Mobile Assisted Language Learning Needs Assessment in Secondary Education

Abstract

Mobile-assisted language learning (MALL) has entered students' educational life with a rising momentum. For this reason, it is necessary to determine the needs of English language curricula, teachers, and students in terms of mobile-assisted language learning. In this study, a convergent parallel design of mixed methods was used. The study group of research consists of 130 high school students and 5 teachers working in secondary education institutions. A mobile application adoption scale was used for the data collected from the students. Semi-structured interviews were conducted with teachers. As a result of the research, it was concluded that students find mobile applications useful and adopt them, and teachers need to be informed about the MALL. It was also found that mobile applications should support the target learning outcomes and cover all four language skills.

Keywords

• Mobile learning
• Mobile assisted language learning (MALL)
• Needs assessment

References

1. Agustina, N., Mayuni, I., Iskandar, I., & Ratminingsih, N. M. (2022). Mobile Learning Application: Infusing Critical Thinking in the EFL Classroom. Studies in English Language and Education, 9(2), 724–743. https://doi.org/10.24815/siele.v9i2.23476
2. Akman, E., & Karahan, P. (2023). ELT Students’ Perceptions Toward Mobile-Assisted Language Learning (MALL): Exploring its Effects on Motivation and Learner Autonomy. International Journal of Educational Researchers (IJERs), 14(2), 1–20. https://doi.org/10.29329/ijer.2023.565.1
3. Ali, M. M., Asad Z., & Moghal S., (2020). Utilizing Mobile Assisted Language Learning (MALL) for Teaching English to Non-Formal Learners in Pakistan. Journal of Arts and Social Sciences, 7(2), 70-81. https://doi.org/10.46662/jass-vol7-iss2-2020(70-81)
4. Ally, M. (2009). Mobile learning transforming the delivery of education and training. AU Press, Athabaca University.
5. Alnufaie, M. R. (2022). Mobile-assisted language learning applications: Features and characteristics from users’ perspectives. SiSal Journal, 13(3), 312–331. https://doi.org/10.37237/130302
6. Arvanitis, P., & Krystalli, P. (2021). Mobile assisted language learning (MALL): Trends from 2010 to 2020 using text analysis techniques. European Journal of Education, 4(1), 13–22. https://doi.org/10.26417/461iaw87u
7. Aslan, A., & Göksu, İ. (2016). Mobil öğrenme uygulamalarında temel alınan öğrenme teorileri [Basic Learning Theories Underpinning Mobile Learning Applications]. 10th International Computer and Instructional Technologies Symposium (ICITS), Rize, Türkiye, 205–214.
8. Azar, A. S., & Nasiri, H. (2014). Learners’ attitudes toward the effectiveness of mobile assisted language learning (MALL) in L2 listening comprehension. Procedia-Social and Behavioral Sciences, 98(2014), 1836–1843. https://doi.org/10.1016/J.SBSPRO.2014.03.613

