Hostname: page-component-8448b6f56d-jr42d Total loading time: 0 Render date: 2024-04-23T08:09:20.625Z Has data issue: false hasContentIssue false
  • English
  • Français

Mobile Assisted Language Learning in university EFL courses in Japan: developing attitudes and skills for self-regulated learning

Published online by Cambridge University Press:  27 April 2012

Mutsumi Kondo ,
Yasushige Ishikawa ,
Craig Smith ,
Kishio Sakamoto ,
Hidenori Shimomura  and
Norihisa Wada
Mutsumi Kondo
Affiliation:
Tezukayamagakuin University, 2-1823 Imakuma Osakasayama-shi, Osaka, 589-8585, Japan (email: kondo@la.tezuka-gu.ac.jp)
Yasushige Ishikawa
Affiliation:
Kyoto University of Foreign Studies, 6 Kasame-cho Saiin Ukyo-ku Kyoto, 615-8558, Japan (email: yasuishikawa@hotmail.com)
Craig Smith
Affiliation:
Kyoto University of Foreign Studies, 6 Kasame-cho Saiin Ukyo-ku Kyoto, 615-8558, Japan (email: craigkufs@hotmail.com)
Kishio Sakamoto
Affiliation:
Kyoto University of Foreign Studies, 6 Kasame-cho Saiin Ukyo-ku Kyoto, 615-8558, Japan (email: k_sakamoto@kufs.ac.jp)
Hidenori Shimomura
Affiliation:
Kyoto University of Foreign Studies, 6 Kasame-cho Saiin Ukyo-ku Kyoto, 615-8558, Japan (email: h_shimomura@kufs.ac.jp)
Norihisa Wada
Affiliation:
IE Institute Co., Ltd., 18/F J.CITY Tower, 5-8-20 Takamatsu Nerima-ku Tokyo, 179-0075, Japan (email: n-wada@iek.co.jp)
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper reports a project in which researchers at universities in Japan explored the use of Mobile Assisted Language Learning (MALL) practices by developing a learning module intended to help improve students’ scores on the TOEIC Listening and Reading Tests. MALL practices are currently being developed at universities in Japan because almost all students have mobile phones, many of them have had informal learning experiences with mobile devices, and students are integrating the communication and information gathering capabilities of mobile technology into their own lifestyles. The private nature of mobile phone communication may create barriers when students are asked to use personal mobile phones for school-centered learning activities. In this study a Nintendo DS mobile was used because it was affordable and students were familiar with this device for game playing and learning activities. In addition, because this device does not have the same telephone, messaging, and Internet functions that have made mobile phones an integral part of students’ private lives, a device such as the Nintendo DS may be a neutral mobile platform for the development of MALL activities which could later be adapted and transferred for use on private mobile phones. The primary aim of this study was to discover whether certain MALL practices would foster an advanced form of self-study, self-regulated learning (SRL). In SRL students take responsibility for arousing and sustaining their own motivation in order to make, carry out, and evaluate strategic learning plans. It was concluded that the use of the MALL learning module encouraged study without teacher intervention, i.e., self study, in terms of time spent on learning tasks, levels of satisfaction derived from the tasks, and self-measured achievement. Furthermore, SRL was observed in terms of the specificity of the goals, the customized creation of learning tasks and their in-class applications.

