Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, Cilt: 6 Sayı: 2, 169 - 175, 01.04.2021
https://doi.org/10.24331/ijere.869600

Öz

Kaynakça

  • 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

Yıl 2021, Cilt: 6 Sayı: 2, 169 - 175, 01.04.2021
https://doi.org/10.24331/ijere.869600

Öz

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.

Kaynakça

  • 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
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Hafidz Wahyu Nur Cholis

Endang Fauzıatı Bu kişi benim

Slamet Suprıyadı Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 6 Sayı: 2

Kaynak Göster

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. Nisan 2021;6(2):169-175. doi:10.24331/ijere.869600
Chicago Cholis, Hafidz Wahyu Nur, Endang Fauzıatı, ve Slamet Suprıyadı. “Students’ Roles in Learning English through Mobile Assisted Language Learning (MALL): A Teachers’ Beliefs View”. International Journal of Educational Research Review 6, sy. 2 (Nisan 2021): 169-75. https://doi.org/10.24331/ijere.869600.
EndNote Cholis HWN, Fauzıatı E, Suprıyadı S (01 Nisan 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, ve S. Suprıyadı, “Students’ Roles in Learning English through Mobile Assisted Language Learning (MALL): A Teachers’ Beliefs View”, IJERE, c. 6, sy. 2, ss. 169–175, 2021, doi: 10.24331/ijere.869600.
ISNAD Cholis, Hafidz Wahyu Nur vd. “Students’ Roles in Learning English through Mobile Assisted Language Learning (MALL): A Teachers’ Beliefs View”. International Journal of Educational Research Review 6/2 (Nisan 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 vd. “Students’ Roles in Learning English through Mobile Assisted Language Learning (MALL): A Teachers’ Beliefs View”. International Journal of Educational Research Review, c. 6, sy. 2, 2021, ss. 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.

International Journal of Educational Research Review (ISSN:2458-9322)
International Journal of Educational Research Review publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas. The International Journal of Educational Research Review aims to provide a forum for scholarly understanding of the field of education. Articles focus upon concepts, research, review and practices that emphasizes the intersections between education research and other fields, raises new questions, and develops innovative approaches to our understandings of pressing issues.
The range of topics covered in the International Journal of Educational Research Review include; read full aims and scope; https://www.ijere.com/page/journal-scopes
Peer Review Policy: All articles in this journal will undergo initial editor screening, rigorous double-anonymous peer review, and review by the editorial board.
Double-blind peer review
International Journal of Educational Research Review follows a double-blind reviewing procedure. This means that the author will remain anonymous to the reviewers throughout peer review. It is the responsibility of the author to anonymize the manuscript and any associated materials. read full Peer Review Policy; https://www.ijere.com/page/peer-review-policy
Ownership and management
IJERE journal is hosted by Dergipark/Tubitak. IJERE Journal is published with the support of Sakarya University Faculty of Education/TURKEY.
Governing body
Editor in Chief
Dr. Serhat Arslan, Gazi University, serhatarslan@gazi.edu.tr ,  Turkey
read full Governing body /Ownership and management/ Editorial board member ; https://www.ijere.com/page/editorial-board
Copyright and licensing
Copyright Statement
Copyright violation is an important, and possibly related, ethical issue. Authors should check their manuscripts for possible breaches of copyright law (e.g., where permissions are needed for quotations, artwork or tables taken from other publications or from other freely available sources on the Internet) and secure the necessary permissions before submission to International Journal of Educational Research Review.
read full Copyright and licensing; https://www.ijere.com/page/copyright-and-licensing-open-access-statement