9. Berg, B. L. (Bruce L. (2001). Qualitative research methods for the social sciences. Allyn and Bacon.
10. Blake, R. (2016). Technology and the four skills. Language, Learning and Technology, 20(2), 129–142.
11. Bobbitt, F. (1918). The Curriculum. Houghton Mifflin.
12. Çakmak, F. (2019). Mobile learning and mobile-assisted language learning in focus. Language and Technology, 1(1), 30–48.
13. Chen Hsieh, J. S., Huang, Y. M., & Wu, W. C. V. (2017). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behavior, 70, 178–190. https://doi.org/10.1016/j.chb.2016.12.066
14. Chinnery, G. M. (2006). Emerging Technologies going to the MALL: Mobile assisted language learning. 10(1), 9–16. http://llt.msu.edu/vol10num1/emerging/
15. Cohen J. (1960). A coefficient of agreement for nominal scales. Educ Psychol Meas, 20(1), 37-46.
16. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage. Czerska-Andrzejewska, D. (2016). Mobile assisted language learning. Zeszyty Glottodydaktyczne, 6, 43–52.
17. Çetinkaya, L. & Sütçü, S.S. (2018). The effects of Facebook and WhatsApp on success in English vocabulary instruction. J Comput Assist Learn, 34(5), 504–514. https://doi.org/10.1111/jcal.12255
18. Darici, A. (2016). The Importance of Needs Analysis in Materials Development. In M. Azarnoosh, M. Zeraatpishe, A. Faravani, & H. R. Kargozari (Eds.), Issues in Materials Development (pp. 31–41). SensePublishers. https://doi.org/10.1007/978-94-6300-432-9_3
19. Demirel, Ö. (2007). Eğitimde program geliştirme [Curriculum Development in Education]. Pegem Yayıncılık.
20. Drugaș, M. (2022). Screenagers or “Screamagers”? Current Perspectives on Generation Alpha. In Psychological Thought (Vol. 15, Issue 1, pp. 1–11). South-West University “Neofit Rilski.” https://doi.org/10.37708/psyct.v15i1.732
21. Ekren, G., & Kesim, M. (2016). Mobil iletişim teknolojilerindeki gelişmeler ve mobil öğrenme [Developments in mobile communication technologies and mobile learning]. AUAd, 2(1), 36–51.
22. El-Hussein, M. O. M., & Cronje, J. (2010). Defining mobile learning in the higher education landscape. Educational Technology & Society, 13(3), 12–21.
23. Gangaiamaran, R., & Pasupathi, M. (2017). Review on Use of Mobile Apps for Language Learning. In International Journal of Applied Engineering Research, 12(21), 11242-11251.
24. Gilster, P. (1997). Digital literacy. Wiley Computer Lab.
25. Gupta, K., Sleezer, M. C., & Russ-Eft, D. F. (2007). A practical guide to needs assessment (2nd ed.). John Wiley & Sons, Pfeiffer.
26. Hsu, L. (2016). Examining EFL teachers’ technological pedagogical content knowledge and the adoption of mobile-assisted language learning: a partial least square approach. Computer Assisted Language Learning, 29(8), 1287–1297. https://doi.org/10.1080/09588221.2016.1278024
27. Kacetl, J., & Klímová, B. (2019). education sciences Use of Smartphone Applications in English Language Learning-A Challenge for Foreign Language Education. https://doi.org/10.3390/educsci9030179
28. Keegan, D. (1999). Foundations of distance education. Routledge.
29. Kılıç, A., Aydın, M., Ökmen, B., & Şahin, Ş. (2021). Kuramdan uygulamaya ihtiyaç belirleme (2nd. ed.). Ankara: Pegem akademi.
30. Kothari, C. R. (1985). Research methodology_ methods and techniques (2nd ed.). New Age Publications.
31. Kukulska-Hulme, A. (2010). Charting unknown territory: Models of participation in mobile language learning. International Journal of Mobile Learning and Organisation, 4. https://doi.org/10.1504/IJMLO.2010.032632
32. Kukulska-Hulme, A. (2020). Mobile-Assisted Language Learning. In The Encyclopedia of Applied Linguistics (pp. 1–9). https://doi.org/https://doi.org/10.1002/9781405198431.wbeal0768.pub2
33. Leotta, P. C., & Dolidze, T. (2022). The Role of needs analysis in English for academic purposes in higher education. European Scientific Journal, ESJ, 18(5), 8. https://doi.org/10.19044/esj.2022.v18n5p8
34. Lestari, S., & Wardhono, A. (2020). The use of telegram apps in basic grammar class at English study program Unirow Turban. 114–130. http://dx.doi.org/10.17507/tpls.1212.06
35. Li, Rui. (2023). Effects of mobile-assisted language learning on Efl learners’ listening skill development. Educational Technology & Society, 26(2), 36-49. http://dx.doi.org/10.30191/ETS.202304_26(2).0003
36. Li, Y., & Hafner, C. A. (2022). Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners. ReCALL, 34(1), 66-80. https://doi.org/10.1017/S0958344021000161
