Developing prototype of interactive English learning materials using Mobile Assisted Language Learning (MALL) applications for Islamic tertiary learners

Budianto, Langgeng ORCID: https://orcid.org/0000-0002-3512-2054, Suparmi, Suparmi ORCID: https://orcid.org/0000-0001-8867-7662, Arsitades Wiranegara, Dian and Rovadinda, Maulidya (2024) Developing prototype of interactive English learning materials using Mobile Assisted Language Learning (MALL) applications for Islamic tertiary learners. Research Report. UIN Maulana Malik Ibrahim Malang. (Unpublished)

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Abstract

A dramatic change of teaching and learning through the use of technology in the last two decades has influenced and caused the humans’ lifestyle. As stated by Sun (2008) that educational technology as a paradigm has altered the traditional concept of learning. Mobile-assisted language learning (MALL) which is used to foster and engage students’ autonomous learning has gained in popularity in various language learning contexts.Thelatest information and communication (ICTs) trend have contributed tremendously to education. It provides immediate access to many educational resources in the teaching and learning field. This kind of learning approach can effectively take place by implementing some devices, for instance, radio, television, and mobile devices (Sutrisna, Ratminingsih, &Artini, 2018). Following this phenomenon, mobile learning in education has played a crucial role and has become a great deal of college learners’ interest in the latest years (Karpenko, 2017; Zhang &Zuo (2019).
In this light, MALL is considered an influential tool as it manages multifunction tasks. This popularity of mobile learning can be reached by allowing the “fresh” learning opportunities. More specifically, both educators and learners gain substantial educational advantages from mobile learning, such as: gain rich of information, improve language, and the opportunity to explore interactivity skill (Chiu et al., 2015; Chartrand, 2016).Additionally, the features of MALL fosters EFL learners’ movement to handle their classroom learning activities to homework,assist autonomous learning, field trips, and museum visits by reviewing teaching materials on mobile devices (Bansal & Joshi, 2014)
Following these positive advantages of M-learning, it also influencestheattitude in EFL learners.
Particularly, scientists asserted that learners’ attitude are vital part of language learning, they pointed out that this element caninfluence behaviour and affect achievement (Zulfikar et al., 2019). Following the emergence of attitude and technology-based in English learning have coloured the findings of MALL studies over the past decade and recent years in different context (Cruz et al., 2012; Chong & Reinders, 2020; Liu et al., 2017;Tai & Ting, 2011).Learners' attitudes can be defined as a collection of feelings about the use of language, feelings of good, bad, and neutral. Attitudes can maintain or hinder the learning process. Attitudes towards learning technology and its environment have influenced student learning (Ahmed, 2015).

Item Type:	Research (Research Report)
Keywords:	Developing Prototype, Interactive English Learning Materials, MALL and Islamic Tertiary Learners
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) 13 EDUCATION > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy 13 EDUCATION > 1302 Curriculum and Pedagogy
Divisions:	Faculty of Tarbiyah and Teaching Training > Department of English Language Education
Depositing User:	Langgeng Budianto
Date Deposited:	06 Dec 2024 14:12

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