Open Research Online The Open University’s repository of research publications and other research outputs Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China: Emerging Practices and Learner Perception of Teacher Role Journal Item How to cite: Kan, Qian and Tang, Jinlan (2018). Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China: Emerging Practices and Learner Perception of Teacher Role. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 8(3) pp. 1–28. For guidance on citations see FAQs . c 2018 IGI Global Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.4018/ijcallt.2018070101 https://www.igi-global.com/gateway/article/full-text-pdf/215414 Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk
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Open Research OnlineThe Open Universityrsquos repository of research publicationsand other research outputs
Researching Mobile-Assisted English LanguageLearning Among Adult Distance Learners in ChinaEmerging Practices and Learner Perception of TeacherRoleJournal ItemHow to cite
Kan Qian and Tang Jinlan (2018) Researching Mobile-Assisted English Language Learning Among AdultDistance Learners in China Emerging Practices and Learner Perception of Teacher Role International Journal ofComputer-Assisted Language Learning and Teaching (IJCALLT) 8(3) pp 1ndash28
For guidance on citations see FAQs
ccopy 2018 IGI Global
Version Version of Record
Link(s) to article on publisherrsquos websitehttpdxdoiorgdoi104018ijcallt2018070101httpswwwigi-globalcomgatewayarticlefull-text-pdf215414
Copyright and Moral Rights for the articles on this site are retained by the individual authors andor other copyrightowners For more information on Open Research Onlinersquos data policy on reuse of materials please consult the policiespage
oroopenacuk
DOI 104018IJCALLT2018070101
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in ChinaEmerging Practices and Learner Perception of Teacher RoleKan Qian The Open University Milton Keynes UK
Jinlan Tang Beijing Foreign Studies University Beijing China
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
2
Panagiotidis2016)Mobilelearningisespeciallyimportantinadistancelanguagelearningcontextwhenstudentsconstantlystrugglewiththetimeastheyworkwhilststudying(GlogowskaYoungampLockyer2007)andwhenthereislimitedinteractionbetweenteachersandstudentsandamongstpeers(KanOwenampBax2018)Languagelearningoutsideclasshoursassistedbymobiledevicesisessentialtothedevelopmentoflanguagecompetence(LevyampKennedy2005Kukulska-Hulme2012a) Previous studies have revealed that L2 adult distance learners are becoming more andmoreself-directedlearnersasthetechnologyenablesthemtobebetterorganizedandspendmoretimelearningthelanguagethanbefore(DemouyJonesKanKukulska-HulmeampEardley2016Kukulska-HulmeampDeLosArcos2011)
WiththeincreasingownershipofmobiledevicesamongtheworldrsquoslargestEnglishlanguagelearningpopulationandtheMinistryofEducationinChinaactivelyencouragingtheuseoftechnologyinpromotinginstructionalefficiencyincollegeEnglishlanguageeducation(cfChinaMinistryofEducation2016)itisimportanttoexaminehowlearnersinChinausemobiledevicestosupporttheir English language learning and what and how mobile learning resources are used so thatmobilelanguagelearningcanbeeffectivelyembeddedintotheteachingAbetterunderstandingofit isparticularlyimportant indistanceeducationwhentheboundariesbetweenformalclassroomlearningandinformaloutsideclasslearningareblurred(Demouyetal2016)OurstudyintendstofindoutifthereportedemergingpracticesamongWesterndistancelearnersreportedinDemouyetalrsquosstudy(2016)applytoadifferentculturalcontextieadultdistantlearnersattheuniversitylevelinChinaIftherearedifferenceswewillexplorethereasonsbehindthemOurstudyalsoaimstoextendDemouyetalrsquosstudyinthesensethatwelookbeyondemergingpracticestoincludetwonewdimensionsi)tolinktheskillspracticedorknowledgeareasobtainedwiththeirfavouriteappsresourcesii)andtoexplorelearnerperceptionsofthetutorrsquosrole
Our study is guided by the conceptual framework with six aspects of analysis proposed byKukulska-Hulme (2012a) for next generation designs for mobile-assisted language learning toexploretheinteractionbetweentimespaceandcharacteristicsoflearningactivitiesUnderpinnedbyKukulska-Hulmersquosconceptualframework(see32forfurtherdetails)ourstudypartiallyreplicatesDemouyalrsquosstudy(2016)intermsofusingsomeofthequestionsintheirsurveyinordertocomparedistancelearnersintheUKwiththoseinChina
Inthesectionthatfollowswewillbrieflyreviewrelevantliteraturethat informsthecriticalanalysis of ourdata so as to answer the researchquestions (see31) Itwill be followedby theresearchquestionsandmethodologysectionwherewedescribeour instrumentsandmethodsofanalysisWewillthenpresenttheresultswithanalysisandfinallywediscusssomekeyissueswithpotentialimplicationsforMALLusefortertiaryEnglishlanguageteachingpracticesinChinaandsuggestionsforfutureresearch
21 Mobile-Assisted Language Learning (MALL)MALLhasmanydefinitionsInthisstudywefollowthedefinitionproposedbyKukulska-HulmeandShield(2008p273)todefineMALLintermsofldquoitsuseofpersonalportabledevicesthatenablenewwaysoflearningemphasizingcontinuityorspontaneityofaccessandinteractionacrossdifferentcontextofuserdquoWewillalsoregardtheconceptofmobilitytoincludebothlearneranddeviceasproposedbyPalalas(2011)Overthelasttwentyyearstherehasbeenaproliferationofresearchonmobile-assistedlanguagelearning(MALL)(Burston2013ChwoMarekampWu2018)rangingfrominvestigatingemerginglearnerpracticesandpatterns(egDemouyetal2016Kukulska-HulmeampDeLosArcos2011)theefficacyandusabilityofvariousmobiledevicesandappsforthelearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
211 Emerging Practices and Habits in Informal SettingsThe European Commission (2001 p 32) offered the following definition for informal learningInformallearningldquoresultsfromdailylifeactivitiesrelatedtoworkfamilyorleisureItisnotstructured(intermsoflearningobjectiveslearningtimeorlearningsupport)andtypicallydoesnotleadtocertificationInformallearningmaybeintentionalbutinmostcasesitisunintentional(orlsquoincidentalrsquorandom)rdquoInourstudyweusethetermlsquoinformallearningrsquoinabroadsensetoincludealllanguagelearningactivitiesoutsidetheplannedclasshours(beitvirtualorface-to-faceclassrooms)whichmaybeunintentionalorintentionalwiththeaimofsupportingthelearningofobtainingacertificateorqualification
Stockwell(2015)drewresearchersrsquoattentionto thefact thatalthoughmostmobile languagelearningtakesplaceoutsidetheclassroomthepublishedresearchislargelybasedontheclassroomsettingsiehowthedevicesareusedintheteacher-ledclassroomItisbecauseresearchinginformallanguage involvesmorevariablesas it is lesssystematicandharder to identify (VanMarsenille2015)AstudycarriedoutbyKukulska-HulmeandDeLosArcos(2011p77)exploredinformalmobilelanguagelearningbyadultsintheUKandfoundthatldquomobilelearnersexhibitconventionallanguagelearningbehaviourslikememorizingvocabularywhileattheotherendtheycreatetheirownagendasnetworksresourcesandtoolsrdquoChwoetal(2018)challengedthecommonwisdomthatldquowithMALLlearningcantakeplaceatanytimeoranyplacerdquoasmanylearnershavepreferredtimesandplacesfortheirstudy(Chwoetal2018p70)Oneoftheaimsofourstudywastofindoutlearnersrsquopreferredtimesandplaces
Demouyetal(2016)rsquosstudyoneofafewsetindistancelanguagelearningcontextexploredwhyandhowdistance language learners inTheOpenUniversity (UK)usedmobiledevices forlanguagelearningThisstudyshowedthattheselanguagelearnerswerebecomingmoreself-directedin exploring what worked for them they spent more time learning the language as the mobiledevicesallowedthemtohaveaccesstolearningmaterialsinplacesandattimeswhereandwhenitwasunimaginableinthepastItalsorevealedthetoptworeasonsforusingthemobiledevicesforlanguagelearning1)exploringmoreresourcesforlanguagelearningand2)takingadvantageofthegapsindailyscheduleforlanguagelearningAlthoughsuchlearningactivitiesbystudentstookplace
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
212 Link Between the AppsResources with the Language SkillsMoststudiesonMALLsupportedthehypothesisthatmobiletechnologycouldenhancelearnersrsquosecondlanguageacquisitionimprovingknowledgeofvocabulary(LevyampKennedy2005Stockwell2010)grammar(WangampSmith2013)listening(egReadampKukulska-Hulme2015)andspeaking(RueckertKiserampCho2012)inbothformalandinformalsettings(DemouyampKukulska-Hulme2010)Therehavebeenmanystudiesgivingdescriptiveanalysisofaspecific language learningappandhowtheapphelpsimprovinglisteningspeakingandreadingskillsChangandHsu(2011)investigatedtheuseofmobiledevicestointegrateaninstanttranslationmodeinanintermediateEnglishasaforeignlanguage(EFL)readingcourseThestudyfoundthattheuseofmobiledevicesencouragedcollaborativelearningandasaresultimprovedthereadingskillsThestudycarriedoutbyMasonandZhang(2017)attemptedtomatchtheapp(s)usedbylearnersofChineseasaforeignlanguagewiththelanguageskill(s)practicedbutfailedtoexplainthereasonsbehindtheirchoicesiethekeyfeaturesoftheappsOurstudyaimstoidentifythekeyfeatures