37. Marczyk, G., DeMatteo, D., & Festinger, D. (2005). Essentials of research design and methodology. John Wiley ve Sons Inc.
38. Miangah, T. M., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems, 3(1), 309–319. https://doi.org/10.5121/ijdps.2012.3126
39. Niño, A. (2015). Language learners perceptions and experiences on the use of mobile applications for independent language learning in higher education. IAFOR Journal of Education. Technologies & Education Special Edition, 73-84
40. Nuraeni, C., Carolina, I., Supriyatna, A., Widiati, W., & Bahri, S. (2020). Mobile-assisted language learning (MALL): Students’ perception and problems towards mobile learning in English language. Journal of Physics: Conference Series, 1641(1), 1–6. https://doi.org/10.1088/1742-6596/1641/1/012027
41. Park, M., & Tammy, S. (2014). View of a typology of tasks for mobile-assisted language learning: Recommendations from a small-scale needs analysis. Tesl Canada Journal, 21(8), 93–115.
42. Prensky, M. (2001). Digital Natives, Digital Immigrants (Vol. 9, Issue 5). MCB University Press.
43. Putra, Ma. A. M., & Santosa, M. H. (2020). Mobile assisted language learning in intensive English course for freshmen year students. Journal of Education Technology, 4(2), 127–132. https://doi.org/10.23887/jet.v4i2.25097
44. Ryndak, V. G., & Saldaeva, O. V. (2020). Students from Generation Z: Trends in education and development. International Journal of Innovation, Creativity and Change, 12(3), 619–634. www.ijicc.net
45. Saienko, N., & Lavrysh, Y. (2020). Mobile assisted learning for self-directed learning development at technical university: SWOT analysis. Universal Journal of Educational Research, 8(4), 1466–1474. https://doi.org/10.13189/ujer.2020.080440
46. Shadiev, R., Liu, J., & Cheng, P. Y. (2023). The Impact of mobile-assisted social language learning activities on speaking skills and self-efficacy development. IEEE Transactions on Learning Technologies, 16 (5), 664-679. https://doi.org/10.1109/TLT.2023.3243721
47. Shih, R.-C., Lee, C., & Cheng, T.-F. (2015). Effects of English spelling learning experience through a mobile Line app for college students. Procedia-Social and Behavioral Sciences, 174(2015), 2634–2638. https://doi.org/10.1016/j.sbspro.2015.01.945
48. Song, Y., & Zhou, J. (2022). Revising English Language Course Curriculum Among Graduate Students: An EAP Needs Analysis Study. SAGE Open, 12(3). https://doi.org/10.1177/21582440221093040
49. Sönmez, V., & Alacapınar, F. G. (2017). Örneklendirilmiş bilimsel araştırma yöntemleri (5th ed.). Anı Yayıncılık.
50. Sönmez, V., Alacapınar, F. G., Zeybek, G., & Yıldızlı, H. (2019). Eğitimde örnekleriyle gereksinim analizi. Anı Yayıncılık.
51. Stufflebeam, D. L., McCormick, C. H., Brinkerhoff, R. O., & Nelson, C. O. (1985). Conducting educational needs assessments. Kluwer-Nijhoff.
52. Taj, I. H., Sulan, N. B., Sipra, M. A., & Ahmad, W. (2016). Impact of mobile assisted language learning (MALL) on EFL: A meta-analysis. Advances in Language and Literary Studies, 7(2), 76–83. https://doi.org/10.7575/aiac.alls.v.7n.2p.76
53. Tavşancıl, E. (2006). Tutumların ölçülmesi ve SPPS ile veri analizi. Nobel yayın Dağıtım.
54. Todea, L., & Demarcsek, R. (2017). Needs analysis for language course design. A case study for engineering and business students. IOP Conference Series: Materials Science and Engineering, 200(1). https://doi.org/10.1088/1757-899X/200/1/012064
55. Valizadeh, M. (2022). Investigating the impacts of mobıle assisted reading on EFL learners’ vocabulary knowledge development. Sakarya University Journal of Education, 12(3), 563–580. https://doi.org/10.19126/suje.1105559
56. Viberg, O., & Grönlund, Å. (2012). Mobile assisted language learning: A literature review. 11th World Conference on Mobile and Contextual Learning, 955, 1–8.
57. Wang, Y. H., and Shih, S. K. H. (2015). Mobile-assisted language learning: effects on EFL vocabulary learning. Int. J. Mob. Commun. 13, 358–375. https://doi:10.1504/IJMC.2015.070060
58. Watkins, Ryan., West-Meiers, M., & Visser, Y. Laila. (2012). A guide to assessing needs: essential tools for collecting information, making decisions, and achieving development results. World Bank.
59. Yin, R. K. (2002). Case study research design and methods (3rd ed.). Sage.
60. Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri (11th ed.). Seçkin Yayıncılık.
61. Yoon, S. Y., Lee, J., & Lee, C. H. (2013). Interacting with Screenagers in Classrooms. Procedia - Social and Behavioral Sciences, 103, 534–541. https://doi.org/10.1016/J.SBSPRO.2013.10.370