Research Article
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Year 2021, Volume: 6 Issue: 2, 169 - 175, 01.04.2021
https://doi.org/10.24331/ijere.869600

Abstract

References

  • Abdullah, M. Y., Bakar, N. R., & Mahbob, M. H. (2012). Student's participation in classroom: What motivates them to speak up? Procedia Social Behavioral Sciences, 51, 516-522. doi:10.1016/j.sbspro.2012.08.199
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. doi:10.1017/S0261444803001903
  • Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994-2012. Language Learning and Technology, 17(3), 157-256.
  • Clark, C., & Peterson, P. (1986). Teachers' Thought Processes. In M. Wittrock, Handbook of Research on Teaching (3rd ed., pp. 255-296). New York: Macmillan.
  • Davis, B. G. (2009). Tools for Teaching (2nd ed.). San Fransisco: Jossey-Bass.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education, 59(2), 423-435. doi:10.1016/j.compedu.2012.02.001
  • Fauziati, E. (2014). Methods of Teaching English as a Foreign Language (TEFL): Traditional Method, Designer Method, Communicative Approach, Scientific Approach. Surakarta: Era Pustaka Utama.
  • Fauziati, E. (2017). Teaching English as A Foreign Language: Principle and Practice. Surakarta: Era Pustaka Utama.
  • Geddes, S. J. (2004). Mobile learning in the 21st century: Benefit to learners. Knowledge Tree e-Journal, 30(3), 214-228.
  • Gilakjani, A. P., & Sabouri, N. B. (2017). Teachers' beliefs in English language teaching and learning: A review of the literature. English Language Teaching, 10(4), 78-86. doi:10.5539/elt.v10n4p78
  • Huang, L.-L., & Lin, C.-C. (2011). EFL learners’ reading on mobile phones. The JALT CALL Journal, 7(1), 61-78.
  • Jee, M. J. (2011). Web 2.0 technology meets mobile assisted language learning. IALLT Journal of Language Learning Technologies, 41(1), 161-175.
  • Khubyari, L., & Narafshan, M. H. (2016). A study on the impact of of mall (mobile assisted language learning) on efl learners’ reading comprehension. International Journal of English Language Teaching, 4(2), 58-69.
  • Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental detectives: PDAs as a window into a virtual simulated world. International Workshop on Wireless and Mobile Technologies in Education (pp. 95-98). Tokushima: IEEE. doi:10.1109/WMTE.2002.1039227
  • Kuzborska, I. (2011). Links between teachers' beliefs and practices and research on reading. Reading in a Foreign Language, 23(1), 102-108. Retrieved from http://nflrc.hawaii.edu/rfl
  • Lan, Y. F., & Sie, Y. S. (2010). Using RSS to support mobile learning based on media richness theory. Computers and Education, 55(2), 723-732.
  • Larenas, C. D., Hernandez, P. A., & Navarrete, M. O. (2015). A case study on EFL teachers’ beliefs about the teaching and learning of English in public education. Porta Linguarum, 23, 171-186.
  • Larsen-Freeman, D., & Anderson, M. (2013). Technique and principles in language teaching (3rd ed.). New York: Oxford.
  • Lee, H. (2013). Conjoint analysis for mobile devices for ubiquitous learning in higher education: The Korean case. Turkish Online Journal of Educational Technology, 12(1), 45-51.
  • Miangah, T. M., & Nezarat, A. (2012). Mobile-Assisted Language Learning. International Journal of Distributed and Parallel Systems, 3(1), 309-3019. doi:10.5121/ijdps.2012.3126
  • Miles, M. B., Huberman, A. M., & Saldana, J. (2104). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: SAGE.
  • Motallebzadeh, K., & Ganjali, R. (2011). SMS: Tool for L2 vocabulary retention and reading comprehension ability. Journal of Language Teaching and Research, 2(5), 1111-1115. doi:10.4304/jltr.2.5.1111-1115
  • Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. doi:10.3102/00346543062003307
  • Picton, I. (2019). Teachers' Use of Technology to Support Literacy in 2018. London, UK: National Literacy Trust. Retrieved June 26, 2020, from https://cdn.literacytrust.org.uk/media/documents/Teachers_Use_of_Technology_report.pdf
  • Richards, J. C., & Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms. New York: Cambridge University Press. Retrieved from www.cambridge.org/9780521458030
  • Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge: Cambridge University Press.
  • Stuart, C., & Thurlow, D. (2000). Making it their own: Pre-service teachers’ experiences, beliefs, and classroom practices. Journal of Teacher Education, 51(2), 113-121. doi:10.1177/002248710005100205
  • Valarmathi, K. E. (2011). Mobile assissted language learning. Journal of Technology for ELT, 2(2), 16-23.
  • Williams, C. (2020, June 26). Enter the Classroom of the Future. Retrieved from Apps Apple: https://apps.apple.com/gb/story/id1427202128
  • Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). London, UK: SAGE Publications Inc.
  • Yudhiantara, R., & Nasir, I. A. (2017). Toward mobile-assisted language learning (MALL): Reaping mobile phone benefits in classroom activities. Register Journal, 10(1), 12-28. doi:10.18326/rgt.v10i1.12-28