Keywords

mobile deviceMALLself-studyself-regulated learning
Type
Research Article
Information
ReCALL , Volume 24 , Issue 2 , 27 April 2012 , pp. 169 - 187
Copyright
Copyright © European Association for Computer Assisted Language Learning 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Armour-Thomas, E.Haynes, N. M. (1988) Assessment of metacognition in problem solving. Journal of Instructional Psychology, 15: 87–93.Google Scholar
Azedo, R.Crowley, J. G. (2004) Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology, 96(3): 523–535.CrossRefGoogle Scholar
Boekaerts, M., Pintrich, P. R.Zeidner, M. (eds.) (2000) Handbook of self-regulation. San Diego, CA: Academic Press.Google Scholar
Cabinet Office (2011a) Seisyonen no Internet riyoukankyo jittaichosa [Survey of the Internet environment of Japanese juveniles]. http://www8.cao.go.jp/youth/youth-harm/chousa/h22/net-jittai/pdf-index.htmlGoogle Scholar
Cabinet Office (2011b) Seisyonen no gamekitou no riyoukankyo jittaichosa [Survey of the environment for the usage of game consoles among Japanese juveniles]. http://www8.cao.go.jp/youth/youth-harm/chousa/h22/game-jittai/pdf-index.htmlGoogle Scholar
Center for Research on University Management and Policy (2007) Zenkoku Daigakusei Chousa [National survey of university students]. http://ump.p.u-tokyo.ac.jp/crump/resource/gakubukei2008_01.pdfGoogle Scholar
Clark, R. E.Sugrue, B. M. (1990) International views of the media debate. International Journal of Educational Research, 15(6): 485–579.Google Scholar
Cleary, T. J.Zimmerman, B. J. (2004) Self-regulation empowerment program: a school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41: 537–550.CrossRefGoogle Scholar
Dörnyei, Z. (1990) Conceptulizing motivation in foreign language learning. Language Learning, 40: 45–78.CrossRefGoogle Scholar
Gardner, R. C. (2004) Attitude/motivation test battery: international AMTB research project. http://publish.uwo.ca/~gardner/docs/englishamtb.pdfGoogle Scholar
Honma, Y. (2002) Present situation and practices of cellular phone use in educational field. The Journal of Information Science and Technology Association, 52(12): 615–620.Google Scholar
Horwitz, K. E. (1985) Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18: 333–340.CrossRefGoogle Scholar
Horwitz, K. E. (1987) Surveying student beliefs about language learning. In: Wenden, A. and Rubin, J. (eds.), Learner strategies in language learning. Englewood Cliffs, NJ: Prentice Hall, 119–129.Google Scholar
Jones, F. R. (1998) Self-instruction and success: a learner-profile study. Applied Linguistics, 19(3): 378–406.Google Scholar
Kondo, M. (2009) Gaikokugogakushu no jiritsu wo habamu belief no youin [Beliefs that prevent learner autonomy in foreign language learning]. Proceedings of the 49th LET National Conference, 238–239.Google Scholar
Kubo, N. (1999) Daigakusei no eigogakusyu niokeru doukizuke model no krntou: gakushudouki, ninchitekihyouka, gakusyukoudou oyobi performance no kannren [Orientation-appraisal model for Japanese university students’ learning of English: relation among learning motive, cognitive appraisal, learning behavior, and performance]. Kyoikushinrigakukenkyu, 47: 511–520.Google Scholar
Kukulska-Hulme, A.Shield, L. (2008) An overview of mobile assisted language learning. ReCALL, 20(3): 271–289.CrossRefGoogle Scholar
Kunori, N. (2005) An experiment at the large-scale university lecture by e-learning via mobile phone. Journal of Multimedia Aided Education Research, 1(2): 145–153.Google Scholar
Oxford, R. L. (1990) Language learning strategies: what every teacher should know. Boston, MA: Heinle and Heinle Publishers.Google Scholar
Pęcherzewska, A., Knot, S. (2007) Review of existing EU projects dedicated to dyslexia, gaming in education and m-learning. WR08 Report to CallDysc project. June 2007.Google Scholar
Pintrich, P.De Groot, E. (1990) Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(2): 33–40.CrossRefGoogle Scholar
Pressley, M.McCormick, C. (1995) Cognition, teaching and assessment. New York: Harper Collins College Publishers.Google Scholar
Schraw, G.Dennison, R. S. (1994) Assessing metacognitive awareness. Contemporary Educational Psychology, 19: 460–475.CrossRefGoogle Scholar
Schunk, D. H.Zimmerman, B. J. (eds.) (1998) Self-regulated learning: from teaching to self-reflective practice. New York: The Guilford Press.Google Scholar
Sharples, M. (ed.) (2006) Big issues in mobile learning. Report of a workshop by the kaleidoscope network of excellence mobile learning initiative, University of Nottingham, UK.Google Scholar
Stockwell, G. (2008) Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3): 253–270.Google Scholar
Stockwell, G. (2010) Using mobile phones for vocabulary activities: examining the effect of the platform. Language Learning and Technology, 14(2): 95–110.Google Scholar
Swain, M. (1998) Focus on form through conscious reflection. In: Doughty, C. and Williams, J. (eds.), Focus on form in classroom second language acquisition. Cambridge, UK: Cambridge University Press, 64-81.Google Scholar
Takeuchi, O. (2008) Metacognition to eigogakusyu [Metacognition and EFL teaching]. In: Kotera, S. and Yoshida, H. (eds.), Specilist ni yoru eigokyouiku no riron to ouyou [EFL theories and practices by SLA specialists]. Tokyo: Shohakusha, 79–92.Google Scholar
Thornton, P.Houser, C. (2005) Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21: 217–228.Google Scholar
Yamada, R. (2009) Affective fulfillment and learning outcomes of college students: analysis of CSS and JCSS. Daigaku Ronsyu, 40: 181–198.Google Scholar
Zimmerman, B. J. (1989) Models of self-regulated learning and academic achievement. In: Zimmerman, B. J. and Schunk, D. H. (eds.), Self-regulated learning and academic achievement: theoretical perspective. New York: Springer-Verlag, 1–25.Google Scholar
Zimmerman, B. J. (2008) Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45: 166–183.CrossRefGoogle Scholar
Zimmerman, B. J.Schunk, D. H. (2001) Self-regulated learning and academic achievement: theoretical perspectives (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar