3,868
Views
24
CrossRef citations to date
0
Altmetric
Articles

Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources

ORCID Icon & ORCID Icon

References

  • Ajibade, P. (2018). Technology acceptance model limitations and criticisms: Exploring the practical applications and use in technology-related studies, mixed-method, and qualitative researches. Library Philosophy & Practice, 1–13. Retrieved from https://digitalcommons.unl.edu/libphilprac/1941/?utm_source=digitalcommons.unl.edu%2Flibphilprac%2F1941&utm_medium=PDF&utm_campaign=PDFCoverPages
  • Alwahaishi, S., & Snášel, V. (2013). Modeling the determinants affecting consumers’ acceptance and use of information and communications technology. International Journal of E-Adoption (IJEA), 5(2), 25–39. doi:https://doi.org/10.4018/jea.2013040103
  • Bagozzi, R. P. (2007). The legacy of the technology acceptance model and a proposal for a paradigm shift. Journal of the Association for Information Systems, 8(4), 244–254. doi:https://doi.org/10.17705/1jais.00122
  • Bezemer, J., & Kress, G. (2010). Changing text: A social semiotic analysis of textbooks. Designs for Learning, 3(1/2), 10–29. doi:https://doi.org/10.16993/dfl.26
  • Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2): 219–233. doi:https://doi.org/10.1080/03075070600572132
  • Chen, X.-B. (2013). Tablets for informal language learning: Student usage and attitudes. Language Learning and Technology, 17(1), 20–36.
  • Chen, D. & Xu, L. J. (2016). An investigation of mobile English learning in Chinese universities by mobile devices. Theory and Practice of Contemporary Education, 8(3): 126–128.
  • Creswell, J. W. & Clark, V. L. P. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
  • Colpaert, J. (2004). From courseware to coursewear? Computer Assisted Language Learning, 17(3/4), 261–266. doi:https://doi.org/10.1080/0958822042000319575
  • Conole, G., & Pérez-Paredes, P. (2017). Adult language learning in informal settings and the role of mobile learning. In S. Yu, M. Alley, & A. Tsinakos (eds.), Mobile and ubiquitous learning. An international handbook (pp. 45–58). New York, NY: Springer.
  • Davis, F. D., (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. Management Information Systems, 13, 319–339. doi:https://doi.org/10.2307/249008
  • Dewey, J. (1916). Democracy and Education. New York, NY: The Free Press.
  • Ding, J. (2015). A study of English majors in a Chinese university as dictionary users. Lexicography, 2(1): 5–34. doi:https://doi.org/10.1007/s40607-015-0016-5
  • Duman, G., Orhon, G., & Gedik, N. (2015). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2):197–216. doi:https://doi.org/10.1017/S0958344014000287
  • Fei, J. & Guo, M. S. (2015). The effects of mobile applications on college English learning. Brand, 2: 25–26.
  • García Botero, G., Questier, F., & Zhu, C. (2019). Self-directed language learning in a mobile-assisted, out-of-class context: Do students walk the talk? Computer Assisted Language Learning, 32(1-2), 71–97. doi:https://doi.org/10.1080/09588221.2018.1485707
  • Guo, H. X., Xiong, K., & Liu. Z. R. (2011). 关于大学生英语移动学习及其持久度的调查研究 [On mobile English learning and the college students’ persistence of interest in it], Journal of Guangdong University of Foreign Studies, 22(4): 81–85.
  • Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted language learning: a cross-national study. Computer Assisted Language Learning, 26(3): 197–213. doi:https://doi.org/10.1080/09588221.2011.649485
  • Hwang, W. Y., Chen, H. S. L., Shadiev, R., Huang, R. Y. M & Chen, C. Y. (2014). Improving English as a foreign language writing in elementary schools using mobile devices in familiar situational contexts. Computer Assisted Language Learning. 27(5): 359–378. doi:https://doi.org/10.1080/09588221.2012.733711
  • Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition (pp. 1–50). Austin, TX: The New Media Consortium.
  • Koole, M. (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training. Athabasca: Athabasca University Press, 25–47.
  • Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157–165. doi:https://doi.org/10.1017/S0958344009000202
  • Kukulska-Hulme, A. (2012a). Language learning defined by time and place: A framework for next generation designs. In: D´ıaz-Vera, Javier E (Ed.). Left to my own devices: Learner autonomy and mobile assisted language learning. innovation and leadership in english language teaching (Vol. 6, pp. 1–13). Bingley: Emerald Group Publishing Limited.
  • Kukulska-Hulme, A. (2012b). Mobile learning and the future of learning. International HETL Review, 2, 13–18.
  • Kukulska-Hulme, A., Lee, H. & Norris, L. (2017). Mobile learning revolution: Implications for language pedagogy. In: Chapelle, C. A. & Sauro, S (Eds.). The handbook of technology and second language teaching and learning. Oxford: Wiley & Sons, 217–233.
  • Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. doi:https://doi.org/10.1017/S0958344008000335
