Effects of Mobile-Assisted Language Learning on Young Learners’Linguistic Skills

Mobile-assisted language learning(MALL)has been regarded as an excellent tool in the field of language acquisition as modern technology develops.The popularity of using mobile devices in education makes it possible for people to learn languages through platforms like tablets and smartphones from anywhere and at any time.However,the application of MALL in a collaborative student-centered environment has received comparatively little attention.Since spoken fluency and vocabulary size are the two crucial components of language proficiency,this study aims to investigate if young learners can improve their native language level through learning online beyond the classroom.The quantitative data reveal that MALL does make a difference in students’linguistic skills.The results show that the incorporation of mobile applications into language learning could better help learners achieve the learning outcomes and improve their communication skills than simply using conventional methods.In addition,the data of the questionnaire exposed some issues that need to be continuously improved.The viable suggestions are also discussed to share ideas about building a more sustainable learning environment in a data-driven age.

Effectiveness of Mobile-Assisted Language Learning in Enhancing the English Proficiency

In response to the significant impact of the widespread use of digital devices and mobile technologies on language teaching and learning in this time of Internet information technology,this study aims to investigate the effectiveness of Mobile-Assisted Language Learning(MALL)in enhancing the English proficiency of students,while exploring the potential advantages of mobile devices for assisted learning in the English learning environment in China and the potential for mobile applications to assist English learning to foster learner autonomy.Anchored with the design thinking approach,the researchers used the empirical analysis methodology in developing an efficient mobile-assisted language learning model.Usability testing was conducted using a case study of two mobile applications,WeLearn and Flipped English,in Heilongjiang University of Finance and Economics to measure the extent of usability and acceptability of MALL on English language acquisition among college students identified through surveys,interviews,and quantitative assessments.Mobile technology is a perfect tool for every student that enhances their experience and increases their joy while improving their English language skills.It adds new value and brings new opportunities for both English learners and the language education industry.Indeed,MALL is English learners’new ally.

Review on Learner Belief about Second Language Learning

Learner belief is attracting growing attention since it is regarded as one element of individual difference which account for learners' different achievements in second language learning. This article gives a review o studies of learner belief about second language learning concerning its properties, classifications, and majo approaches to investigation. Based on the review, the importance of the research in the field is emphasized.

What Motivates Us to Learn as We Grow?——A Research Review on the Relationship between Age and Motivation in Second Language Learning

Motivation is always a dominatant factor in second language learning and teaching. Dornyei once suggested his model of learners' motivation, which is, language learning attitudes and the Ideal L2 self. Certainly, this could bring some research interests to other researchers. In this paper, the author reviews a research carried among the Hungarians, where the research focus is clearly given on the relationship between age and motivation to test Dornyei' s theory and offer a new way to promote learner's motivation in second language learning.

Motivation and Exposure in Language Learning

As one might expect, motivational theorists have attempted to explain motivation in different ways. This case study at-tempts to provide relevant evidence for the contribution of motivation in second language learning by looking at the success of Japa-nese study of an adult who learned Japanese at a later age 24, acquiring the target language over a 5-year period characterized bytotal exposure in Japan. The study shows that adult can still be successful to acquire second language if he is exposed to the envi-ronment and has strong motivation, and that the boundary of integrative motivation and instrumental motivation is not necessarilyclear-cut completely.

A Critical Review on Language Learning Strategies and Implications for College English Teaching

This paper reviews the current developments of language learning strategy researches in the world, both approval and critical voices on the issue of strategy instruction. Then it summarizes the current developments of learning strategy instruction in China. It indicates college English teachers should model learning strategy and make the instruction explicit. Students are advised to be active in seeking for strategies suitable for themselves through their own exploration and reflection.

Formative assessment of language learning strategies

This article attempts to integrate language learning strategies into the theory and practice of formative assessment. It is argued that learners’ current language problems might have been a result of their strategic learning problems. As such, diagnosing the potential problems in language learning strategies and providing support in strategic learning(the ‘how’ of learning) will not only help locate the possible causes of language deficiencies but also help learners close the linguistic gap(the ‘what’ of learning). The article also illustrates how language learning strategies can be assessed formatively. Next, two implementation issues, the teacher’s pedagogical content knowledge and student engagement after assessment feedback, are highlighted for discussion.

Strengths and Drawbacks of Blended Learning for Second Language Learning

This paper discusses the strengths and drawbacks of blended language learning.There exists a great debate about what constitutes blended learning.By considering its advantages and disadvantages,we contend that there is a need for higher education to embrace blended learning in order to increase educational opportunities and improve learning outcomes.In order to support this argument,this paper addresses the transformative potential of blended learning based on recommendations for class redesign from previous studies.This paper then concludes by providing an agenda for further research.

FIRST LANGUAGE ACQUISITION AS A MODEL FOR SECOND LANGUAGE ACQUISITION: THE TOTAL PHYSICAL RESPONSE APPROACH IN SECOND LANGUAGE LEARNING AND TEACHING

L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and not only by imitation. There seems to be some "innate capacities" that make children start to speak at the same time they do and in the way they do it. Adults learning a second language usually are controlled more by their motivation. But language input is important for both L1 and L2 acquisition. Though there are differences between CL1 and between CL2 and AL2, the way in which these learners acquire some of the grammatical morphemes is similar. This, together with some other evidence, shows that it is not only children who can acquire language. Adults can also acquire a language. But when adults acquire a language, they should also learn it. Some of the ways in which children acquire their language can be used as a model for L2 acquisition, even for Chinese students whose language is unrelated to English and whose culture is different. Learning the culture of the English-speaking countries will benefit the learning of the language. Like children, listening should also be well in advance of speaking in L2 acquisition. To train listening comprehension skills, Asher’s TPR approach proves more effective. TPR approach is at the moment limited to the beginning stage only. In order for students to gain all the five skills in a second language learning, namely, listening, speaking, reading, writing, and interpreting/translating, other methods should be used at the same time, or at later stages.

The Analysis of Gender Factor in Second Language Learning

This paper focuses on the factor of gender in Second Language Learning, with the analysis of the different aspects of showing: self-esteem, oral work, reflectivity, pair and group work, skill preference.

Second Life in Language Learning: A Literature Review of Journals from 2012 to 2016

As a platform based on virtual reality(VR), Second Life(SL) is drawing much attention abroad because of its immersive environment. However, the number of research related to VR or SL assisted language learning is not large and this domain needs to be analyzed further.This paper aims to analyze the applications and research of SL in language learning, based on the journals in web of science from 2012 to 2016, and trying to find out hints for future research and implications for teachers and researchers with a summary of previous studies. By searching key words"Second Life"and"Language Learning"in web of science from2012 to 2016, 15 papers were selected finally. Mind maps and summary tables are used to demonstrate and analyze papers. It is found that most SL research is employed at universities, and research themes are varied from interaction to students' learning attitudes. Mixed research methods are used in both qualitative study and quantitative study. In terms of pedagogy, technical problems should be eliminated in order to optimize learning environment, and activity design is also important in SL for teachers to teach languages.

Factors Influencing Foreign Language Learning

For many years, scholars have been studying the factors that influence foreign language learning. Generally speaking,the factors that influence foreign language learning can be divided into internal and external factors. Whether internal or external factors, they are interconnected in playing their different roles in learners' process of acquiring a foreign language. Internal factors are things like learners' age, intelligence, language aptitude, attitude, personality, etc while design of curriculum, teachers' instruction, the status of target language culture, and access to native speakers can be categorized into external factors influencing learners' foreign language learning.

The Effectiveness of Mobile-Assisted Language Learning(MALL)Applications on the Spoken English Assessments in China’s Universities

The increased ownership of mobile phone users and the advancement of mobile applications enlarge the practicality and popularity of use for learning purposes among Chinese university students.However,even if innovative functions of these applications are increasingly reported in relevant research in the education field,little research has been in the application of spoken English language.This paper examined the effect of using a Mobile-Assisted Language Learning(MALL)application“IELTS Liulishuo”(speaking English fluently in the IELTS test)as a unit of analysis to improve the English-speaking production of university students in China.The measurement of this mobile application in its effectiveness of validity and reliability is through the use of seven dimensional criteria.Although some technical and pedagogical issues challenge adoptions of MALL in some less-developed regions in China,the study showed positive effects of using a MALL oral English assessment application characterised with Automatic Speech Recognition(ASR)system on the improvement of complexity,accuracy,and fluency of English learners in China’s colleges.

Intercultural Education in a Technology-Enhanced Foreign Language Learning Environment Implementing the TPACK Approach:Challenges and Possibilities

In the plurilingual and multicultural contemporary international setting,the educational systems opt for successfully meeting as well as adapting to the rapid social,economic,and technological changes.Based on the premise that intercultural communicative competence holds a significant potential for foreign language instruction,focus should throw into combining teachers’intercultural knowledge with pedagogy and technology.The prospect of introducing intercultural material within the context of teaching scenarios in the curricula of a technology-enhanced foreign language learning environment where the Technological Pedagogical Content Knowledge(TPACK)approach is implemented,can positively contribute to the teaching process.Under this perspective,cultural and digitally competent teachers can create a framework which will enable learners to fully develop their interactive and linguistic skills and to effectively communicate in a foreign language promoting its social and multicultural dimension whatever the intercultural context.

Self-Efficacy of the Learners:On the Road to English Language Learning

Poor student achievement is often attributed to a lack of motivation and rewards.Students with learning disabilities are very often unmotivated because school is one failure after another to them.Teachers are having a hard time assessing what could be the aid for language learning.This study used the descriptive-survey research method.It is arranged to gather information about the present existing condition.The participants of this study consisted of 40 grade nine students from Mariveles National High School-Sisiman II S.Y.2016-2017.The questionnaire was divided into five parts—(A)Self Efficacy,(B)Intrinsic Motivation,(C)English Learning Value,(D)Performance Goal,and(E)Achievement Goal.Based on this study’s findings,some relevant and useful motivational learning implications are recommended for enhancement and improvement of the students’motivation.Relevant language improvement programs and activities are also discussed in accordance with the students’language difficulties as communicated in the open-ended questions to increase their motivation in English language learning.

An Analysis of Tolerance of Ambiguity in Second Language Learning

In the second language learning,English learners have to face many unavoidable psychological problems,especially the tolerance of ambiguity which plays a vital role in the final result of learning.Traditionally,ambiguity,which means more than two kinds of understandings,is regarded to hindering a learner from making progress.However,based on the cognitive theory,the paper points out that language learning is a moving process from states of doubt and ambiguity to certainty and the tolerance of ambiguity is just the sign of language learning development.The paper also tries to analyze the causes of tolerance of ambiguity from cognitive learning style,learners’strategies,and self-concern factors.According to the English teaching conditions in China,the balance of tolerance of ambiguity is proposed in order to gain the ideal learning.

Language Learning Exposure and Motivation of Chinese Non-English Major Undergraduates

This paper investigated language learning exposure and motivation of non-English major students in Chinese public universities. The results of the research indicated that the Chinese students had a medium level of language learning exposure and that the Chinese students’ integrative motivation and intrinsic motivation were lower than their instrumental and extrinsic motivation. Based on the findings, the researcher suggested that the Chinese students’ language learning exposure should be reinforced and that more attention should be paid to their integrative and intrinsic motivation so that the Chinese students can better enhance English proficiency.

Sociocultural Factors and Foreign Language Learning and Teaching

Issues caused by different social cultures A clulture has a close connection with a particular language and plays an improtant role in the learn-ing and teaching of it.As we know,every nation has its own culture and the cultures of nations of theworld,generally,are different from each other.Owing to the disparities in culture,to people whospeak different languages,a word or phrase used to express good intention may surprise or irritate peo-ple;a common sentence can sometimes amuse one person greatly and cause laughter,but‘strange e-nough’,it can be too,dull enough in the eyes of another person with different culture background.

Cooperative Language Learning in Teaching Proficiency through Reading and Storytelling

TPRS(Teaching Proficiency through Reading and Storytelling)is becoming widely recognized and implemented in K-12 language classrooms across the nation.Cooperative language learning structures interactive group work for learners’language development.In communicative language classrooms,cooperative learning can be implemented in TPRS to encourage students’interaction and communication in collaborative tasks.This article explores the application of cooperative language learning in the TPRS Chinese classroom.Specific teaching methods are discussed in each step of TPRS,including establishing meaning,story asking,and story reading.Cooperative language learning in TPRS increases students’engagement and motivation in language learning and promotes their language acquisition and intercultural awareness for communicative competence in a diverse society.

An Overview of Language Learning Strategies

As English has become a universal lingua franca at present,more and more learners are anxious to learn it effectively and successfully.Studies show that the use of language learning strategies directly relates to language performance.This article attempts to provide an overview of language learning strategies for researchers' reference,helping them get insights in this field.