Mobile
Learning as an Educational Resource to Foster Motivation
in
Learning English as a Foreign Language[1]
El aprendizaje móvil como recurso educativo para
fomentar la motivación en el aprendizaje del inglés como lengua extranjera
Aprendizado Móvel como Recurso Educacional para
Fomentar a Motivação no Aprendizado de Inglês como Língua Estrangeira.
Manjarrés Ríos, Olga
Lucía[2]
Palencia González, Sandra Marina[3]
Piedrahita González,
Niky Alexandra[4]
Abstract
Motivation plays a pivotal role when
learning a foreign language. It is a relevant factor in determining the
willingness of students to learn. This documentary research is aimed at
analyzing previous studies regarding the motivation of university students at
an intermediate level to learn English as a foreign language (EFL thereafter)
using Mobile Learning (also known as M-Learning). This study focused on how mobile learning is used and
approached in English classes as well as its influence on students' motivation.
This body of information effectively showed that Mobile Learning and its
implementation in English lessons contribute to increasing students’
motivation. This type of learning will not replace teachers, but it can become
an innovative resource through the current and emerging mobile educational
applications.
Keywords
Mobile
learning, motivation in EFL, intermediate level, university students
Resumen
La motivación juega un papel fundamental en el
aprendizaje de un idioma extranjero, siendo un factor relevante para determinar
la disposición de los estudiantes. Esta investigación documental se enfoca en
el análisis de estudios previos sobre la motivación de estudiantes
universitarios de nivel intermedio para aprender inglés como lengua extranjera
(EFL) a través del aprendizaje móvil (también conocido como M-Learning). Este
estudio se centra en cómo se utiliza y aborda el aprendizaje móvil en las
clases de inglés, así como en su influencia en la motivación de los
estudiantes. Se concluyó que el aprendizaje móvil y su implementación en las
clases de inglés contribuyen efectivamente al aumento de la motivación de los
estudiantes. Este tipo de aprendizaje no reemplaza a los docentes, pero puede
convertirse en un recurso innovador a través del uso de aplicaciones móviles
actuales y emergentes.
Palabras clave
Aprendizaje móvil, motivación en EFL, nivel
intermedio, estudiantes universitarios.
Resumo
A motivação desempenha um papel fundamental no
aprendizado de um idioma estrangeiro. É um fator relevante para determinar a
disposição dos alunos. Esta pesquisa documental está focada na análise de
estudos prévios sobre a motivação de estudantes universitários de nível
intermediário para aprender inglês como língua estrangeira (EFL) através da
aprendizagem móvel (também conhecido como M-Learning). Este estudo se
concentrou em como o aprendizado móvel é utilizado e abordado nas aulas de
inglês, bem como sua influência na motivação dos alunos. Esta pesquisa concluiu
que, efetivamente, a aprendizagem móvel e sua implementação nas aulas de inglês
contribuem para o aumento da motivação dos alunos. Este tipo de aprendizagem
não substituirá os professores, mas pode se tornar um recurso inovador através
do uso de aplicativos móveis atuais e emergentes.
Palavras chave
Aprendizado móvel, motivação em EFL, nível
intermediário, estudantes universitários.
Introduction
This study was focused
on the importance of motivation when learning English as a foreign language and
how the implementation of Mobile Learning may influence it. Considering a study
of the Cambridge Assessment English (2018), kids who show a positive attitude
when learning English are more disposed to work hard and be patient when the
learning process becomes more difficult. For that reason, nowadays, with the
relevance of Information and Communication Technologies (ICT), it has been
considered that the use of mobile apps may improve teaching and learning
approaches, which would have an impact on students’ motivation. As a matter of
fact, in recent years, there has been an urgency for teachers to integrate
technology in class. In this sense, the main question which guided this
research project was: How mobile learning may influence
university students’ motivation towards learning English as a foreign language
at an intermediate level?
This study started with
a group of students with an intermediate level of English. A survey (see
Appendix A) was conducted with the aim of determining their experience in
learning English, their attitudes towards technology, and the reasons why they
were studying English. The information showed that there was a lack of motivation
towards learning English among students. Most students stated that they studied
the language just as a requirement to graduate because it was mandatory
throughout their school life. The survey also indicated that most of the
students think that technology, in particular the use of apps, would increase
their motivation in learning a new language.
In addition, four
English professors were interviewed (see Appendix B) in order to find out their
teaching methods, the use of technology in their classes, and students’
motivation towards learning English as a foreign language. One of the main
findings of this interview was that professors agreed on the fact that the best
approach to teach English to students who study engineering, or students from
different academic fields, is working on English for Specific Purposes (ESP) as
well as implementing several strategies to enhance and motivate their learning
process.
With the unforeseen
COVID19 pandemic, professors and students were forced to switch from
face-to-face lessons to online lessons. Consequently, both had to learn how to
use technology to continue with the teaching-learning process. In this new mode
of teaching, the use of technology has become more relevant than ever.
Therefore, it is very important to use different strategies to increase
students’ motivation towards learning a foreign language.
Given that the world is
evolving every single moment and people are creating and breaking ground to
see, understand and put in practice their knowledge, it is evident that English
needs to be taught with the implementation of technological resources. That is
why this documentary research is focused on analyzing specific studies
concerning the use of technological tools in EFL classrooms and its impact on
students’ motivation when learning a second language.
