University Students’ Perceptions and Engagement in Mobile Assisted Blended Learning in English Speaking Classes
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초록
Language learners in Asian EFL contexts find spoken English challenging due to insufficient exposure and opportunities for practice. Many researchers investigated multiple tools and methods to improve this, and one of the ways that has been gaining increasing popularity is the incorporation of mobile devices. Although its potential is widely recognized, it is seldom realized in real classes. A popular teaching approach using such technology appears to be blended learning, which attempts to maximize practice and promote autonomous learning. This study employed a blended learning environment using mobile devices and a social networking app to investigate students’ engagement in English speaking classes. Participants in this study were 112 intermediate students at a university in Korea, using Kakaotalk to discuss and summarize lesson contents as well as a medium for peer and teacher feedback. A questionnaire and classroom observations were used to examine students’ perceptions on mobile assisted blended learning (MABL), and their engagement of the activities. The results showed highly positive perceptions and engagement overall for the framework of MABL, although some students were skeptical due to the difficulties they encountered. Assessment of the effectiveness of MABL in enhancing students’ speaking performance is suggested for future research.
Abstract
Language learners in Asian EFL contexts find spoken English challenging due to insufficient exposure and opportunities for practice. Many researchers investigated multiple tools and methods to improve this, and one of the ways that has been gaining increasing popularity is the incorporation of mobile devices. Although its potential is widely recognized, it is seldom realized in real classes. A popular teaching approach using such technology appears to be blended learning, which attempts to maximize practice and promote autonomous learning. This study employed a blended learning environment using mobile devices and a social networking app to investigate students’ engagement in English speaking classes. Participants in this study were 112 intermediate students at a university in Korea, using Kakaotalk to discuss and summarize lesson contents as well as a medium for peer and teacher feedback. A questionnaire and classroom observations were used to examine students’ perceptions on mobile assisted blended learning (MABL), and their engagement of the activities. The results showed highly positive perceptions and engagement overall for the framework of MABL, although some students were skeptical due to the difficulties they encountered. Assessment of the effectiveness of MABL in enhancing students’ speaking performance is suggested for future research.
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