Students' Roles in Learning English through Mobile Assisted Language Learning (MALL): A Teachers' Beliefs View

Year 2021, Volume: 6 Issue: 2, 169 - 175, 01.04.2021
https://doi.org/10.24331/ijere.869600

Abstract

This study aims to explore teacher’s beliefs about students’ roles in learning English through MALL and the factors contributing to their beliefs. MALL which stands for Mobile Assisted Language Learning were the main instructional media where there was no such direct physical meeting in school. This media became popular nowadays, despite its emergence in the early 2000s, especially during Covid-19 pandemic which prevents both students and teachers to have direct physical meeting in the classroom. It was important to understand what role should be played by the students which in this research was viewed from teachers’ beliefs perspective. Therefore, the research questions formulated by the researcher were; (1) What are teacher’s beliefs regarding students’ roles in learning English through MALL? (2) What are the factors shaping their beliefs? In terms of methodology employed by the researcher, this research was qualitative with descriptive case study design. The subjects of this research were two teachers of Senior High School in Surakarta, Indonesia who were teaching English through MALL since 2017. The subjects were a Javanese male and Bataknese female who were 37 years old. Both of teachers had master degree from English Education Department. The instrument employed to acquire the data was interviews. The data then were categorized into the students’ roles based on the theories. The result indicated that four students’ roles became something that the teacher held as the truth. Those roles were participant, initiator, performer, and passive receptor. Meanwhile, the factors determining teacher’s beliefs were discovered five factors.

References

  • Abdullah, M. Y., Bakar, N. R., & Mahbob, M. H. (2012). Student's participation in classroom: What motivates them to speak up? Procedia Social Behavioral Sciences, 51, 516-522. doi:10.1016/j.sbspro.2012.08.199
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. doi:10.1017/S0261444803001903
  • Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994-2012. Language Learning and Technology, 17(3), 157-256.
  • Clark, C., & Peterson, P. (1986). Teachers' Thought Processes. In M. Wittrock, Handbook of Research on Teaching (3rd ed., pp. 255-296). New York: Macmillan.
  • Davis, B. G. (2009). Tools for Teaching (2nd ed.). San Fransisco: Jossey-Bass.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education, 59(2), 423-435. doi:10.1016/j.compedu.2012.02.001
  • Fauziati, E. (2014). Methods of Teaching English as a Foreign Language (TEFL): Traditional Method, Designer Method, Communicative Approach, Scientific Approach. Surakarta: Era Pustaka Utama.
  • Fauziati, E. (2017). Teaching English as A Foreign Language: Principle and Practice. Surakarta: Era Pustaka Utama.
  • Geddes, S. J. (2004). Mobile learning in the 21st century: Benefit to learners. Knowledge Tree e-Journal, 30(3), 214-228.
  • Gilakjani, A. P., & Sabouri, N. B. (2017). Teachers' beliefs in English language teaching and learning: A review of the literature. English Language Teaching, 10(4), 78-86. doi:10.5539/elt.v10n4p78
  • Huang, L.-L., & Lin, C.-C. (2011). EFL learners’ reading on mobile phones. The JALT CALL Journal, 7(1), 61-78.
  • Jee, M. J. (2011). Web 2.0 technology meets mobile assisted language learning. IALLT Journal of Language Learning Technologies, 41(1), 161-175.
  • Khubyari, L., & Narafshan, M. H. (2016). A study on the impact of of mall (mobile assisted language learning) on efl learners’ reading comprehension. International Journal of English Language Teaching, 4(2), 58-69.
  • Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental detectives: PDAs as a window into a virtual simulated world. International Workshop on Wireless and Mobile Technologies in Education (pp. 95-98). Tokushima: IEEE. doi:10.1109/WMTE.2002.1039227
  • Kuzborska, I. (2011). Links between teachers' beliefs and practices and research on reading. Reading in a Foreign Language, 23(1), 102-108. Retrieved from http://nflrc.hawaii.edu/rfl
  • Lan, Y. F., & Sie, Y. S. (2010). Using RSS to support mobile learning based on media richness theory. Computers and Education, 55(2), 723-732.
  • Larenas, C. D., Hernandez, P. A., & Navarrete, M. O. (2015). A case study on EFL teachers’ beliefs about the teaching and learning of English in public education. Porta Linguarum, 23, 171-186.
  • Larsen-Freeman, D., & Anderson, M. (2013). Technique and principles in language teaching (3rd ed.). New York: Oxford.
  • Lee, H. (2013). Conjoint analysis for mobile devices for ubiquitous learning in higher education: The Korean case. Turkish Online Journal of Educational Technology, 12(1), 45-51.
  • Miangah, T. M., & Nezarat, A. (2012). Mobile-Assisted Language Learning. International Journal of Distributed and Parallel Systems, 3(1), 309-3019. doi:10.5121/ijdps.2012.3126
  • Miles, M. B., Huberman, A. M., & Saldana, J. (2104). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: SAGE.
  • Motallebzadeh, K., & Ganjali, R. (2011). SMS: Tool for L2 vocabulary retention and reading comprehension ability. Journal of Language Teaching and Research, 2(5), 1111-1115. doi:10.4304/jltr.2.5.1111-1115
  • Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. doi:10.3102/00346543062003307
  • Picton, I. (2019). Teachers' Use of Technology to Support Literacy in 2018. London, UK: National Literacy Trust. Retrieved June 26, 2020, from https://cdn.literacytrust.org.uk/media/documents/Teachers_Use_of_Technology_report.pdf
  • Richards, J. C., & Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms. New York: Cambridge University Press. Retrieved from www.cambridge.org/9780521458030
  • Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge: Cambridge University Press.
  • Stuart, C., & Thurlow, D. (2000). Making it their own: Pre-service teachers’ experiences, beliefs, and classroom practices. Journal of Teacher Education, 51(2), 113-121. doi:10.1177/002248710005100205
  • Valarmathi, K. E. (2011). Mobile assissted language learning. Journal of Technology for ELT, 2(2), 16-23.
  • Williams, C. (2020, June 26). Enter the Classroom of the Future. Retrieved from Apps Apple: https://apps.apple.com/gb/story/id1427202128
  • Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). London, UK: SAGE Publications Inc.
  • Yudhiantara, R., & Nasir, I. A. (2017). Toward mobile-assisted language learning (MALL): Reaping mobile phone benefits in classroom activities. Register Journal, 10(1), 12-28. doi:10.18326/rgt.v10i1.12-28
There are 31 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Hafidz Wahyu Nur Cholis