213 Integration into Formal LearningItiswellestablishedintheliteraturethatMALLcanmotivatestudentsbyincreasingtheirlanguagelearningopportunitiesoutsidetheclass(Kukulska-Hulme2005ThorntonampHouser2005HuangampSun2010)andbyembeddingthelearningprocessintotheireverydaylife(PriceampRogers2004)Crossetal(2015)surveyed3003adultdistantlearnersonundergraduatecoursesofvariousdisciplinesincludinglanguagelearnersItrevealsdistancelearnersintheUKuseandintegratemobiledevicestosupporttheirformallearning77ofparticipantsreportedthattheyaccesseduniversitystudymaterialsatleastonceaweeksuchasreadingcoursematerialstakingpartinonlinecoursediscussionforumsdownloadingassessmentmaterialsetcAlthoughthestudydidnotfocusonlanguagelearnersthelargesampleprovidedenoughevidencethatadultdistancelearnersusemobiledevicestosupporttheirformallearningInDemouyetal(2016)rsquosstudyondistancelanguagelearnersalthoughonly5reportedthattheyusedmobiledevicesinroutinesessionstoworkoncoursematerialstherewereafurther36whoreportedthattheyengagedinmobilelearninginbothunplannedsessionsandplannedtimestosupporttheirformalcourseworkItisworthpointingoutthatthemajorityofparticipants(59)intheirstudyreportedusingmobiledevicesinformallyforlanguagelearningDoesitapplytodistancelanguagelearnersinChinaKnowinghowlearnersusemobiledevicesoutsideclasshourstosupporttheirformallearningisveryimportantbecausetutorscanthendesignlanguageactivitiesthataresuitabletocarryoutonmobiledevices
215 Tutorrsquos Role in Mobile Language LearningThereisuncertaintyintheteachingandlearningcommunityaboutthetutorrsquosroleinamobilelearningenvironmentIthasbeenarguedthatteachersneedtoknowthelanguageappsstudentswereusingsothattheycouldofferguidanceandsupportonhowtoextendthelearningbenefits(Steel2012)otherwiseteacherswouldbereluctantingettinginvolved(Chwoetal2018)Theinvestigationofstudentsrsquoperceptionsof teacher role inaproposedmobile learningenvironment inadevelopingcountryshowedthatstudentsneededalotofteachersrsquoinputthroughoutthelearningprocessandexpectedtheteachertocontrolthelearningprocess(Imtinan2013)ThisviewissupportedbyotherresearchersThestudybyPalalas(2011p71)cametotheconclusionthatldquothisdynamicprocessofsituatedlearninghastobesupportedbyaccesstopeersandfacilitatorsrdquoWhencommentingontheinformallearningthroughsocialmediaimpactedbymobiledevicesSharplesetal(2016p4)pointedoutthatanyoneldquocanengageandleaveatanytimebutaskilledfacilitatorwhotakesonthetasksoffilteringresourcesandengagingpeoplecankeepasocialmediaprojectrunningformanyyearsrdquoForteacherstomeetthenewlearningenvironmentKukulska-Hulme(2012b)arguedthatinstitutionsmustprovideopportunitiesforprofessionaltrainingandlife-longlearningTheyallseemedtoagreeontheimportanceoftutorinvolvementinmobilelearningsettings
ButshouldtutorsgetinvolvedinthelearningspacesoutsidetheclasshoursDoweknowhowlearnersfeelaboutitThereareafewstudiesinvestigatinglearnersrsquoexpectationsandattitudesSetinthecontextofsocialmediaandsocialnetworkPlutino(2017)rsquosstudyreportedthatparticipantsinherTwittergroupexpressedneedsfortutorstoprovideopportunitiestoimprovetheircommunicativelanguage skills outside timetabled lessons which demonstrated studentsrsquo expectations of tutorsrsquoactiveroles inguidingandsupportingtheiroutsidemobile languagelearningandthesuccessoftutorsrsquointerventionItsuggeststhatteacherinterventionwouldbeonlyeffectivewhenrequiredbystudentsInanotherstudyondistancelanguagelearnersrsquouseofsocialnetworkforlearningitwasdiscoveredthatstudentswerelikelytoparticipateandcontributemoreinthesocialnetworkwheretheatmospherewasrelaxedandeasythanwhentheywereinvitedbytheteachertoreflectonacoursepointorbystudentstojoininastructuredactivity(Lamy2013)Althoughbothstudiesweresetinasocialmediacontexttheycanshedlightsonhowtomanageteacherinterventionandhowtodesigneffectiveoutsideclassroommobile learningactivitiesas thestudiesreinforces the importanceofgettingtoknowstudentsrsquoexpectationsandneeds
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
6
22 Mobile Assisted English Language Learning in ChinaArguablyChinaldquoconstitutesthelargestEnglishlearnergroupintheworldrdquo(YouampDoumlrnyei2016)ThisstatementissupportedbythestudycarriedoutbyGraddol(2006)andtheBritishCouncilrsquosreport(2013)EnglishistaughtinprimaryandsecondaryschoolsandalsoatuniversitiesItisacompulsorysubjectuptillpost-graduatelevelSinceChinaadoptedthereformandopening-doorpolicyintheearly1980sldquoproficiencyinEnglishhasbeenseeninChinaasadefiniteassetofconsiderablevaluerdquo(YouampDoumlrnyei2016p496)AsaresulttherehasbeenasubstantialbodyofresearchonteachingandlearningEnglishasaforeignlanguage(EFL)tonameafewchallengesoflearningEnglish(Wu2001)distancelanguagelearningstrategies(XiaoampHurd2007)Englishlearningmotivations(YouampDoumlrnyei2016)learneranxiety(YanampHorwitz2008)andflippedclassroominEFLteaching(Zhang2017)
Amongst studies investigating the usefulness of a specific communication tool or app oneexaminedstudentsrsquoviewsonusingWeChatwithteacherpresencetoimprovelisteningandspeakingskillsandanoverwhelmingmajority(94)oftheparticipantsrespondedpositively(Chai2014)AnotherstudyexploredflippedclassroominamedicalEnglishreadingclassviaWeChatplatformandWeChatcommunityanddemonstratedimprovementinstudentsrsquoindependentandcollaborativelearningresearchandcriticalthinking(JiaZhangampShi2016)
31 Research Context and Research QuestionsThestudyisundertakenintheInstituteofOnlineEducationatBeijingForeignStudiesUniversityThecoursesofferedattheinstitutearemostlyEnglishlanguagecoursesandtheinstructionalmodeisindependentlearningsupportedwiththemultimodalsupportservicesrangingfromtheprovisionofautonomouslearningmaterialsweeklyface-to-face(F2F)andonlinesynchronoustutorialstoQampAonlineforumsStudentsarerequiredtostudyabout22courses(eachcourseextended16weeks)foratleast25yearsforadiplomaorapost-diplomaBAdegreeor5yearsforaBAdegreeThecourseassessmentconsistsofformativeassessmentintheformofunit-basede-assessmentandtutor-markedassignmentsandsummativeassessmentusuallyintheformofafinalexam
32 Theoretical Framework for Research Design and AnalysisKukulska-Hulme(2012a)proposedaconceptualframeworkforthedesignoflanguagelearningmobileappsintermsofthetemporalandspatialcharacteristicsofmobilelearningscenarioshighlightingaseriesofquestionsinrelationtolanguagelearningaspresentedinFigure1belowAlthoughthesequestionsweredesignedtobeaskedbyappdesignersbeforedevelopinganappwearguethattheycanalsobeaskedbyalearnerwhenusinganappaswellasaskedbyresearcherswheninvestigatinglearnerbehaviourandpracticesinmobileassistedlanguagelearningandexploringtherelationshipbetweenthetypesoflearningactivitiesandthefocusoflanguagelearningdefinedbytimeandplace(seeFigure1)
33 Research ParticipantsTheparticipantsofthestudywere148Englishmajorstudentsfromthediplomapost-diplomaBAandBAprogramsofthisonlineeducationinstituteTheywereadultlearnersstudyingEnglishatdistanceviatheinstitutersquosownvirtuallearningplatformandbyattendingweeklyF2FtutorialsTheywerealsosupportedbyonlinesynchronoustutorialsandasynchronousforumsTheyusuallystudyfourorfivecoursespertermonaverageandforeachcoursetheyneedtocompleteeighte-assessmentsandtwotutor-markedassignmentsandafinalexamThedemographicinformationoftheparticipantsisshowninTable1
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
34 Data CollectionTwo different data collection instruments were used online survey questionnaire and follow-upasynchronousemailinterviewsTheonlinesurveyquestionnairewaspreparedinChineseandsenttoapproximately900studentswith148completeresponses(164responserate)
Itcontainedthreeparts(22questions)withbothclosedandopenendedquestionsi)howandwhytheyusedtheirmobiledevice(activitiescontextsfrequencyplacesandtimestopthreemostfrequentlyusedappsresources)toanswerRQ1and2ii)howmobilelearningsupportedtheirformaluniversitycoursetoanswerRQ3andiii)whatweretutorsrsquorolesandwhattheythoughttutorsrsquorolesshouldbetoanswerRQ4SomeofourquestionsinPart1weresimilartoquestionsinDemouyetalrsquos study (2016)andsomewere formulatedbasedonKukulska-Hulmersquos (2012a)conceptualframeworkformobiledesign(seeFigure1)aswellasframeworkforMALLanalysis(seeFigure2)toexploretherelationshipbetweentimeplaceandactivitywiththefocusonwhatandhowlearnerscarryouttheirlanguagelearningactivitiesQuestionsforPart2andPart3wereguidedbythegapsintheresearchregardingintegratinginformallearningwithformallearningandthetutorrsquosroleaspresentedintheliteraturereviewabove(seeAppendixforthequestionnaire)