After identifying
students' needs, two main concepts underlie this research: motivation and
mobile learning to learn English as a foreign language.
Motivation
to learn English as a Foreign Language
According to Baumeister
(2016), motivation is “wanting”, but
not just as a desire, but the necessity of people to get or achieve something
that allows them to advance and makes them feel full and comfortable. Reeve
(2018) defines motivation as a condition inside people, which makes them desire
a change, either in themselves or in the environment in an adaptive, open-ended
and problem-solving sort of way. Although there are millions of answers to the
term motivation, all of them have a common point: wanting a change.
For Dörnyei and Ushioda
(2011), motivation concerns the immensely complex issues of human behavior such
as the way people make decisions and the number of motivational techniques that
exist nowadays. Motivation is responsible for why people decide to do something,
how long they are willing to sustain the activity, and how hard they are going
to pursue it.
During the learning
process, there are external aspects such as social, psychological, behavioral
and cultural determinants that may influence students. It also involves
internal factors such as affective and cognitive behaviors. Quan (2014), in
reference to Dörnyei (1998), states “motivation is one of the key factors that
influence the rate and success of second/foreign language learning” (p.1). In
other words, there is a complete educational and learning language process when
teachers consider implementing some motivational strategies to achieve their
students’ objectives.
Considering students’
diversity and their own motivation towards learning, it is necessary to study
in greater detail some of the different types of motivation such as: intrinsic
motivation and extrinsic motivation because these were also relevant for the
development of this project.
Intrinsic
Motivation
Ryan and Deci (2000) identify intrinsic motivation as
the way to satisfy activities with some reward in return. They affirm that “when
intrinsically motivated a person is moved to act for the fun or challenge
entailed rather than because of external prods, pressures, or rewards” (p.56). Consequently, students
who enjoy their learning process are more likely to understand and memorize
information, which are skills that are needed when learning a new language.
Furthermore, intrinsic motivation is ideal to work with
inside the classroom because it promotes learning, encourages participation,
and increases students’ interests to achieve their goals. These are elements
that have an impact on the group’s motivation, which in turn makes the learning
process much easier. However, there are some elements of intrinsic motivation
that need to be considered because they may modify the learning environment,
depending on how students participate or how they lean into each other. The
goal is to make them feel welcome into the process and motivate them in the
correct direction.
Dörnyei and Ushioda
(2011) established the internal factors that should be taken into consideration
when talking about this kind of motivation: the optimal degree of challenge,
which means that there must be some difficulty to achieve the required goals,
and the personal relevance, which implies students working on their own in
their educational process and researching or studying by themselves.
Extrinsic
Motivation
Following Garzon and
Sans (2012), extrinsic motivation refers to the involvement in any type of
activity which gives students an external reward. These rewards tend to hinder
intrinsic motivation and its value considering its importance in the
educational process. Even so, when the learning process has a prepared
structure, a clear orientation towards knowledge and the students’ attitude is
positive, extrinsic motivation works also as a benefit to the learning process.
For that reason,
self-determination is positive, and autonomy is needed. If these aspects are
developed, they will foster self-regulation among learners. This then
eliminates some prejudices of the external reward and highlights its benefits
in improving students’ grades and promoting healthy competition with the aim of
reaching higher achievements.
Dörnyei and Ushioda
(2011) established that peers, parents, and the community in general are
important to develop extrinsic motivation because of the nature of the
significant yet constant interactions. Furthermore, other authors highlight the
relevance of the amount feedback given to students. They state it needs to be
given in a proper way, avoiding punishments or sanctions to weaken the process.
Therefore, networks created among students, their comfort, the external
resources, and the teaching environment in the learning practice are needed to
show a real improvement.
Mobile
Learning to learn English as a Foreign Language
To Kurt (2015),
educational technology has the goal of improving a specific aspect of teaching
and learning and it involves several types of tools such as software tools,
software types, integrated learning systems, equipment use, multimedia
integration, audio and video conferencing, distance education, classroom
configurations, web board, web pages and mobile apps. Therefore, teachers need
to keep themselves up to date with the materials that are more relatable to the
students.
Even though educational
technology could be implemented inside the classroom, Segev (2014) found that
there are some educational tech tools with complex interfaces, making them not appropriate to
the teaching and learning practice. That is the reason why he decided to work
with M-Learning because it is less structured than other types of E-learning.
It is crucial that educators be more interested than ever in being part of the
evolution so that students enjoy going deeper into the learning process.
According to Crompton
(2013), M-Learning is defined as “learning across multiple contexts, through
social and content interactions, using personal electronic devices” (p.4). This
new form of learning is focused on learners’ mobility, giving them the
opportunity to improve their skills using their own mobile tools as aids and
materials, making them part of the learning process.
Zijuan (2016) defines
M-Learning as allowing students’ interaction in real time with previous and new
knowledge through their mobile devices. In this way, teaching practices become
more efficient considering that the fragments of time used to study in this
methodology are very minimal and flexible. In addition, this researcher also
claims that M-Learning gives students the autonomy to choose from the place
they can practice to the type of skill or ability they want to improve, for
example, oral comprehension, textual production, oral production, or textual
comprehension. He also affirms that, at the moment of practice through their
mobile devices, students prefer those activities related to pronunciation,
meanings, lectures, and listening.
It is also necessary to
describe important elements of M-Learning such as the most common areas of
language learning, the teacher, the learners and the content roles in
M-Learning, elements that are developed below.
