. (2018). Memrise as a Builder Students Vocabulary. Journal EFEKTOR, Vol. 5, No. 1, 2018, 32-38.
Ahmed, Heba Bahjet Essa. (2016). Duolingo as a Bilingual Learning App: A Case Study. Arab Society of English Language Study, Vol. 7, No. 2, 255-267.
Bicen, Huseyin. (2015). The Role of Social Learning Networks in Mobile Assisted Language Learning: Edmodo as a Case Study. Journal of Universal Computer Science, Vol. 21, No. 10, 1297-1306.
Caldwell, Helen. (2015). Teaching with Tablets. London: SAGE Publication Ltd.
Cunningham, Kelly. (2017). Quizlet for Learner Training and Autonomy in Philip Hubbard and Sophie Ioannou-Georgiou (Eds.), Teaching English Reflectively with Technology. IATEFL Learning Technologies, (pp.123-135).
Fauzi, Adin. (2017). The Effect of Edmodo on Students’ Writing Skill in Recount Text. International Journal of Pedagogy and Teacher Education, Vol. 1, Issue 2, 73-79.
Finardi, Kyria Rebeca. (2016). Mobile Assisted Language Learning: Affordances and Limitations of Duolingo. Education and Linguistics Research, Vol. 2, No. 2, 48-65.
Gaer, Susan. (2017). Reflections on Using Mobile Technology: Quizlet in Philip Hubbard and Sophie Ioannou-Georgiou (Eds.), Teaching English Reflectively with Technology. IATEFL Learning Technologies, (pp.151-163).
Jati, Gumawang. (2018). The Use of Smartphone Applications in English Language Teaching and Learning. Jurnal Sosioteknologi, Vol. 17, No. 1, 144-153.
Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. New Haven and London: Yale University Press.
Mardjuki, Said. (2018). Learner Autonomy: Gender-Based Perception among EFL Indonesian Students. Indonesian Journal of EFL and Linguistics, Vol. 3, No.1, 1-17.
Mokhtar, Farha Alia. (2016). Rethinking Conventional Teaching in Language Learning and Proposing Edmodo as Intervention: A Qualitative Analysis. Malaysian Online Journal of Educational Technology, Vol. 4, No. 2, 22-37.
Na, Zeng. (2018). Online Autonomous Learning and Positive Psychology: Gratitude as a Key Facilitator of WeChat English Learning for Chinese Undergraduates. International Journal of Liberal Arts and Social Science, Vol. 6, No. 1, 54-60.
Persson, Veronica, Nouri, Jalal. (2018). A Systematic Review of Second Language Learning with Mobile Technologies. International Journal of Emerging Technologies in Learning, Vol. 13, No. 2, 188-210.
Razeq, Anwar Ahmad Abdel. (2014). University EFL Learners’ Perceptions of Their Autonomous Learning Responsibilities and Abilities. RELC Journal, Vol. 45(3), 321-336.
Steel, Caroline. 2012. Fitting Learning into Life: Language Students’ Perspectives on Benefits of Using Mobile Apps in M. Brown, M. Hartnett & T. Stewart (Eds.), Future Challenges, Sustainable Futures. Proceedings Wellington, (pp. 875-880).
Sundayana, Wachyu. (2016). The Use of Edmodo in Teaching Writing in a Blended Learning Setting. Indonesian Journal of Applied Linguistics, Vol. 5, No. 2, 242-252.
Wijaya, Antonius Agus. (2017). The Role of Digital Learning Facilitation: Socrative App to Engage Students in Learning English. Unpublished Thesis. Yogyakarta: Sanata Dharma University.
DOI: https://doi.org/10.20961/ijpte.v3i2.23288
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Anis Firdatul Rochma, Sulis Triyono
This work is licensed under a Creative Commons Attribution 4.0 International License.
|