41 Mobile Learning Habits Frequencies Favourite Times and PlacesWheninquiredwhethertheyusedmobiledevicesforlearningEnglishsuchaslookingupwordsorpracticingwordpronunciation8986reportedusingmobileappsorresourcesforEnglishlearningThisfigureismuchhigherthanthatinDemouyetal(2016)whoreported53usingmobiledevicesforlanguagelearningApossibleexplanationmightbethatparticipantsinthisstudywereyoungerthanthoseinDemouyetalrsquosstudy(over75belowtheageof35andzeroabovetheageof56vs rangingfrom20 to65+)and thatourparticipants likemanyChinesestudentsmaybemoremotivatedinEnglishlearningaspointedoutbyYouandDoumlrnyei(2016)AnotherreasonmightbethatDemouyrsquosdatawascollectedin2014whenmobiledeviceswerenotasaffordableasnowadays
Not surprisingly a largenumberof students (7724) reported that consequently theywerespendingmoretimeonlanguagelearningasaresultwhichisveryimportanttolanguagelearningasmoreexposureandtimespentmoreprogresswillbemadeThisfindingagainreplicatesthatinDemouyetal(2016)rsquosOUstudywith786oftheparticipantsacknowledgingmoretimespentonlanguagelearning
42 Supporting Formal University CoursesNearlythree-quartersoftheparticipants(737)reportedthattheyusedmobiledevicestosupporttheuniversitycoursestheyarestudyingThisfindinghelpstoexplainwhythehighestnumberofrespondentschoselsquolastthingatnightrsquoastheirfavouritetimeasmostofthemworkduringthedayandlsquoinaquietplaceonyourownrsquotocarryoutmobilelearningactivities(cfTables3and4)
Imainlyuseappandothermobile resources topractice listeningeg listening to the textsDuetoworkandfamilycommitmentsIcannotstudyatcomputerforalongtimeTheappisveryconvenientandcanallowmetofillinthegapsandstudy(Student1emailinterview)
I use apps to improve my listening speaking and reading as these apps can help me study at any time at any place In addition as these apps can remind and monitor my learning (Student 3 data source email interview)
Table8demonstratesthatpractisingpronunciationandspeakingclaimsthehighestnumberofappsreportedreflectingtheneedsbylearnersofEnglishYou dao(11)isthemostpopularappforpractisingpronunciationandspeakingfollowedbyYing yu liu li Shuo(7)BBCrelated(7)Ying yu qu pei yin(6)andBai ci zhan(6)
ThenexthighestnumberofappsandresourcesusedisforpracticinglisteningwithVOA(11)andBBC(9)unsurprisinglybeingthefirsttwomainlisteningresourcesforitsauthenticEnglishandmostup-to-datenewsoninternationalcurrentaffairsTheavailabilityofappsforvocabularyandtranslationislimitedsothelearnersrsquochoicesaremorefocusedononeortwoappscomparedwiththatforpronunciationandspeakingandlisteningForexampleintermsofvocabularyBai ci zhan(26)andYou dao(21)arethetwomostfrequentlyusedappsandthelatter(20)isalsothetopchoiceforpracticingtranslationskills
Table 8 Language skills and their practising apps or resources
Skills and Knowledge Areas Practising Apps or Resources
daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning
InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC
Table 9 Top five most frequently used resources main uses and key features
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
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BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
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20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
DOI 104018IJCALLT2018070101
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in ChinaEmerging Practices and Learner Perception of Teacher RoleKan Qian The Open University Milton Keynes UK
Jinlan Tang Beijing Foreign Studies University Beijing China
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
2
Panagiotidis2016)Mobilelearningisespeciallyimportantinadistancelanguagelearningcontextwhenstudentsconstantlystrugglewiththetimeastheyworkwhilststudying(GlogowskaYoungampLockyer2007)andwhenthereislimitedinteractionbetweenteachersandstudentsandamongstpeers(KanOwenampBax2018)Languagelearningoutsideclasshoursassistedbymobiledevicesisessentialtothedevelopmentoflanguagecompetence(LevyampKennedy2005Kukulska-Hulme2012a) Previous studies have revealed that L2 adult distance learners are becoming more andmoreself-directedlearnersasthetechnologyenablesthemtobebetterorganizedandspendmoretimelearningthelanguagethanbefore(DemouyJonesKanKukulska-HulmeampEardley2016Kukulska-HulmeampDeLosArcos2011)
WiththeincreasingownershipofmobiledevicesamongtheworldrsquoslargestEnglishlanguagelearningpopulationandtheMinistryofEducationinChinaactivelyencouragingtheuseoftechnologyinpromotinginstructionalefficiencyincollegeEnglishlanguageeducation(cfChinaMinistryofEducation2016)itisimportanttoexaminehowlearnersinChinausemobiledevicestosupporttheir English language learning and what and how mobile learning resources are used so thatmobilelanguagelearningcanbeeffectivelyembeddedintotheteachingAbetterunderstandingofit isparticularlyimportant indistanceeducationwhentheboundariesbetweenformalclassroomlearningandinformaloutsideclasslearningareblurred(Demouyetal2016)OurstudyintendstofindoutifthereportedemergingpracticesamongWesterndistancelearnersreportedinDemouyetalrsquosstudy(2016)applytoadifferentculturalcontextieadultdistantlearnersattheuniversitylevelinChinaIftherearedifferenceswewillexplorethereasonsbehindthemOurstudyalsoaimstoextendDemouyetalrsquosstudyinthesensethatwelookbeyondemergingpracticestoincludetwonewdimensionsi)tolinktheskillspracticedorknowledgeareasobtainedwiththeirfavouriteappsresourcesii)andtoexplorelearnerperceptionsofthetutorrsquosrole
Our study is guided by the conceptual framework with six aspects of analysis proposed byKukulska-Hulme (2012a) for next generation designs for mobile-assisted language learning toexploretheinteractionbetweentimespaceandcharacteristicsoflearningactivitiesUnderpinnedbyKukulska-Hulmersquosconceptualframework(see32forfurtherdetails)ourstudypartiallyreplicatesDemouyalrsquosstudy(2016)intermsofusingsomeofthequestionsintheirsurveyinordertocomparedistancelearnersintheUKwiththoseinChina
Inthesectionthatfollowswewillbrieflyreviewrelevantliteraturethat informsthecriticalanalysis of ourdata so as to answer the researchquestions (see31) Itwill be followedby theresearchquestionsandmethodologysectionwherewedescribeour instrumentsandmethodsofanalysisWewillthenpresenttheresultswithanalysisandfinallywediscusssomekeyissueswithpotentialimplicationsforMALLusefortertiaryEnglishlanguageteachingpracticesinChinaandsuggestionsforfutureresearch
21 Mobile-Assisted Language Learning (MALL)MALLhasmanydefinitionsInthisstudywefollowthedefinitionproposedbyKukulska-HulmeandShield(2008p273)todefineMALLintermsofldquoitsuseofpersonalportabledevicesthatenablenewwaysoflearningemphasizingcontinuityorspontaneityofaccessandinteractionacrossdifferentcontextofuserdquoWewillalsoregardtheconceptofmobilitytoincludebothlearneranddeviceasproposedbyPalalas(2011)Overthelasttwentyyearstherehasbeenaproliferationofresearchonmobile-assistedlanguagelearning(MALL)(Burston2013ChwoMarekampWu2018)rangingfrominvestigatingemerginglearnerpracticesandpatterns(egDemouyetal2016Kukulska-HulmeampDeLosArcos2011)theefficacyandusabilityofvariousmobiledevicesandappsforthelearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
211 Emerging Practices and Habits in Informal SettingsThe European Commission (2001 p 32) offered the following definition for informal learningInformallearningldquoresultsfromdailylifeactivitiesrelatedtoworkfamilyorleisureItisnotstructured(intermsoflearningobjectiveslearningtimeorlearningsupport)andtypicallydoesnotleadtocertificationInformallearningmaybeintentionalbutinmostcasesitisunintentional(orlsquoincidentalrsquorandom)rdquoInourstudyweusethetermlsquoinformallearningrsquoinabroadsensetoincludealllanguagelearningactivitiesoutsidetheplannedclasshours(beitvirtualorface-to-faceclassrooms)whichmaybeunintentionalorintentionalwiththeaimofsupportingthelearningofobtainingacertificateorqualification
Stockwell(2015)drewresearchersrsquoattentionto thefact thatalthoughmostmobile languagelearningtakesplaceoutsidetheclassroomthepublishedresearchislargelybasedontheclassroomsettingsiehowthedevicesareusedintheteacher-ledclassroomItisbecauseresearchinginformallanguage involvesmorevariablesas it is lesssystematicandharder to identify (VanMarsenille2015)AstudycarriedoutbyKukulska-HulmeandDeLosArcos(2011p77)exploredinformalmobilelanguagelearningbyadultsintheUKandfoundthatldquomobilelearnersexhibitconventionallanguagelearningbehaviourslikememorizingvocabularywhileattheotherendtheycreatetheirownagendasnetworksresourcesandtoolsrdquoChwoetal(2018)challengedthecommonwisdomthatldquowithMALLlearningcantakeplaceatanytimeoranyplacerdquoasmanylearnershavepreferredtimesandplacesfortheirstudy(Chwoetal2018p70)Oneoftheaimsofourstudywastofindoutlearnersrsquopreferredtimesandplaces
Demouyetal(2016)rsquosstudyoneofafewsetindistancelanguagelearningcontextexploredwhyandhowdistance language learners inTheOpenUniversity (UK)usedmobiledevices forlanguagelearningThisstudyshowedthattheselanguagelearnerswerebecomingmoreself-directedin exploring what worked for them they spent more time learning the language as the mobiledevicesallowedthemtohaveaccesstolearningmaterialsinplacesandattimeswhereandwhenitwasunimaginableinthepastItalsorevealedthetoptworeasonsforusingthemobiledevicesforlanguagelearning1)exploringmoreresourcesforlanguagelearningand2)takingadvantageofthegapsindailyscheduleforlanguagelearningAlthoughsuchlearningactivitiesbystudentstookplace
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
212 Link Between the AppsResources with the Language SkillsMoststudiesonMALLsupportedthehypothesisthatmobiletechnologycouldenhancelearnersrsquosecondlanguageacquisitionimprovingknowledgeofvocabulary(LevyampKennedy2005Stockwell2010)grammar(WangampSmith2013)listening(egReadampKukulska-Hulme2015)andspeaking(RueckertKiserampCho2012)inbothformalandinformalsettings(DemouyampKukulska-Hulme2010)Therehavebeenmanystudiesgivingdescriptiveanalysisofaspecific language learningappandhowtheapphelpsimprovinglisteningspeakingandreadingskillsChangandHsu(2011)investigatedtheuseofmobiledevicestointegrateaninstanttranslationmodeinanintermediateEnglishasaforeignlanguage(EFL)readingcourseThestudyfoundthattheuseofmobiledevicesencouragedcollaborativelearningandasaresultimprovedthereadingskillsThestudycarriedoutbyMasonandZhang(2017)attemptedtomatchtheapp(s)usedbylearnersofChineseasaforeignlanguagewiththelanguageskill(s)practicedbutfailedtoexplainthereasonsbehindtheirchoicesiethekeyfeaturesoftheappsOurstudyaimstoidentifythekeyfeatures
213 Integration into Formal LearningItiswellestablishedintheliteraturethatMALLcanmotivatestudentsbyincreasingtheirlanguagelearningopportunitiesoutsidetheclass(Kukulska-Hulme2005ThorntonampHouser2005HuangampSun2010)andbyembeddingthelearningprocessintotheireverydaylife(PriceampRogers2004)Crossetal(2015)surveyed3003adultdistantlearnersonundergraduatecoursesofvariousdisciplinesincludinglanguagelearnersItrevealsdistancelearnersintheUKuseandintegratemobiledevicestosupporttheirformallearning77ofparticipantsreportedthattheyaccesseduniversitystudymaterialsatleastonceaweeksuchasreadingcoursematerialstakingpartinonlinecoursediscussionforumsdownloadingassessmentmaterialsetcAlthoughthestudydidnotfocusonlanguagelearnersthelargesampleprovidedenoughevidencethatadultdistancelearnersusemobiledevicestosupporttheirformallearningInDemouyetal(2016)rsquosstudyondistancelanguagelearnersalthoughonly5reportedthattheyusedmobiledevicesinroutinesessionstoworkoncoursematerialstherewereafurther36whoreportedthattheyengagedinmobilelearninginbothunplannedsessionsandplannedtimestosupporttheirformalcourseworkItisworthpointingoutthatthemajorityofparticipants(59)intheirstudyreportedusingmobiledevicesinformallyforlanguagelearningDoesitapplytodistancelanguagelearnersinChinaKnowinghowlearnersusemobiledevicesoutsideclasshourstosupporttheirformallearningisveryimportantbecausetutorscanthendesignlanguageactivitiesthataresuitabletocarryoutonmobiledevices
215 Tutorrsquos Role in Mobile Language LearningThereisuncertaintyintheteachingandlearningcommunityaboutthetutorrsquosroleinamobilelearningenvironmentIthasbeenarguedthatteachersneedtoknowthelanguageappsstudentswereusingsothattheycouldofferguidanceandsupportonhowtoextendthelearningbenefits(Steel2012)otherwiseteacherswouldbereluctantingettinginvolved(Chwoetal2018)Theinvestigationofstudentsrsquoperceptionsof teacher role inaproposedmobile learningenvironment inadevelopingcountryshowedthatstudentsneededalotofteachersrsquoinputthroughoutthelearningprocessandexpectedtheteachertocontrolthelearningprocess(Imtinan2013)ThisviewissupportedbyotherresearchersThestudybyPalalas(2011p71)cametotheconclusionthatldquothisdynamicprocessofsituatedlearninghastobesupportedbyaccesstopeersandfacilitatorsrdquoWhencommentingontheinformallearningthroughsocialmediaimpactedbymobiledevicesSharplesetal(2016p4)pointedoutthatanyoneldquocanengageandleaveatanytimebutaskilledfacilitatorwhotakesonthetasksoffilteringresourcesandengagingpeoplecankeepasocialmediaprojectrunningformanyyearsrdquoForteacherstomeetthenewlearningenvironmentKukulska-Hulme(2012b)arguedthatinstitutionsmustprovideopportunitiesforprofessionaltrainingandlife-longlearningTheyallseemedtoagreeontheimportanceoftutorinvolvementinmobilelearningsettings
ButshouldtutorsgetinvolvedinthelearningspacesoutsidetheclasshoursDoweknowhowlearnersfeelaboutitThereareafewstudiesinvestigatinglearnersrsquoexpectationsandattitudesSetinthecontextofsocialmediaandsocialnetworkPlutino(2017)rsquosstudyreportedthatparticipantsinherTwittergroupexpressedneedsfortutorstoprovideopportunitiestoimprovetheircommunicativelanguage skills outside timetabled lessons which demonstrated studentsrsquo expectations of tutorsrsquoactiveroles inguidingandsupportingtheiroutsidemobile languagelearningandthesuccessoftutorsrsquointerventionItsuggeststhatteacherinterventionwouldbeonlyeffectivewhenrequiredbystudentsInanotherstudyondistancelanguagelearnersrsquouseofsocialnetworkforlearningitwasdiscoveredthatstudentswerelikelytoparticipateandcontributemoreinthesocialnetworkwheretheatmospherewasrelaxedandeasythanwhentheywereinvitedbytheteachertoreflectonacoursepointorbystudentstojoininastructuredactivity(Lamy2013)Althoughbothstudiesweresetinasocialmediacontexttheycanshedlightsonhowtomanageteacherinterventionandhowtodesigneffectiveoutsideclassroommobile learningactivitiesas thestudiesreinforces the importanceofgettingtoknowstudentsrsquoexpectationsandneeds
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
6
22 Mobile Assisted English Language Learning in ChinaArguablyChinaldquoconstitutesthelargestEnglishlearnergroupintheworldrdquo(YouampDoumlrnyei2016)ThisstatementissupportedbythestudycarriedoutbyGraddol(2006)andtheBritishCouncilrsquosreport(2013)EnglishistaughtinprimaryandsecondaryschoolsandalsoatuniversitiesItisacompulsorysubjectuptillpost-graduatelevelSinceChinaadoptedthereformandopening-doorpolicyintheearly1980sldquoproficiencyinEnglishhasbeenseeninChinaasadefiniteassetofconsiderablevaluerdquo(YouampDoumlrnyei2016p496)AsaresulttherehasbeenasubstantialbodyofresearchonteachingandlearningEnglishasaforeignlanguage(EFL)tonameafewchallengesoflearningEnglish(Wu2001)distancelanguagelearningstrategies(XiaoampHurd2007)Englishlearningmotivations(YouampDoumlrnyei2016)learneranxiety(YanampHorwitz2008)andflippedclassroominEFLteaching(Zhang2017)
Amongst studies investigating the usefulness of a specific communication tool or app oneexaminedstudentsrsquoviewsonusingWeChatwithteacherpresencetoimprovelisteningandspeakingskillsandanoverwhelmingmajority(94)oftheparticipantsrespondedpositively(Chai2014)AnotherstudyexploredflippedclassroominamedicalEnglishreadingclassviaWeChatplatformandWeChatcommunityanddemonstratedimprovementinstudentsrsquoindependentandcollaborativelearningresearchandcriticalthinking(JiaZhangampShi2016)
31 Research Context and Research QuestionsThestudyisundertakenintheInstituteofOnlineEducationatBeijingForeignStudiesUniversityThecoursesofferedattheinstitutearemostlyEnglishlanguagecoursesandtheinstructionalmodeisindependentlearningsupportedwiththemultimodalsupportservicesrangingfromtheprovisionofautonomouslearningmaterialsweeklyface-to-face(F2F)andonlinesynchronoustutorialstoQampAonlineforumsStudentsarerequiredtostudyabout22courses(eachcourseextended16weeks)foratleast25yearsforadiplomaorapost-diplomaBAdegreeor5yearsforaBAdegreeThecourseassessmentconsistsofformativeassessmentintheformofunit-basede-assessmentandtutor-markedassignmentsandsummativeassessmentusuallyintheformofafinalexam
32 Theoretical Framework for Research Design and AnalysisKukulska-Hulme(2012a)proposedaconceptualframeworkforthedesignoflanguagelearningmobileappsintermsofthetemporalandspatialcharacteristicsofmobilelearningscenarioshighlightingaseriesofquestionsinrelationtolanguagelearningaspresentedinFigure1belowAlthoughthesequestionsweredesignedtobeaskedbyappdesignersbeforedevelopinganappwearguethattheycanalsobeaskedbyalearnerwhenusinganappaswellasaskedbyresearcherswheninvestigatinglearnerbehaviourandpracticesinmobileassistedlanguagelearningandexploringtherelationshipbetweenthetypesoflearningactivitiesandthefocusoflanguagelearningdefinedbytimeandplace(seeFigure1)
33 Research ParticipantsTheparticipantsofthestudywere148Englishmajorstudentsfromthediplomapost-diplomaBAandBAprogramsofthisonlineeducationinstituteTheywereadultlearnersstudyingEnglishatdistanceviatheinstitutersquosownvirtuallearningplatformandbyattendingweeklyF2FtutorialsTheywerealsosupportedbyonlinesynchronoustutorialsandasynchronousforumsTheyusuallystudyfourorfivecoursespertermonaverageandforeachcoursetheyneedtocompleteeighte-assessmentsandtwotutor-markedassignmentsandafinalexamThedemographicinformationoftheparticipantsisshowninTable1