Usual
areas of language learning
When learning English,
students’ needs are commonly focused on the skills; therefore, the expectation
is for listening, writing, reading, and speaking to be the aspects students
like to practice the most. To begin with, vocabulary learning is the aspect of
language that Miangah (2012) positioned as number one because it can be
practiced faster with just one message per day that contains a pictorial
annotation or/and a brief description. Although, this author stated students
usually like to work on reading comprehension. Reading is the most complete
skill because it involves vocabulary and grammar, and if the app, which the
teacher selects to work in class, has the reading function accompanied by a
text announcer, it will also help the practice of pronunciation and listening.
However, this skill takes the longest time to develop.
Teacher’s
Role in M-Learning
Although this research
project is focused on boosting motivation towards EFL by means of M-Learning,
teachers play an essential role in the development of this current learning
practice. According to Viñals and Cuenca (2016), teachers are the principal
element in the digital area and, although their role has been known as a
transmitter or facilitator of knowledge, in this methodology, they become a
guide and a supervisor of students’ learning process. Consequently, it is important
to invite learners to explore, take responsibility for their own learning, give
significance to it, and analyze the information they need. Although a study
completed in Pakistani Universities showed that most of the students, despite
the benefits of M-Learning, prefer to have the physical presence of teachers in
their learning process because they are an instant help if there are questions
or if something is not clear for them (Imtinan, 2013).
Learner’s
Role in M-Learning
On the other hand, it
is relevant to mention the importance of students in the process because they
are the center of education, in contrast to other traditional educational
methodologies developed so far. In educational technology, it is essential to
establish the individuality of the students’ process, allowing them to advance
at their own pace.
Even if the process is
supposed to be developed individually or inside the classroom, collaborative
work must be involved because it is a vital component of M-Learning, as social inclusion is the key to collaborative
learning. Learners must work together towards one common goal according to
Bidin and Ziden (2013).
M-Learning gives
students the possibility to explore their needs, interests, and experiences in
the language learning process and in this same procedure, they can also choose
the app they want to use, or the goals they want to achieve, and even add new
ones.
Content
role in M-Learning
M-Learning apps must
provide students the complete information of the thematic units to obtain
positive learning experiences. In this regard, Siragusa et al (2007) stated
that students who attend face-to-face classes may receive content in class and
additional content online with mobile technologies in order to complete and
support the English learning process meaning that mobile learning fulfills the
resource role inside the classroom.
Contents of M-Learning
apps must be decided by the educational community for the sake of the results
that teachers hope to elicit, along with students leading their own process that would motivate them to work
in a comfortable environment that promotes individuality. Siragusa et al
(2007) described that the detail and the extent of the content provided to
students may vary depending upon students’ pedagogical needs.
Research
Design
This
research project was developed under the principles of documentary research,
which is a technique of the qualitative approach. For this reason, this project
attempted to collect and analyze the information other researchers identified
in the past in order to improve motivation in university students of a foreign
language by means of mobile learning.
Study Approach
This
study was developed under the foundations of the qualitative approach since the
interest is to try to comprehend or observe how people see and experience the
world as a social fact. That is why, although there was no numerical data
collected, this information will be objectively documented as a proper
researching exercise.
According
to Hernández-Sampieri (2014), this approach is based on an inductive process,
in which the researcher explores and uses non-standardized data collection
methods and tends to find people perspectives such as emotions, points of view,
experiences or situations to which they have encountered in the researching process.
In the same way, this qualitative process is suitable to comprehend events from
the perspective of those who had lived it. Finally, this author affirms that a
qualitative approach gives depth, investigative wealth and it does not follow a
strict sequence.
Furthermore, this approach is the
most appropriate for this project because its purpose is documenting data in
order to acknowledge the necessity of including the use or the implementation
of technological tools when learning EFL aiming at fostering students'
motivation.
Study Type
This
documentary research is defined by Payne and Payne (2004) as “the techniques
used to categorize, investigate, interpret and identify the limitations of
physical sources, most commonly written documents whether in the private or
public domain” (p.61). Moreover, Luvezute et al. (2015) define the documentary
investigation as “a procedure for understanding social reality and knowledge
production through the analysis of various types of documents''. As it stands,
this investigation includes documents such as articles, thesis, and book
chapters that make up the corpus of this study.
As
with other types of research, documentary investigations need to be developed
following a clear methodology. Based on Cohen et al. (2007), this methodology
includes aspects such as, statement of the problem, research questions and
objectives, theoretical framework, research design which considers data
collection, reviewing data and its organization, data analysis and conclusions.
In the first three steps, researchers need to build the problem statement, the
research questions and the objectives which prompted them to formulate the
documentary research. In the fourth step, it is necessary to start collecting
as much data as it is considered necessary and useful in the research process;
it is important to verify and classify the collected information in order to
select the irrelevant or advantageous aspects to the research project. Finally,
to grant an order for these parts of the methodology, the organization step
includes a comparison between the researcher’s collected data, aimed at making
references and textual cites, which then allows the support of theories and
interpretations. In the fifth step, the researcher makes a data analysis and develops
a document where the point of view and a reflection of the personal
interpretation about the subject of study. Finally, in the conclusions, the
project is ended, and it is the phase where the researcher concludes showing
the key points wanted to be demonstrated.
The
ultimate purpose of examining documents is to achieve an understanding of the
meaning and significance of the topic under study, so it is important to value
information and the sources of it. That is why it is also relevant to pay extra
attention to the authenticity and credibility of the chosen documents in order
to interpret them objectively. Given the background, this type of research is
selected with the purpose of documenting as much information as possible about
the problem statement of the present project to provide a synthesis of some of
the most relevant studies related to this subject, which is the use of
M-Learning to increase motivation in EFL classrooms.
Findings and discussion
This documentary research includes a total
of twenty-five (25) documents (named corpus thereafter) that were collected and
analyzed. It was first classified according to the type of text (see table 1)
and then, it was organized chronologically (see table 2).
Table 1.
Corpus sorted by Typology.
|
Type of document |
Number |
|
Scientific articles |
17 |
|
Research projects |
5 |
|
Book chapters |
3 |
Table 2.
Corpus sorted by Chronology.
|
Year |
Quantity |
|
2011 |
1 |
|
2012 |
5 |
|
2014 |
2 |
|
2015 |
2 |
|
2016 |
3 |
|
2017 |
2 |
|
2018 |
3 |
|
2019 |
2 |
|
2020 |
5 |
Once the
documents were analyzed, and the relevant themes were selected, it was
necessary to develop those aspects that are part of the M-Learning
implementation inside the classroom, that is to say, those elements that were also important when using
this methodology in EFL, and were significant to this documentary project.
During 2020, Refat et al developed research about
grammar, an element considered a crucial aspect in order to understand a new
language, and with the Mobile-Assisted Language Learning (MALL) to help in the
improvement of motivation. The group of researchers developed a study with a
mixed methodology, where the participants selected belonged to a university
English class, and after a quick test five groups were randomly created.
Keller's technique (1987, cited in Refat,
2020) was used, and the Attention,
Relevance, Confidence and Satisfaction of the ARCS Motivational Model measured
students motivation, and the M-Learning tool was used to learn the present
tenses, and contain four modules: (1) log-in module with some tutorials about
the app, (2) a learning module, (3) an exercise module with fill in the blanks,
multiple-choice questions, table matching, quizzes, sentence building on
present tenses, (it is important to note
that at the end of this module, feedback was given) and (4) a self-
evaluation module in order to identify students satisfaction. Songs and images
were added as an incentive to generate interest, also, they used common
examples, and real-life instances.
As
a result, the five groups were highly motivated, the audiovisual instructions
were satisfying, and their concentration was also increased, and the four
constructs of the ARCS model helped the meaningful learning. Therefore, these aspects are
relevant to the present investigation, thanks to the description of the modules
and activities.
Wang
et al. (2020) identified vocabulary as a fundamental element in language
acquisition; they deduced that this is a long and tedious process during which
students lose their motivation and started their investigation in order to
attest the benefits of Mobile-Assisted Vocabulary Learning (MAVL thereafter).
The
methodology they used is based on 28 Chinese native speakers who were currently
in college and took the same English class with two different instructors.
After a random selection and a pre-test, students were divided in two groups,
and participated in a three-week study.
At
the end of this period session, before the findings are presented, it is
important to highlight that both groups decided to create a WeChat group where
they could support each other. The results from the session showed that the Control Group, during the pre-test exam,
did a great job and obtained more points than
the Experimental Group because they
were allowed to review the topics
and vocabulary before class in order to understand it better. As the
experimental group didn't do it, the difference in results were evident, but
only at the end of the exercise was the statistical difference evident with the
experimental group. Also, in terms of motivation, the analysis rested
correlative, with the experimental group being deemed as highly motivated, but
it rested the same.
Rivera (2018), in her research project, aimed at
promoting a virtual learning setting in order to increase students’ interest
and boost their motivation in learning English as a foreign language. This
project arose from the fact that teachers of the Language Department in a
private university still teach in a traditional way and their main teaching
resource is a textbook. Although other teachers use the Moodle platform, they
just share links to reinforce English knowledge so that students work
autonomously. However, teachers do not provide any feedback and there is no
interaction between the teacher and the students.
Four instruments were used to gather
information in this action research study: a field diary, an online forum, a
survey, and students’ artifacts. The results showed
two categories: first, collaborative work to incite motivation meaning
that students are inclined to work better when working in groups. It allows
students to learn more language skills during problem-solving and instills
motivation thanks to the teacher and group’s support. Second, the use of
technology to enhance language learning shows the important role that ICT plays in language learning
since it catches students' attention and motivates them.
The article of Baby (2019) did an
experimental analysis of using mobile phones to the improvement of the quality
of education in terms of intrinsic motivation, consequently, this study
explores how mobile devices can be used effectively for enhancing the
involvement and motivation of students in various learning activities to
promote learner autonomy and peer learning opportunities within the classroom.
To develop this idea, mobile learning was
implemented partially in two undergraduate classes consisting of 29 and 32
students each from ELT class at Dhofar University in Oman. They utilized grammar topics to do 15 minutes
worth of worksheets on their cellphones. The class A were secretly engaged to
the phone the whole time, using the teacher listening as a pretext, meanwhile
the class B was only allowed 10 minutes to learn the topic with free time to
use the mobile, and the teacher only was there as a facilitator if needed, and
the last five minutes of the topic would be supplemented by the teacher.