  • Lai, C., Hu, X., & Lyu, B. (2018). Understanding the nature of learners’ out-of-class language learning experience with technology. Computer Assisted Language Learning, 31(1/2), 114–143. doi:https://doi.org/10.1080/09588221.2017.1391293
  • Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299–318. doi:https://doi.org/10.1017/S0958344017000258
  • Lim, Y. J., Osman, A., Salahuddin, S. N., Romle, A. R., & Abdullah, S. (2016). Factors influencing online shopping behavior: The mediating role of purchase intention. Procedia Economics and Finance, 35, 401–410. doi:https://doi.org/10.1016/S2212-5671(16)00050-2
  • Lin, J. J., & Lin, H. (2019). Mobile-assisted ESL/EFL vocabulary learning: A systematic review and meta-analysis. Computer Assisted Language Learning, 1–42. doi:https://doi.org/10.1080/09588221.2018.1541359
  • Liu, Y. J., & Chen, X. Y. (2012). 大学生手机英语学习情况调查及展望 [The investigation and expectation of university students’ mobile English learning], Academic Research, 17(5), 64–65.
  • Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 1-19. doi:https://doi.org/10.1017/S0958344019000065
  • Ma, Q. (2017). A multi-case study of university students’ language-learning experience mediated by mobile technologies: A socio-cultural perspective. Computer Assisted Language Learning, 30(3/4), 183–203. doi:https://doi.org/10.1080/09588221.2017.1301957
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. London: Sage.
  • Miller, L., & Wu, J. G. (2018). From structured to unstructured learning via a technology-mediated learning framework. EAI Endorsed Transactions on E-Learning. 5(17), 1–9. doi:https://doi.org/10.4108/eai.25-9-2018.155575
  • Moghari, M. H., & Marandi, S. S. (2017). Triumph through texting: Restoring learners’ interest in grammar. ReCALL. 29(3), 357–372. doi:https://doi.org/10.1017/S0958344017000167
  • Pachler, N., Bachmair, B., Cook, J. & Kress, G. (2010). Mobile learning. New York, NY: Springer.
  • Pan, L. (2011). English language ideologies in the Chinese foreign language education policies: A world-system perspective. Language Policy, 10(3): 245–263. doi:https://doi.org/10.1007/s10993-011-9205-8
  • Pérez-Paredes, P. Ordoñana Guillamón, C. Aguado-Jiménez, P., Meurice, A. Conole, G. Van de Vyver, J. & Sánchez, P. (2019). Mobile data-driven language learning: Affordances and learners’ perception. System.
  • Piaget, J. (1973). To understand is to invent: The future of education. New York, NY: Grossman.
  • Ren, Y. (2010).浅议非英语专业研究生英语教学中存在的问题及其解决方法 [An analysis of the problems and solutions in Chinese non-English major postgraduate students’ English language teaching]中国科教创新导刊 [China Education Innovation Herald]. 16, 123.
  • Schmitt, N. (2000). Vocabulary in language teaching. Stuttgart: Ernst Klett Sprachen.
  • Selwyn, N. (2011). Education and technology: Key issues and debates. London: Continuum International Publishing Group.
  • Steel, C. (2012). Fitting learning into life: Language students’ perspectives on benefits of using mobile applications. In M. Brown, M. Hartnett, & T. Stewart (Eds.), Ascilite 2012: Future challenges, sustainable futures (pp. 875–880). Wellington: Massey University.
  • Stockwell, G. (2007). Vocabulary on the move: Investigating an intelligent mobile phone-based vocabulary tutor. Computer Assisted Language Learning, 20(4), 365–383. doi:https://doi.org/10.1080/09588220701745817
  • Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253–270. doi:https://doi.org/10.1017/S0958344008000232
  • Tashakkori, A., & Teddlie, C. (2003). Handbook of mixed methods in social and behavioral research. Thousand Oaks, CA: Sage.
  • Teng, F. (2019). Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination. Language Teaching Research. doi:https://doi.org/10.1177/1362168819829026
  • Vuorio, J., Okkonen, J., & Viteli, J. (2018). Finnish upper secondary students user expectations and experiences using MALL system. In Proceedings of the 22nd International Academic Mindtrek Conference (pp. 236–243). New York, NY: ACM.
  • Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management science, 46(2), 186–204. doi:https://doi.org/10.1287/mnsc.46.2.186.11926
  • Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. Management Information Systems Quarterly, 27(3), 425–478.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes, Cambridge: Harvard University Press.
  • Wu, J. G. (2018). Mobile collaborative learning in a Chinese tertiary EFL context. TESL-EJ, 22(2): 1–15.
  • Yan, J. X., & Horwitz, E. K. (2008). Learners' perceptions of how anxiety interacts with personal and instructional factors to influence their achievement in English: A qualitative analysis of EFL learners in China. Language Learning, 58(1), 151–183. doi:https://doi.org/10.1111/j.1467-9922.2007.00437.x
  • Yu, Z., Zhu, Y., Yang, Z., & Chen, W. (2018). Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform. Computer Assisted Language Learning, 32(4), 323–341.
  • Zhang, D. (2019). Christoph A. Hafner and Lindsay Miller: English in the disciplines: A multidimensional model for ESP course design. Applied Linguistics, 1–5. doi:https://doi.org/10.1093/applin/amy067

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.