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
34 Data CollectionTwo different data collection instruments were used online survey questionnaire and follow-upasynchronousemailinterviewsTheonlinesurveyquestionnairewaspreparedinChineseandsenttoapproximately900studentswith148completeresponses(164responserate)
Itcontainedthreeparts(22questions)withbothclosedandopenendedquestionsi)howandwhytheyusedtheirmobiledevice(activitiescontextsfrequencyplacesandtimestopthreemostfrequentlyusedappsresources)toanswerRQ1and2ii)howmobilelearningsupportedtheirformaluniversitycoursetoanswerRQ3andiii)whatweretutorsrsquorolesandwhattheythoughttutorsrsquorolesshouldbetoanswerRQ4SomeofourquestionsinPart1weresimilartoquestionsinDemouyetalrsquos study (2016)andsomewere formulatedbasedonKukulska-Hulmersquos (2012a)conceptualframeworkformobiledesign(seeFigure1)aswellasframeworkforMALLanalysis(seeFigure2)toexploretherelationshipbetweentimeplaceandactivitywiththefocusonwhatandhowlearnerscarryouttheirlanguagelearningactivitiesQuestionsforPart2andPart3wereguidedbythegapsintheresearchregardingintegratinginformallearningwithformallearningandthetutorrsquosroleaspresentedintheliteraturereviewabove(seeAppendixforthequestionnaire)
41 Mobile Learning Habits Frequencies Favourite Times and PlacesWheninquiredwhethertheyusedmobiledevicesforlearningEnglishsuchaslookingupwordsorpracticingwordpronunciation8986reportedusingmobileappsorresourcesforEnglishlearningThisfigureismuchhigherthanthatinDemouyetal(2016)whoreported53usingmobiledevicesforlanguagelearningApossibleexplanationmightbethatparticipantsinthisstudywereyoungerthanthoseinDemouyetalrsquosstudy(over75belowtheageof35andzeroabovetheageof56vs rangingfrom20 to65+)and thatourparticipants likemanyChinesestudentsmaybemoremotivatedinEnglishlearningaspointedoutbyYouandDoumlrnyei(2016)AnotherreasonmightbethatDemouyrsquosdatawascollectedin2014whenmobiledeviceswerenotasaffordableasnowadays
Not surprisingly a largenumberof students (7724) reported that consequently theywerespendingmoretimeonlanguagelearningasaresultwhichisveryimportanttolanguagelearningasmoreexposureandtimespentmoreprogresswillbemadeThisfindingagainreplicatesthatinDemouyetal(2016)rsquosOUstudywith786oftheparticipantsacknowledgingmoretimespentonlanguagelearning
42 Supporting Formal University CoursesNearlythree-quartersoftheparticipants(737)reportedthattheyusedmobiledevicestosupporttheuniversitycoursestheyarestudyingThisfindinghelpstoexplainwhythehighestnumberofrespondentschoselsquolastthingatnightrsquoastheirfavouritetimeasmostofthemworkduringthedayandlsquoinaquietplaceonyourownrsquotocarryoutmobilelearningactivities(cfTables3and4)
Imainlyuseappandothermobile resources topractice listeningeg listening to the textsDuetoworkandfamilycommitmentsIcannotstudyatcomputerforalongtimeTheappisveryconvenientandcanallowmetofillinthegapsandstudy(Student1emailinterview)
I use apps to improve my listening speaking and reading as these apps can help me study at any time at any place In addition as these apps can remind and monitor my learning (Student 3 data source email interview)
Table8demonstratesthatpractisingpronunciationandspeakingclaimsthehighestnumberofappsreportedreflectingtheneedsbylearnersofEnglishYou dao(11)isthemostpopularappforpractisingpronunciationandspeakingfollowedbyYing yu liu li Shuo(7)BBCrelated(7)Ying yu qu pei yin(6)andBai ci zhan(6)
ThenexthighestnumberofappsandresourcesusedisforpracticinglisteningwithVOA(11)andBBC(9)unsurprisinglybeingthefirsttwomainlisteningresourcesforitsauthenticEnglishandmostup-to-datenewsoninternationalcurrentaffairsTheavailabilityofappsforvocabularyandtranslationislimitedsothelearnersrsquochoicesaremorefocusedononeortwoappscomparedwiththatforpronunciationandspeakingandlisteningForexampleintermsofvocabularyBai ci zhan(26)andYou dao(21)arethetwomostfrequentlyusedappsandthelatter(20)isalsothetopchoiceforpracticingtranslationskills
Table 8 Language skills and their practising apps or resources
Skills and Knowledge Areas Practising Apps or Resources
daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning
InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC
Table 9 Top five most frequently used resources main uses and key features
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
2
Panagiotidis2016)Mobilelearningisespeciallyimportantinadistancelanguagelearningcontextwhenstudentsconstantlystrugglewiththetimeastheyworkwhilststudying(GlogowskaYoungampLockyer2007)andwhenthereislimitedinteractionbetweenteachersandstudentsandamongstpeers(KanOwenampBax2018)Languagelearningoutsideclasshoursassistedbymobiledevicesisessentialtothedevelopmentoflanguagecompetence(LevyampKennedy2005Kukulska-Hulme2012a) Previous studies have revealed that L2 adult distance learners are becoming more andmoreself-directedlearnersasthetechnologyenablesthemtobebetterorganizedandspendmoretimelearningthelanguagethanbefore(DemouyJonesKanKukulska-HulmeampEardley2016Kukulska-HulmeampDeLosArcos2011)
WiththeincreasingownershipofmobiledevicesamongtheworldrsquoslargestEnglishlanguagelearningpopulationandtheMinistryofEducationinChinaactivelyencouragingtheuseoftechnologyinpromotinginstructionalefficiencyincollegeEnglishlanguageeducation(cfChinaMinistryofEducation2016)itisimportanttoexaminehowlearnersinChinausemobiledevicestosupporttheir English language learning and what and how mobile learning resources are used so thatmobilelanguagelearningcanbeeffectivelyembeddedintotheteachingAbetterunderstandingofit isparticularlyimportant indistanceeducationwhentheboundariesbetweenformalclassroomlearningandinformaloutsideclasslearningareblurred(Demouyetal2016)OurstudyintendstofindoutifthereportedemergingpracticesamongWesterndistancelearnersreportedinDemouyetalrsquosstudy(2016)applytoadifferentculturalcontextieadultdistantlearnersattheuniversitylevelinChinaIftherearedifferenceswewillexplorethereasonsbehindthemOurstudyalsoaimstoextendDemouyetalrsquosstudyinthesensethatwelookbeyondemergingpracticestoincludetwonewdimensionsi)tolinktheskillspracticedorknowledgeareasobtainedwiththeirfavouriteappsresourcesii)andtoexplorelearnerperceptionsofthetutorrsquosrole
Our study is guided by the conceptual framework with six aspects of analysis proposed byKukulska-Hulme (2012a) for next generation designs for mobile-assisted language learning toexploretheinteractionbetweentimespaceandcharacteristicsoflearningactivitiesUnderpinnedbyKukulska-Hulmersquosconceptualframework(see32forfurtherdetails)ourstudypartiallyreplicatesDemouyalrsquosstudy(2016)intermsofusingsomeofthequestionsintheirsurveyinordertocomparedistancelearnersintheUKwiththoseinChina
Inthesectionthatfollowswewillbrieflyreviewrelevantliteraturethat informsthecriticalanalysis of ourdata so as to answer the researchquestions (see31) Itwill be followedby theresearchquestionsandmethodologysectionwherewedescribeour instrumentsandmethodsofanalysisWewillthenpresenttheresultswithanalysisandfinallywediscusssomekeyissueswithpotentialimplicationsforMALLusefortertiaryEnglishlanguageteachingpracticesinChinaandsuggestionsforfutureresearch
21 Mobile-Assisted Language Learning (MALL)MALLhasmanydefinitionsInthisstudywefollowthedefinitionproposedbyKukulska-HulmeandShield(2008p273)todefineMALLintermsofldquoitsuseofpersonalportabledevicesthatenablenewwaysoflearningemphasizingcontinuityorspontaneityofaccessandinteractionacrossdifferentcontextofuserdquoWewillalsoregardtheconceptofmobilitytoincludebothlearneranddeviceasproposedbyPalalas(2011)Overthelasttwentyyearstherehasbeenaproliferationofresearchonmobile-assistedlanguagelearning(MALL)(Burston2013ChwoMarekampWu2018)rangingfrominvestigatingemerginglearnerpracticesandpatterns(egDemouyetal2016Kukulska-HulmeampDeLosArcos2011)theefficacyandusabilityofvariousmobiledevicesandappsforthelearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
211 Emerging Practices and Habits in Informal SettingsThe European Commission (2001 p 32) offered the following definition for informal learningInformallearningldquoresultsfromdailylifeactivitiesrelatedtoworkfamilyorleisureItisnotstructured(intermsoflearningobjectiveslearningtimeorlearningsupport)andtypicallydoesnotleadtocertificationInformallearningmaybeintentionalbutinmostcasesitisunintentional(orlsquoincidentalrsquorandom)rdquoInourstudyweusethetermlsquoinformallearningrsquoinabroadsensetoincludealllanguagelearningactivitiesoutsidetheplannedclasshours(beitvirtualorface-to-faceclassrooms)whichmaybeunintentionalorintentionalwiththeaimofsupportingthelearningofobtainingacertificateorqualification