Group A composed by male students, and
the sample to develop the experiment, had a considerable improvement in terms
of motivation, participation in group activities and learning. Group B,
composed of females, had no difference or as the author said the difference
from the first test to the last test was negligible.
As a consequence, Baby (2019) established
that the
results showed that “if the motivation
level is high among students,
the mobile learning application is not of much relevance. However, mobile
learning applications are very effective among low achievers for enhancing
internal motivation as it promotes learner autonomy through peer learning
opportunities”.
After
analyzing the studies mentioned above, four (4) themes were identified:
students’ level of technological skills and their experience using them,
teacher’s role, the identification of the components that apps should have,
motivation towards learning EFL and collaborative work.
Each
of the themes were selected thanks to the relevance they have in the
teaching-learning process; therefore, if the main idea to develop an English
class is for the students to work with M-Learning, it is necessary to
acknowledge their capacity when using phones. Thus , Cabrera (2020) mentions
that technological skills give students innumerable applications and tools that
allow learning to be more dynamic and accessible, so students are no longer
restricted to their classrooms. For this reason, it is important to determine
if students have good skills or knowledge when using mobile devices for
academic purposes.
The
second theme is the charisma or the role the teacher is going to be developing
during the class, because he is there just to help or clarify some topics
students find difficult to understand. Kuimova et al (2018) mention that it is
important to value teachers' help in order to develop activities in a good way
and according to the app design and of course
to understand one hundred percent
the main idea of the English class.
The content of apps is also relevant to this
documentary article, because even if it is known that there are tons of
language learning apps, not all of them are very well designed or they are not
inspired to be helpful inside the classroom, therefore inside this theme a
selection of apps and the activities should be included. The fourth topic is
motivation towards learning EFL, and as mentioned by Refat et al (2020), it is
important for the content to be focused on
students' context in order for them to be interested in the learning
process and in the M-Learning class. Consequently, collaborative
work is a big part of the process thanks to the class methodology
intertwined with the importance of having a bit of extrinsic motivation in order
to make the process more fun.
In that way,
one of the key elements before starting to work with M-Learning is the one
mentioned by Salehi and Salehi (2012), Yang (2012), Alhassan (2016), Hashim et
al. (2016), and Cabrera (2020), who stated that it was crucial to evaluate
students’ level of technological skills and their capacity to use them
effectively. This is relevant and interesting because M-Learning is supposed to
be a plus in the teaching process, a strategy students enjoy, therefore prior
knowledge with the use of Mobile technology is important as students should
recognize and know how to use it.
If there is
a barrier of any kind, like age, not having a mobile phone, or even not knowing
how to use a mobile device in general, the implementation of M-Learning would
be compromised, and its relevance to the learning and teaching processes could
be ineffective because students should feel motivated and interested in the
lesson using their mobile phones. For this reason, if the use of mobile phones
does not provide a relaxed atmosphere, then, it should not be included in the
process.
The second
repeated element in the studies was to define whether the teacher’s presence
and role was necessary in the language learning process with a mobile device.
In this matter, Bahous et al. (2011) started developing the idea that teachers
should know and understand mobile apps in order to guide students, or to give
technological support at schools when needed.
Kuimova et
al (2018) indicated that in the English learning process through M-Learning,
students reflected on the value teachers have inside the classroom and their
continuous help is needed to use the apps effectively and be able to understand
the topics. Thus, the role that teachers must play in their teaching practice
is one of a guide.
Furthermore,
the improvement of students’ skills via M-Learning needs to be the top
priority. According to Hashim et al. (2016), using tools and applications
inside the classroom as a resource for language learning has become a huge
support, not just for students, but for teachers since with their
implementation teachers started to improve with new teaching methodological
practices.
On the contrary,
according to Hidayati and Diana (2019), the teacher-student relationship has
changed, and nowadays, teachers are no longer the only resource to learn.
Therefore, there is no need for a teacher to know how to use mobile apps, even
more so because mobile technology is constantly evolving, and some teachers
find it problematic to work with tech devices and be up to date with the
current situation.
Also,
according to Bahous et al. (2011), apps are oriented towards students, not
teachers, so Salehi and Salehi (2012) pointed out that the existence of
teachers who are reluctant to use technological strategies in classroom
activities does not benefit students at all.
The third
reiterated element identified in the articles was the identification of the
components of apps and in this matter, many researchers added various crucial
factors to take into consideration.
To begin, it
is important to create topics that interest students (Bahous et al., 2011). Furthermore, Yang (2012)
established that apps should have activities such as filling the gaps,
problem-solving, and online discussion tasks. In their own way, Chester et al.
(2016) built a technological tool to learn words with the use of GPS and a
semantic similarity rule, which is considered to be positive because it
provided students with materials based on a real context. GPS tech detected the
world context and the semantic similarity rule provided students with words
according to the place they were and explained their definitions.
These authors also mentioned that augmented reality,
context awareness, and physiological awareness are elements to be taken into
consideration in the learning materials and activities, which are quite
relevant and significant to students. Yang (2012) added that the sessions should
be designed individually and differently in order to avoid monotony, and Alemi
et al (2012) established that describing vocabulary through SMS helped students
to retain vocabulary easier.
Refat et al (2020) added that it is important that
apps contain video tutorials about the contents of the app, a learning module,
an exercise module with activities as the ones described before, or as quizzes,
table matching or writing their own sentences, and at the end of it the
feedback should be given.
