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'Enthusiasm Is Contagious': Teacher Support for Mobile-Assisted Language Learning in a Self-Study Context

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Title: 'Enthusiasm Is Contagious': Teacher Support for Mobile-Assisted Language Learning in a Self-Study Context
Language: English
Authors: Hyun-Bin Hwang, Shawn Loewen
Source: English Teaching. 2025 80(1):3-22.
Availability: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Handheld Devices, Technology Uses in Education, Educational Technology, Independent Study, Vocabulary Development, Teacher Student Relationship, Home Study, Secondary School Teachers, Teacher Attitudes, Teacher Role
Geographic Terms: South Korea
ISSN: 1017-7108
2671-9312
Abstract: This study explored how teachers could provide support to enhance students' out-ofclass mobile-assisted language learning (MALL) engagement. We interviewed five Korean English teachers who used "Class Card," a focal technology of this study, for their students' self-directed vocabulary learning. Additionally, students of the interviewed teachers completed a survey on their perceptions of teacher support and MALL engagement. This study has three major findings. First, the teachers adopted either a proactive or a passive approach to promoting students' out-of-class MALL engagement, which was influenced by their beliefs about whether teachers or students should be responsible for learning beyond the classroom. Second, all teachers provided orientation and behavioral support to enhance out-of-class MALL engagement, although the consistency and intensity in providing this support varied between proactive and passive teachers. Finally, students who perceived higher levels of teacher support reported greater out-of-class MALL engagement. We discuss the importance of classroom-based teacher support to enhance MALL engagement beyond the classroom as pedagogical implications.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1466868
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Hyun-Bin+Hwang%22">Hyun-Bin Hwang</searchLink><br /><searchLink fieldCode="AR" term="%22Shawn+Loewen%22">Shawn Loewen</searchLink>
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  Data: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
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  Data: This study explored how teachers could provide support to enhance students' out-ofclass mobile-assisted language learning (MALL) engagement. We interviewed five Korean English teachers who used "Class Card," a focal technology of this study, for their students' self-directed vocabulary learning. Additionally, students of the interviewed teachers completed a survey on their perceptions of teacher support and MALL engagement. This study has three major findings. First, the teachers adopted either a proactive or a passive approach to promoting students' out-of-class MALL engagement, which was influenced by their beliefs about whether teachers or students should be responsible for learning beyond the classroom. Second, all teachers provided orientation and behavioral support to enhance out-of-class MALL engagement, although the consistency and intensity in providing this support varied between proactive and passive teachers. Finally, students who perceived higher levels of teacher support reported greater out-of-class MALL engagement. We discuss the importance of classroom-based teacher support to enhance MALL engagement beyond the classroom as pedagogical implications.
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      – Text: English
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        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Handheld Devices
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      – SubjectFull: Independent Study
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Home Study
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      – SubjectFull: Secondary School Teachers
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