Stockwell(2015)drewresearchersrsquoattentionto thefact thatalthoughmostmobile languagelearningtakesplaceoutsidetheclassroomthepublishedresearchislargelybasedontheclassroomsettingsiehowthedevicesareusedintheteacher-ledclassroomItisbecauseresearchinginformallanguage involvesmorevariablesas it is lesssystematicandharder to identify (VanMarsenille2015)AstudycarriedoutbyKukulska-HulmeandDeLosArcos(2011p77)exploredinformalmobilelanguagelearningbyadultsintheUKandfoundthatldquomobilelearnersexhibitconventionallanguagelearningbehaviourslikememorizingvocabularywhileattheotherendtheycreatetheirownagendasnetworksresourcesandtoolsrdquoChwoetal(2018)challengedthecommonwisdomthatldquowithMALLlearningcantakeplaceatanytimeoranyplacerdquoasmanylearnershavepreferredtimesandplacesfortheirstudy(Chwoetal2018p70)Oneoftheaimsofourstudywastofindoutlearnersrsquopreferredtimesandplaces
Demouyetal(2016)rsquosstudyoneofafewsetindistancelanguagelearningcontextexploredwhyandhowdistance language learners inTheOpenUniversity (UK)usedmobiledevices forlanguagelearningThisstudyshowedthattheselanguagelearnerswerebecomingmoreself-directedin exploring what worked for them they spent more time learning the language as the mobiledevicesallowedthemtohaveaccesstolearningmaterialsinplacesandattimeswhereandwhenitwasunimaginableinthepastItalsorevealedthetoptworeasonsforusingthemobiledevicesforlanguagelearning1)exploringmoreresourcesforlanguagelearningand2)takingadvantageofthegapsindailyscheduleforlanguagelearningAlthoughsuchlearningactivitiesbystudentstookplace
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
212 Link Between the AppsResources with the Language SkillsMoststudiesonMALLsupportedthehypothesisthatmobiletechnologycouldenhancelearnersrsquosecondlanguageacquisitionimprovingknowledgeofvocabulary(LevyampKennedy2005Stockwell2010)grammar(WangampSmith2013)listening(egReadampKukulska-Hulme2015)andspeaking(RueckertKiserampCho2012)inbothformalandinformalsettings(DemouyampKukulska-Hulme2010)Therehavebeenmanystudiesgivingdescriptiveanalysisofaspecific language learningappandhowtheapphelpsimprovinglisteningspeakingandreadingskillsChangandHsu(2011)investigatedtheuseofmobiledevicestointegrateaninstanttranslationmodeinanintermediateEnglishasaforeignlanguage(EFL)readingcourseThestudyfoundthattheuseofmobiledevicesencouragedcollaborativelearningandasaresultimprovedthereadingskillsThestudycarriedoutbyMasonandZhang(2017)attemptedtomatchtheapp(s)usedbylearnersofChineseasaforeignlanguagewiththelanguageskill(s)practicedbutfailedtoexplainthereasonsbehindtheirchoicesiethekeyfeaturesoftheappsOurstudyaimstoidentifythekeyfeatures
213 Integration into Formal LearningItiswellestablishedintheliteraturethatMALLcanmotivatestudentsbyincreasingtheirlanguagelearningopportunitiesoutsidetheclass(Kukulska-Hulme2005ThorntonampHouser2005HuangampSun2010)andbyembeddingthelearningprocessintotheireverydaylife(PriceampRogers2004)Crossetal(2015)surveyed3003adultdistantlearnersonundergraduatecoursesofvariousdisciplinesincludinglanguagelearnersItrevealsdistancelearnersintheUKuseandintegratemobiledevicestosupporttheirformallearning77ofparticipantsreportedthattheyaccesseduniversitystudymaterialsatleastonceaweeksuchasreadingcoursematerialstakingpartinonlinecoursediscussionforumsdownloadingassessmentmaterialsetcAlthoughthestudydidnotfocusonlanguagelearnersthelargesampleprovidedenoughevidencethatadultdistancelearnersusemobiledevicestosupporttheirformallearningInDemouyetal(2016)rsquosstudyondistancelanguagelearnersalthoughonly5reportedthattheyusedmobiledevicesinroutinesessionstoworkoncoursematerialstherewereafurther36whoreportedthattheyengagedinmobilelearninginbothunplannedsessionsandplannedtimestosupporttheirformalcourseworkItisworthpointingoutthatthemajorityofparticipants(59)intheirstudyreportedusingmobiledevicesinformallyforlanguagelearningDoesitapplytodistancelanguagelearnersinChinaKnowinghowlearnersusemobiledevicesoutsideclasshourstosupporttheirformallearningisveryimportantbecausetutorscanthendesignlanguageactivitiesthataresuitabletocarryoutonmobiledevices
215 Tutorrsquos Role in Mobile Language LearningThereisuncertaintyintheteachingandlearningcommunityaboutthetutorrsquosroleinamobilelearningenvironmentIthasbeenarguedthatteachersneedtoknowthelanguageappsstudentswereusingsothattheycouldofferguidanceandsupportonhowtoextendthelearningbenefits(Steel2012)otherwiseteacherswouldbereluctantingettinginvolved(Chwoetal2018)Theinvestigationofstudentsrsquoperceptionsof teacher role inaproposedmobile learningenvironment inadevelopingcountryshowedthatstudentsneededalotofteachersrsquoinputthroughoutthelearningprocessandexpectedtheteachertocontrolthelearningprocess(Imtinan2013)ThisviewissupportedbyotherresearchersThestudybyPalalas(2011p71)cametotheconclusionthatldquothisdynamicprocessofsituatedlearninghastobesupportedbyaccesstopeersandfacilitatorsrdquoWhencommentingontheinformallearningthroughsocialmediaimpactedbymobiledevicesSharplesetal(2016p4)pointedoutthatanyoneldquocanengageandleaveatanytimebutaskilledfacilitatorwhotakesonthetasksoffilteringresourcesandengagingpeoplecankeepasocialmediaprojectrunningformanyyearsrdquoForteacherstomeetthenewlearningenvironmentKukulska-Hulme(2012b)arguedthatinstitutionsmustprovideopportunitiesforprofessionaltrainingandlife-longlearningTheyallseemedtoagreeontheimportanceoftutorinvolvementinmobilelearningsettings
ButshouldtutorsgetinvolvedinthelearningspacesoutsidetheclasshoursDoweknowhowlearnersfeelaboutitThereareafewstudiesinvestigatinglearnersrsquoexpectationsandattitudesSetinthecontextofsocialmediaandsocialnetworkPlutino(2017)rsquosstudyreportedthatparticipantsinherTwittergroupexpressedneedsfortutorstoprovideopportunitiestoimprovetheircommunicativelanguage skills outside timetabled lessons which demonstrated studentsrsquo expectations of tutorsrsquoactiveroles inguidingandsupportingtheiroutsidemobile languagelearningandthesuccessoftutorsrsquointerventionItsuggeststhatteacherinterventionwouldbeonlyeffectivewhenrequiredbystudentsInanotherstudyondistancelanguagelearnersrsquouseofsocialnetworkforlearningitwasdiscoveredthatstudentswerelikelytoparticipateandcontributemoreinthesocialnetworkwheretheatmospherewasrelaxedandeasythanwhentheywereinvitedbytheteachertoreflectonacoursepointorbystudentstojoininastructuredactivity(Lamy2013)Althoughbothstudiesweresetinasocialmediacontexttheycanshedlightsonhowtomanageteacherinterventionandhowtodesigneffectiveoutsideclassroommobile learningactivitiesas thestudiesreinforces the importanceofgettingtoknowstudentsrsquoexpectationsandneeds
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
6
22 Mobile Assisted English Language Learning in ChinaArguablyChinaldquoconstitutesthelargestEnglishlearnergroupintheworldrdquo(YouampDoumlrnyei2016)ThisstatementissupportedbythestudycarriedoutbyGraddol(2006)andtheBritishCouncilrsquosreport(2013)EnglishistaughtinprimaryandsecondaryschoolsandalsoatuniversitiesItisacompulsorysubjectuptillpost-graduatelevelSinceChinaadoptedthereformandopening-doorpolicyintheearly1980sldquoproficiencyinEnglishhasbeenseeninChinaasadefiniteassetofconsiderablevaluerdquo(YouampDoumlrnyei2016p496)AsaresulttherehasbeenasubstantialbodyofresearchonteachingandlearningEnglishasaforeignlanguage(EFL)tonameafewchallengesoflearningEnglish(Wu2001)distancelanguagelearningstrategies(XiaoampHurd2007)Englishlearningmotivations(YouampDoumlrnyei2016)learneranxiety(YanampHorwitz2008)andflippedclassroominEFLteaching(Zhang2017)
Amongst studies investigating the usefulness of a specific communication tool or app oneexaminedstudentsrsquoviewsonusingWeChatwithteacherpresencetoimprovelisteningandspeakingskillsandanoverwhelmingmajority(94)oftheparticipantsrespondedpositively(Chai2014)AnotherstudyexploredflippedclassroominamedicalEnglishreadingclassviaWeChatplatformandWeChatcommunityanddemonstratedimprovementinstudentsrsquoindependentandcollaborativelearningresearchandcriticalthinking(JiaZhangampShi2016)
31 Research Context and Research QuestionsThestudyisundertakenintheInstituteofOnlineEducationatBeijingForeignStudiesUniversityThecoursesofferedattheinstitutearemostlyEnglishlanguagecoursesandtheinstructionalmodeisindependentlearningsupportedwiththemultimodalsupportservicesrangingfromtheprovisionofautonomouslearningmaterialsweeklyface-to-face(F2F)andonlinesynchronoustutorialstoQampAonlineforumsStudentsarerequiredtostudyabout22courses(eachcourseextended16weeks)foratleast25yearsforadiplomaorapost-diplomaBAdegreeor5yearsforaBAdegreeThecourseassessmentconsistsofformativeassessmentintheformofunit-basede-assessmentandtutor-markedassignmentsandsummativeassessmentusuallyintheformofafinalexam