Up to this point, the mobile apps used in some of the investigations
were Taplingua Inn, Duolingo, Kahoot, Whatsapp, Multitran, Google
Translate and Formative. The
first app, Taplingua Inn,
used by Rico et al. (2014) was implemented in a timeline to develop: listening,
writing, vocabulary, grammar, and reading skills. This app was chosen because
it contains visual aids, native speakers’ explanations, vocabulary, grammar
issues, and a wide variety of English games to practice at all levels and in
all skills. In addition, these elements were linked to gamification, flipped
classroom, M-Learning in a micro lesson format, and task-based teaching
methodologies.
Since then,
Guaqueta (2017) explored Duolingo and Kahoot to assess vocabulary. He concluded
that the learned vocabulary had a life-long significance and helped students
with reading comprehension, which is a critical aspect of language learning
that should be taken into account.
Continuing
with the group of apps, Whatsapp, Multitran, and Google Translate were used by
Kuimova et al. (2018) in order to enhance all skills, but as the sample had
issues with the internet connection, it was deduced that the app needed to
include offline and free activities in order to develop a full experimentation
according to the context.
This
investigation considered two aspects that were not identified in any other
research analysis: connectivity and offline work. In other words, M-Learning
apps should take into consideration the internet connection, or the signal when
referring to rural spaces because, even if the apps are available anytime
anywhere, they require internet connection, an element that should not be an
impediment when implementing different methods of education.
The last
research was about Formative where Cabrera et al. (2020) found different
elements to work with that engaged students through their mobile devices by
providing them with various kinds of activities which encouraged students’
participation and recognized motivation as an important factor in the learning
process.
Based on
students’ improvement at the end of each trial, it was evident that all the
studied apps included different elements that were relevant and contributed to
the success of their learning process.
Motivation
is the fourth element to analyze. This topic is the most relevant because it
raises students’ self-esteem. Given that, apps should provide, as mentioned
before, relaxed atmospheres and topics students recognize in their native
language. Refat et al (2020), established in the research that when songs and
images are used for giving instructions, they are great stimuli that generate
intrinsic motivation.
Also, it is
mentioned by Yang (2012) that surveys should be included to learn about
students' attitudes and feelings towards the apps. Refat et al (2020),
mentioned that self-evaluation is important in the learning process and that it
brings new elements each time, therefore it is needed to be done as
consistently as possible.
However,
teachers also need to be charismatic and promote a good classroom environment.
Chester et al. (2016) mentioned that there are different kinds of questionnaires that help to
recognize the analysis, attention, relevance, confidence, and satisfaction of
users regarding the learning materials and activities provided from teachers,
but which are also relevant and significant to students.
ÖZütürk and
Hürsen (2014) guided by Gardner’s theory (1988), identified two types of
motivation: instrumental and integrative. The first one is described as the
desire to learn a second language but moved by external factors like getting a
certificate or passing an exam. In fact, relating this to Dörnyei’s theory
(2011), it can be said that it is closely related to extrinsic motivation.
Likewise,
the same happens with integrative motivation in which people want to learn a
second language, however, with the aim of interacting with other cultures that
speak the target language, which in Dörnyei’s theory (2011) is intrinsic
motivation. These two types of motivation are more related to second language learning
than the ones described in the theoretical framework, but their meaning and
purpose is the same: to awaken learners’ interest.
Time is
another element used to measure students’ attitudes and level of commitment or
motivation during the lessons because it uncovers feelings towards learning the
language. For example, in Hidayati and Diana’s research (2019), the average
time their sample population spent playing games and doing activities was
ranked from 11 to 57 minutes every day. It concluded that commonly, people with
high motivation spend less time learning English than their counterparts who
are disinterested and unmotivated.
In this
regard, Baby (2019) added that the results of his investigation established
that when students’ motivation is high, the M-Learning application loses
impact, whereas it is very effective among low achievers.
In the
second group of analyzed documents, five of these were considered. The first
two documents were developed in 2012, when the involvement of Educational
Technologies and M-Learning apps started to be named in the research matter.
For that reason, Tayebinik and Puteh (2012); and Tayebeh and Amir (2012), both
developed documentary research in which the characteristics and importance of
M-Learning were identified, and became a useful element in order to select or
organize the most current relatable apps.
The first
conclusion of these studies is that, considering today’s diversity of digital
technologies, it has provided new elements to long distance education to
educators in the teaching and learning processes. In the past, the tools which
mobile devices could offer to people, in terms of education, were very little.
As a result, mobile- based
language learning apps needed to invest in better developed speaking and
listening activities, because message services with audio and graphic content
were not improving the skills of language learners.
According to
these studies, despite all the obstacles, students’ M-Learning needed to grow
exponentially to provide a better environment for language learning. Thus,
analyzing its impact on every skill, which were similar points encountered in
both investigations.
Learning
vocabulary is more efficient and effective by sending SMS or Pictionary
activities, however, listening comprehension with multimedia activities and
sounds, followed by a listening comprehension quiz, grammar with multiple
choice activities, fill in the blanks and true or false questions, require
various kinds of applications in order to enhance and complete the prospective
goals.
