'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 |
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| 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 |
| 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. |
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| ISSN: | 1017-7108 2671-9312 |