32 Theoretical Framework for Research Design and AnalysisKukulska-Hulme(2012a)proposedaconceptualframeworkforthedesignoflanguagelearningmobileappsintermsofthetemporalandspatialcharacteristicsofmobilelearningscenarioshighlightingaseriesofquestionsinrelationtolanguagelearningaspresentedinFigure1belowAlthoughthesequestionsweredesignedtobeaskedbyappdesignersbeforedevelopinganappwearguethattheycanalsobeaskedbyalearnerwhenusinganappaswellasaskedbyresearcherswheninvestigatinglearnerbehaviourandpracticesinmobileassistedlanguagelearningandexploringtherelationshipbetweenthetypesoflearningactivitiesandthefocusoflanguagelearningdefinedbytimeandplace(seeFigure1)
33 Research ParticipantsTheparticipantsofthestudywere148Englishmajorstudentsfromthediplomapost-diplomaBAandBAprogramsofthisonlineeducationinstituteTheywereadultlearnersstudyingEnglishatdistanceviatheinstitutersquosownvirtuallearningplatformandbyattendingweeklyF2FtutorialsTheywerealsosupportedbyonlinesynchronoustutorialsandasynchronousforumsTheyusuallystudyfourorfivecoursespertermonaverageandforeachcoursetheyneedtocompleteeighte-assessmentsandtwotutor-markedassignmentsandafinalexamThedemographicinformationoftheparticipantsisshowninTable1
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
34 Data CollectionTwo different data collection instruments were used online survey questionnaire and follow-upasynchronousemailinterviewsTheonlinesurveyquestionnairewaspreparedinChineseandsenttoapproximately900studentswith148completeresponses(164responserate)
Itcontainedthreeparts(22questions)withbothclosedandopenendedquestionsi)howandwhytheyusedtheirmobiledevice(activitiescontextsfrequencyplacesandtimestopthreemostfrequentlyusedappsresources)toanswerRQ1and2ii)howmobilelearningsupportedtheirformaluniversitycoursetoanswerRQ3andiii)whatweretutorsrsquorolesandwhattheythoughttutorsrsquorolesshouldbetoanswerRQ4SomeofourquestionsinPart1weresimilartoquestionsinDemouyetalrsquos study (2016)andsomewere formulatedbasedonKukulska-Hulmersquos (2012a)conceptualframeworkformobiledesign(seeFigure1)aswellasframeworkforMALLanalysis(seeFigure2)toexploretherelationshipbetweentimeplaceandactivitywiththefocusonwhatandhowlearnerscarryouttheirlanguagelearningactivitiesQuestionsforPart2andPart3wereguidedbythegapsintheresearchregardingintegratinginformallearningwithformallearningandthetutorrsquosroleaspresentedintheliteraturereviewabove(seeAppendixforthequestionnaire)
41 Mobile Learning Habits Frequencies Favourite Times and PlacesWheninquiredwhethertheyusedmobiledevicesforlearningEnglishsuchaslookingupwordsorpracticingwordpronunciation8986reportedusingmobileappsorresourcesforEnglishlearningThisfigureismuchhigherthanthatinDemouyetal(2016)whoreported53usingmobiledevicesforlanguagelearningApossibleexplanationmightbethatparticipantsinthisstudywereyoungerthanthoseinDemouyetalrsquosstudy(over75belowtheageof35andzeroabovetheageof56vs rangingfrom20 to65+)and thatourparticipants likemanyChinesestudentsmaybemoremotivatedinEnglishlearningaspointedoutbyYouandDoumlrnyei(2016)AnotherreasonmightbethatDemouyrsquosdatawascollectedin2014whenmobiledeviceswerenotasaffordableasnowadays
Not surprisingly a largenumberof students (7724) reported that consequently theywerespendingmoretimeonlanguagelearningasaresultwhichisveryimportanttolanguagelearningasmoreexposureandtimespentmoreprogresswillbemadeThisfindingagainreplicatesthatinDemouyetal(2016)rsquosOUstudywith786oftheparticipantsacknowledgingmoretimespentonlanguagelearning
42 Supporting Formal University CoursesNearlythree-quartersoftheparticipants(737)reportedthattheyusedmobiledevicestosupporttheuniversitycoursestheyarestudyingThisfindinghelpstoexplainwhythehighestnumberofrespondentschoselsquolastthingatnightrsquoastheirfavouritetimeasmostofthemworkduringthedayandlsquoinaquietplaceonyourownrsquotocarryoutmobilelearningactivities(cfTables3and4)
Imainlyuseappandothermobile resources topractice listeningeg listening to the textsDuetoworkandfamilycommitmentsIcannotstudyatcomputerforalongtimeTheappisveryconvenientandcanallowmetofillinthegapsandstudy(Student1emailinterview)
I use apps to improve my listening speaking and reading as these apps can help me study at any time at any place In addition as these apps can remind and monitor my learning (Student 3 data source email interview)
Table8demonstratesthatpractisingpronunciationandspeakingclaimsthehighestnumberofappsreportedreflectingtheneedsbylearnersofEnglishYou dao(11)isthemostpopularappforpractisingpronunciationandspeakingfollowedbyYing yu liu li Shuo(7)BBCrelated(7)Ying yu qu pei yin(6)andBai ci zhan(6)
ThenexthighestnumberofappsandresourcesusedisforpracticinglisteningwithVOA(11)andBBC(9)unsurprisinglybeingthefirsttwomainlisteningresourcesforitsauthenticEnglishandmostup-to-datenewsoninternationalcurrentaffairsTheavailabilityofappsforvocabularyandtranslationislimitedsothelearnersrsquochoicesaremorefocusedononeortwoappscomparedwiththatforpronunciationandspeakingandlisteningForexampleintermsofvocabularyBai ci zhan(26)andYou dao(21)arethetwomostfrequentlyusedappsandthelatter(20)isalsothetopchoiceforpracticingtranslationskills
Table 8 Language skills and their practising apps or resources
Skills and Knowledge Areas Practising Apps or Resources
daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning
InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC
Table 9 Top five most frequently used resources main uses and key features
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
211 Emerging Practices and Habits in Informal SettingsThe European Commission (2001 p 32) offered the following definition for informal learningInformallearningldquoresultsfromdailylifeactivitiesrelatedtoworkfamilyorleisureItisnotstructured(intermsoflearningobjectiveslearningtimeorlearningsupport)andtypicallydoesnotleadtocertificationInformallearningmaybeintentionalbutinmostcasesitisunintentional(orlsquoincidentalrsquorandom)rdquoInourstudyweusethetermlsquoinformallearningrsquoinabroadsensetoincludealllanguagelearningactivitiesoutsidetheplannedclasshours(beitvirtualorface-to-faceclassrooms)whichmaybeunintentionalorintentionalwiththeaimofsupportingthelearningofobtainingacertificateorqualification
Stockwell(2015)drewresearchersrsquoattentionto thefact thatalthoughmostmobile languagelearningtakesplaceoutsidetheclassroomthepublishedresearchislargelybasedontheclassroomsettingsiehowthedevicesareusedintheteacher-ledclassroomItisbecauseresearchinginformallanguage involvesmorevariablesas it is lesssystematicandharder to identify (VanMarsenille2015)AstudycarriedoutbyKukulska-HulmeandDeLosArcos(2011p77)exploredinformalmobilelanguagelearningbyadultsintheUKandfoundthatldquomobilelearnersexhibitconventionallanguagelearningbehaviourslikememorizingvocabularywhileattheotherendtheycreatetheirownagendasnetworksresourcesandtoolsrdquoChwoetal(2018)challengedthecommonwisdomthatldquowithMALLlearningcantakeplaceatanytimeoranyplacerdquoasmanylearnershavepreferredtimesandplacesfortheirstudy(Chwoetal2018p70)Oneoftheaimsofourstudywastofindoutlearnersrsquopreferredtimesandplaces
Demouyetal(2016)rsquosstudyoneofafewsetindistancelanguagelearningcontextexploredwhyandhowdistance language learners inTheOpenUniversity (UK)usedmobiledevices forlanguagelearningThisstudyshowedthattheselanguagelearnerswerebecomingmoreself-directedin exploring what worked for them they spent more time learning the language as the mobiledevicesallowedthemtohaveaccesstolearningmaterialsinplacesandattimeswhereandwhenitwasunimaginableinthepastItalsorevealedthetoptworeasonsforusingthemobiledevicesforlanguagelearning1)exploringmoreresourcesforlanguagelearningand2)takingadvantageofthegapsindailyscheduleforlanguagelearningAlthoughsuchlearningactivitiesbystudentstookplace
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
212 Link Between the AppsResources with the Language SkillsMoststudiesonMALLsupportedthehypothesisthatmobiletechnologycouldenhancelearnersrsquosecondlanguageacquisitionimprovingknowledgeofvocabulary(LevyampKennedy2005Stockwell2010)grammar(WangampSmith2013)listening(egReadampKukulska-Hulme2015)andspeaking(RueckertKiserampCho2012)inbothformalandinformalsettings(DemouyampKukulska-Hulme2010)Therehavebeenmanystudiesgivingdescriptiveanalysisofaspecific language learningappandhowtheapphelpsimprovinglisteningspeakingandreadingskillsChangandHsu(2011)investigatedtheuseofmobiledevicestointegrateaninstanttranslationmodeinanintermediateEnglishasaforeignlanguage(EFL)readingcourseThestudyfoundthattheuseofmobiledevicesencouragedcollaborativelearningandasaresultimprovedthereadingskillsThestudycarriedoutbyMasonandZhang(2017)attemptedtomatchtheapp(s)usedbylearnersofChineseasaforeignlanguagewiththelanguageskill(s)practicedbutfailedtoexplainthereasonsbehindtheirchoicesiethekeyfeaturesoftheappsOurstudyaimstoidentifythekeyfeatures