Endang Fauzıatı This is me

Slamet Suprıyadı This is me

Publication Date April 1, 2021
Published in Issue Year 2021 Volume: 6 Issue: 2

Cite

APA Cholis, H. W. N., Fauzıatı, E., & Suprıyadı, S. (2021). Students’ Roles in Learning English through Mobile Assisted Language Learning (MALL): A Teachers’ Beliefs View. International Journal of Educational Research Review, 6(2), 169-175. https://doi.org/10.24331/ijere.869600
AMA Cholis HWN, Fauzıatı E, Suprıyadı S. Students’ Roles in Learning English through Mobile Assisted Language Learning (MALL): A Teachers’ Beliefs View. IJERE. April 2021;6(2):169-175. doi:10.24331/ijere.869600
Chicago Cholis, Hafidz Wahyu Nur, Endang Fauzıatı, and Slamet Suprıyadı. “Students’ Roles in Learning English through Mobile Assisted Language Learning (MALL): A Teachers’ Beliefs View”. International Journal of Educational Research Review 6, no. 2 (April 2021): 169-75. https://doi.org/10.24331/ijere.869600.
EndNote Cholis HWN, Fauzıatı E, Suprıyadı S (April 1, 2021) Students’ Roles in Learning English through Mobile Assisted Language Learning (MALL): A Teachers’ Beliefs View. International Journal of Educational Research Review 6 2 169–175.
IEEE H. W. N. Cholis, E. Fauzıatı, and S. Suprıyadı, “Students’ Roles in Learning English through Mobile Assisted Language Learning (MALL): A Teachers’ Beliefs View”, IJERE, vol. 6, no. 2, pp. 169–175, 2021, doi: 10.24331/ijere.869600.
ISNAD Cholis, Hafidz Wahyu Nur et al. “Students’ Roles in Learning English through Mobile Assisted Language Learning (MALL): A Teachers’ Beliefs View”. International Journal of Educational Research Review 6/2 (April 2021), 169-175. https://doi.org/10.24331/ijere.869600.
JAMA Cholis HWN, Fauzıatı E, Suprıyadı S. Students’ Roles in Learning English through Mobile Assisted Language Learning (MALL): A Teachers’ Beliefs View. IJERE. 2021;6:169–175.
MLA Cholis, Hafidz Wahyu Nur et al. “Students’ Roles in Learning English through Mobile Assisted Language Learning (MALL): A Teachers’ Beliefs View”. International Journal of Educational Research Review, vol. 6, no. 2, 2021, pp. 169-75, doi:10.24331/ijere.869600.
Vancouver Cholis HWN, Fauzıatı E, Suprıyadı S. Students’ Roles in Learning English through Mobile Assisted Language Learning (MALL): A Teachers’ Beliefs View. IJERE. 2021;6(2):169-75.

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