Reading
would be improved if texts were accompanied by a native speaker narrator who
would aid with pronunciation as well as teach students the correct way to read
and annunciate texts. It is recommended that this be utilized in social based
activities, where repetition gives the possibility to compare their voices with
the accurate models. Finally, these aspects were important to newer researchers
since they gave a map route to M-learning investigations in academic environments
and also set an objective in the study of motivation as a goal when
implementing this new methodology and the benefits it could have on students of
EFL.
Liu and He (2015) continued with the
identification of important elements each skill required. They used eight
online resources as experimental tools: Crazy English, New Concept English,
Speaking English fluently, Learn ABC, Tuoci, Youdao, Hujiang English, and China
Daily. All of them were considered as effective to motivate and to promote self-regulated
cycles of learning and had a positive impact on students. Rivera (2018) also
worked on the development of motivation to learn English as a second language
with M-Learning. In his study, he used four instruments to collect data: a
field diary, an online forum, a survey, and students’ artifacts.
He
concluded that it is also important to use collaborative work to incite
motivation because it allows students to learn more language skills during
problem-solving activities and instills motivation thanks to the teacher and
group’s support. However, the feedback made by teachers facilitates interaction
between the teacher and the student, and caught the attention of students
motivating them to continue with the process.
The
last thesis considered in this study was written by Ardila (2020) who used the
M-Learning apps and web pages with the aim of developing her research
investigation, but in this case, they were meant to learn French as a foreign
language. The study was based on the use of Point du FLE, Laits, Francais
facile, Educaplay, and Kahoot.
Those
tools were key to increase motivation and helped to develop a certain level of
independence and active work towards knowledge thanks to the interaction,
exchange of experiences, communication and socialization that was used. Not
only that, there are characteristics of the actionelle approach, where the
involvement of the cultural element was required.
Finally, the
last group of documents includes book chapters. Five investigations were
identified: the first one by Zou and Li (2015), in which the main goal was to
examine the utility and development of mobile applications for learning English
as a foreign language and the impact they had in terms of students’ motivation.
It is relevant to mention some positive details obtained from the instruments
applied to participants and the authors’ conclusions which are pertinent to the
present investigation.
The
questionnaires’ answers indicated that most of the students were motivated
while practicing listening skills inside and outside the class in BBC, TED, and
VOA apps. To indicate the effectiveness of the apps combined with students’
motivation, they used it multiple times during the day. Speaking tasks were
completed by students who mentioned that QQ and WeChat helped them to improve
their pronunciation, and also made them feel comfortable to communicate in
class through forum apps, like WeChat. It is also mentioned that the class
forum app was a good channel for English practice.
The second
investigation, by Jin and Zhirui (2017) mentioned the emergence of various
mobile communication technologies, specially, M- Learning apps, and their role
in the teaching process. Therefore, like the previous one, they analyzed only
the WeChat app. These researchers went in depth even further and mentioned that
thanks to the benefit of the interaction with ubiquitous learning, photos,
videos, and voice notes messages, WeChat had a combination of interesting
content, reinforcement of interactive learning, public and private communication
spaces, and even a test space where teachers could control students’ goals with
less stress.
Considering
this, it is viable to affirm that mobile applications, as WeChat, also give
learners the opportunity to achieve their personal goals with the guidance of a
teacher or a tutor given that they have the possibility to control, not just
the improvement of each student, but also courses’ topics and activities,
creating the chance to develop a full English program based on this app.
The third
investigation, led by Aysu (2020), involved the use of a real context linked to
meaningful activities to motivate students in their own learning style. The app
used to develop this idea was WeChat. It gave important results in relation to
vocabulary learning in terms of time in contrast to traditional practices since
it not only provided students with
interactive spaces , but also with
frequent use and mobility, it improved students’ vocabulary learning process.
Finally, these aspects validate its implementation in the language learning
process. The only two bad reviews related to this app were reported by Zhou and
Li (2015). Their sample population mentioned that regarding the reading tasks,
they preferred to do them on paper because they felt more comfortable. Aysu
(2020) also said that his sample required more time to adapt to the app in
order to learn vocabulary since in the implementation of the meeting chat, the
experimental group of students needed a more prolonged period of time to show some
progress.
After
analyzing 25 documents from countries like China, Turkey, Iran, Malaysia, and
Colombia, it is possible to affirm that they found positive and negative
elements about the effect of M-Learning in fostering motivation towards
learning English as a foreign language, a topic that has been evolving during
the time.
At the
beginning of the 2010’s, the main subject of investigation was focused on
giving an answer to how apps should work and its implementation in terms of
applicability. Factors such as teacher’s guidance, learning indoors or
outdoors, as an individual or collaboratively, were also important aspects to
first guiding students’ interest into the language learning process.
Later, the
focus was on the needs and elements that still were not developed, but should
be included in the apps, elements such as reading activities, listening
comprehension, speaking tasks, etc., which were not invented and applied before
for educational purposes. Another point to consider was the implementation of
apps in specific contexts that allowed students to improve all the skills or
some of them depending on the course content and teacher's planner.
Nevertheless,
M- Learning cannot be seen as a perfect teaching-learning resource because
there are social, political, financial, and personal aspects that need to be
considered when implementing it in different contexts. For example, according
to Kuimova et al. (2018) connectivity in rural areas could be a problem as the
purpose is to use mobile apps everywhere hence if there is lack of mobile technology or
internet connection in every classroom then it has not fulfilled its intended
purposes.
Hidayati and
Diana (2019) affirmed that when students’ English level is high, M-Learning
stops being relevant and the motivational factor loses effect since, if not
used right, students may get involved in their social media and it may become a
distraction rather than a support of the learning process. That’s why maintaining your
students’ attention is important by choosing engaging and interactive
apps. This study also established that teachers are no longer the
only learning source for students because they already know how to search for information
regarding learning another language.
To sum up,
some investigations tended to teach the whole class through M-Learning, making
it a new learning methodology, and not only a resource in the educational
process, with the aim of fostering students’ motivation to learn English.
Conclusions
It
is important to mention that one of the pillars and the most important factors
in the teaching process when learning English as a foreign language is
motivation. Learning a foreign language implies facing diverse challenges and
obstacles that may discourage and hinder students’ progress. As a result, they
may give up trying to improve, and unfortunately, as mentioned in this
documentary process, the lack of interest may delay the educational experience.
With
the aim of giving answers to the research question built into this
investigation, it is possible to conclude that, effectively, one of the most
interesting and functional strategies to foster students’ motivation is getting
closer to students' interest by utilizing what they know and master as
professionals, which is technology.
Therefore,
the implementation of M-Learning as an educational technology resource took up
a relevant role in the teaching process. Today, M-Learning is a well-known type
of education (learning) used in English courses, inside or outside a classroom,
and it could make a huge improvement on students’ performance and their
language skills, if it is well implemented and guided. This element arose due
to the lack of students' motivation in EFL, but the time and evolution of
educational technologies allowed students to feel more comfortable studying in
this way.
Some
of those elements included in this type of learning are problem-solving
activities, online-discussion tasks, interaction, and creation of relationships
with people in any place around the world according to the context needed,
interaction with ubiquitous learning, photos, videos, voice notes messages, 3D
reality and even a personal space of interaction between teachers and students,
where the feedback possibility is available.
WeChat,
Kahoot and Duolingo were identified as the most popular M-Learning apps when
learning English. The first one is recognized because it allows interaction in
the target language with other people in real time. The second one gives the
possibility to take tests individually or in groups enjoying the questionnaire,
and the third one allows learners to enhance their grammar and vocabulary. Other apps like
WhatsApp, Multitran, Google Translate, Taplingua or Formative are used by
students, and it was shown that each one has its own benefits, so they should
be analyzed to choose the one that suits students' needs.
Additionally,
each M-Learning app has its own strengths when talking about skills, and this
is the reason why, it is needed to select and test them to define the app that
it is going to be used, or if possible, allow students to decide which one they
feels more comfortable working with or they could also rotate their usage of
the applications. Any possibility is validated. The most important thing is
that the learning process is centered on learners which in turn increases the
level of interest and motivation.
Although
teachers are being called to start using this type of methodology, it was
noticed that some of them are resistant to this new teaching approach, but it
is important to start thinking about students’ needs in terms of learning
English as a foreign language; a step a teacher needs to take. If they do not
take that step, they are running the risk of losing students’ interest and
motivation.
M-Learning
does improve motivation when learning English, but it is not one hundred
percent effective. Teacher’s guidance is essential in order to solve issues
that the app is not capable of. These issues, in most cases, are related to
grammar, but it is also needed to be used as in flipped learning, for
self-improvement, giving each individual the capacity and capability to
advance in their own possibilities,
always with the help or interaction of the other students. However, it could
become a double-edged sword if students already have a high English level or if
the Mobile app explains content very well, so teachers will not be needed.
With
university students at an intermediate level, interaction among them could help
solve some questions, along with having
different points of view which generates external motivation. This then also in
consequence means the inclusion of internal motivation since it became
collaborative work in which there was an external reward, but for students the
possibility to explain, recognize and understand their peers’ point of view,
help them to improve on a whole in the
educational process despite the external recompense.
The
process where students change from their traditional English class to
M-Learning requires time to adapt and the improvement is not effective
immediately. Results showed that the experimental groups, when compared to
control groups, started with low results, but after two or three weeks of daily
practice, their process was more significant, and results were better than in
the other group.
However,
there is another factor that needs highlighting, and that is the number of
M-Learning apps that exist nowadays. Although it is believed that there are
excellent apps that should be used in the classroom, the important aspect is
ensuring that students are motivated with or without the use of M-Learning apps.
This then presents the challenge of trying out existing apps and sending
suggestions to the owners to improve their effectiveness.
Without
a doubt, designing new apps is an excellent idea, only if researchers accept
the challenge of creating a new app that encompasses all the necessary language
learning activities and motivates learners. For that reason, there is no need
to design something only to be able to mention that an app was created and in
turn it sacrifices students' motivation. That is the reason why mobile apps are
not currently sufficient to be implemented in every educational context because
it is important to consider each students’ personal aspects. Hence, sometimes
it is better to work with the ones that have already been tested or try with
new apps that blow students' minds and engage them in the learning process.
To
the present research project, it is essential to encourage new researchers to
start, and even, continue investigating into this subject because of its
importance, and the constant evolution, not just in terms of technology, but
also in the educational and new methodological practices.
Finally,
even though this was not practical research, this project was born with the
idea of creating an interactive mobile app to be used in language learning with
the purpose of knowing if there was a significant change in students’
motivation. Nevertheless, as there are thousands of learning apps, the research
published in the last decade could shed light on the necessary aspects to
choose and use the most effective ones to increase students’ motivation and
impact their learning process positively.
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