213 Integration into Formal LearningItiswellestablishedintheliteraturethatMALLcanmotivatestudentsbyincreasingtheirlanguagelearningopportunitiesoutsidetheclass(Kukulska-Hulme2005ThorntonampHouser2005HuangampSun2010)andbyembeddingthelearningprocessintotheireverydaylife(PriceampRogers2004)Crossetal(2015)surveyed3003adultdistantlearnersonundergraduatecoursesofvariousdisciplinesincludinglanguagelearnersItrevealsdistancelearnersintheUKuseandintegratemobiledevicestosupporttheirformallearning77ofparticipantsreportedthattheyaccesseduniversitystudymaterialsatleastonceaweeksuchasreadingcoursematerialstakingpartinonlinecoursediscussionforumsdownloadingassessmentmaterialsetcAlthoughthestudydidnotfocusonlanguagelearnersthelargesampleprovidedenoughevidencethatadultdistancelearnersusemobiledevicestosupporttheirformallearningInDemouyetal(2016)rsquosstudyondistancelanguagelearnersalthoughonly5reportedthattheyusedmobiledevicesinroutinesessionstoworkoncoursematerialstherewereafurther36whoreportedthattheyengagedinmobilelearninginbothunplannedsessionsandplannedtimestosupporttheirformalcourseworkItisworthpointingoutthatthemajorityofparticipants(59)intheirstudyreportedusingmobiledevicesinformallyforlanguagelearningDoesitapplytodistancelanguagelearnersinChinaKnowinghowlearnersusemobiledevicesoutsideclasshourstosupporttheirformallearningisveryimportantbecausetutorscanthendesignlanguageactivitiesthataresuitabletocarryoutonmobiledevices
215 Tutorrsquos Role in Mobile Language LearningThereisuncertaintyintheteachingandlearningcommunityaboutthetutorrsquosroleinamobilelearningenvironmentIthasbeenarguedthatteachersneedtoknowthelanguageappsstudentswereusingsothattheycouldofferguidanceandsupportonhowtoextendthelearningbenefits(Steel2012)otherwiseteacherswouldbereluctantingettinginvolved(Chwoetal2018)Theinvestigationofstudentsrsquoperceptionsof teacher role inaproposedmobile learningenvironment inadevelopingcountryshowedthatstudentsneededalotofteachersrsquoinputthroughoutthelearningprocessandexpectedtheteachertocontrolthelearningprocess(Imtinan2013)ThisviewissupportedbyotherresearchersThestudybyPalalas(2011p71)cametotheconclusionthatldquothisdynamicprocessofsituatedlearninghastobesupportedbyaccesstopeersandfacilitatorsrdquoWhencommentingontheinformallearningthroughsocialmediaimpactedbymobiledevicesSharplesetal(2016p4)pointedoutthatanyoneldquocanengageandleaveatanytimebutaskilledfacilitatorwhotakesonthetasksoffilteringresourcesandengagingpeoplecankeepasocialmediaprojectrunningformanyyearsrdquoForteacherstomeetthenewlearningenvironmentKukulska-Hulme(2012b)arguedthatinstitutionsmustprovideopportunitiesforprofessionaltrainingandlife-longlearningTheyallseemedtoagreeontheimportanceoftutorinvolvementinmobilelearningsettings
ButshouldtutorsgetinvolvedinthelearningspacesoutsidetheclasshoursDoweknowhowlearnersfeelaboutitThereareafewstudiesinvestigatinglearnersrsquoexpectationsandattitudesSetinthecontextofsocialmediaandsocialnetworkPlutino(2017)rsquosstudyreportedthatparticipantsinherTwittergroupexpressedneedsfortutorstoprovideopportunitiestoimprovetheircommunicativelanguage skills outside timetabled lessons which demonstrated studentsrsquo expectations of tutorsrsquoactiveroles inguidingandsupportingtheiroutsidemobile languagelearningandthesuccessoftutorsrsquointerventionItsuggeststhatteacherinterventionwouldbeonlyeffectivewhenrequiredbystudentsInanotherstudyondistancelanguagelearnersrsquouseofsocialnetworkforlearningitwasdiscoveredthatstudentswerelikelytoparticipateandcontributemoreinthesocialnetworkwheretheatmospherewasrelaxedandeasythanwhentheywereinvitedbytheteachertoreflectonacoursepointorbystudentstojoininastructuredactivity(Lamy2013)Althoughbothstudiesweresetinasocialmediacontexttheycanshedlightsonhowtomanageteacherinterventionandhowtodesigneffectiveoutsideclassroommobile learningactivitiesas thestudiesreinforces the importanceofgettingtoknowstudentsrsquoexpectationsandneeds
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
6
22 Mobile Assisted English Language Learning in ChinaArguablyChinaldquoconstitutesthelargestEnglishlearnergroupintheworldrdquo(YouampDoumlrnyei2016)ThisstatementissupportedbythestudycarriedoutbyGraddol(2006)andtheBritishCouncilrsquosreport(2013)EnglishistaughtinprimaryandsecondaryschoolsandalsoatuniversitiesItisacompulsorysubjectuptillpost-graduatelevelSinceChinaadoptedthereformandopening-doorpolicyintheearly1980sldquoproficiencyinEnglishhasbeenseeninChinaasadefiniteassetofconsiderablevaluerdquo(YouampDoumlrnyei2016p496)AsaresulttherehasbeenasubstantialbodyofresearchonteachingandlearningEnglishasaforeignlanguage(EFL)tonameafewchallengesoflearningEnglish(Wu2001)distancelanguagelearningstrategies(XiaoampHurd2007)Englishlearningmotivations(YouampDoumlrnyei2016)learneranxiety(YanampHorwitz2008)andflippedclassroominEFLteaching(Zhang2017)
Amongst studies investigating the usefulness of a specific communication tool or app oneexaminedstudentsrsquoviewsonusingWeChatwithteacherpresencetoimprovelisteningandspeakingskillsandanoverwhelmingmajority(94)oftheparticipantsrespondedpositively(Chai2014)AnotherstudyexploredflippedclassroominamedicalEnglishreadingclassviaWeChatplatformandWeChatcommunityanddemonstratedimprovementinstudentsrsquoindependentandcollaborativelearningresearchandcriticalthinking(JiaZhangampShi2016)
31 Research Context and Research QuestionsThestudyisundertakenintheInstituteofOnlineEducationatBeijingForeignStudiesUniversityThecoursesofferedattheinstitutearemostlyEnglishlanguagecoursesandtheinstructionalmodeisindependentlearningsupportedwiththemultimodalsupportservicesrangingfromtheprovisionofautonomouslearningmaterialsweeklyface-to-face(F2F)andonlinesynchronoustutorialstoQampAonlineforumsStudentsarerequiredtostudyabout22courses(eachcourseextended16weeks)foratleast25yearsforadiplomaorapost-diplomaBAdegreeor5yearsforaBAdegreeThecourseassessmentconsistsofformativeassessmentintheformofunit-basede-assessmentandtutor-markedassignmentsandsummativeassessmentusuallyintheformofafinalexam
32 Theoretical Framework for Research Design and AnalysisKukulska-Hulme(2012a)proposedaconceptualframeworkforthedesignoflanguagelearningmobileappsintermsofthetemporalandspatialcharacteristicsofmobilelearningscenarioshighlightingaseriesofquestionsinrelationtolanguagelearningaspresentedinFigure1belowAlthoughthesequestionsweredesignedtobeaskedbyappdesignersbeforedevelopinganappwearguethattheycanalsobeaskedbyalearnerwhenusinganappaswellasaskedbyresearcherswheninvestigatinglearnerbehaviourandpracticesinmobileassistedlanguagelearningandexploringtherelationshipbetweenthetypesoflearningactivitiesandthefocusoflanguagelearningdefinedbytimeandplace(seeFigure1)
33 Research ParticipantsTheparticipantsofthestudywere148Englishmajorstudentsfromthediplomapost-diplomaBAandBAprogramsofthisonlineeducationinstituteTheywereadultlearnersstudyingEnglishatdistanceviatheinstitutersquosownvirtuallearningplatformandbyattendingweeklyF2FtutorialsTheywerealsosupportedbyonlinesynchronoustutorialsandasynchronousforumsTheyusuallystudyfourorfivecoursespertermonaverageandforeachcoursetheyneedtocompleteeighte-assessmentsandtwotutor-markedassignmentsandafinalexamThedemographicinformationoftheparticipantsisshowninTable1
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
34 Data CollectionTwo different data collection instruments were used online survey questionnaire and follow-upasynchronousemailinterviewsTheonlinesurveyquestionnairewaspreparedinChineseandsenttoapproximately900studentswith148completeresponses(164responserate)
Itcontainedthreeparts(22questions)withbothclosedandopenendedquestionsi)howandwhytheyusedtheirmobiledevice(activitiescontextsfrequencyplacesandtimestopthreemostfrequentlyusedappsresources)toanswerRQ1and2ii)howmobilelearningsupportedtheirformaluniversitycoursetoanswerRQ3andiii)whatweretutorsrsquorolesandwhattheythoughttutorsrsquorolesshouldbetoanswerRQ4SomeofourquestionsinPart1weresimilartoquestionsinDemouyetalrsquos study (2016)andsomewere formulatedbasedonKukulska-Hulmersquos (2012a)conceptualframeworkformobiledesign(seeFigure1)aswellasframeworkforMALLanalysis(seeFigure2)toexploretherelationshipbetweentimeplaceandactivitywiththefocusonwhatandhowlearnerscarryouttheirlanguagelearningactivitiesQuestionsforPart2andPart3wereguidedbythegapsintheresearchregardingintegratinginformallearningwithformallearningandthetutorrsquosroleaspresentedintheliteraturereviewabove(seeAppendixforthequestionnaire)
41 Mobile Learning Habits Frequencies Favourite Times and PlacesWheninquiredwhethertheyusedmobiledevicesforlearningEnglishsuchaslookingupwordsorpracticingwordpronunciation8986reportedusingmobileappsorresourcesforEnglishlearningThisfigureismuchhigherthanthatinDemouyetal(2016)whoreported53usingmobiledevicesforlanguagelearningApossibleexplanationmightbethatparticipantsinthisstudywereyoungerthanthoseinDemouyetalrsquosstudy(over75belowtheageof35andzeroabovetheageof56vs rangingfrom20 to65+)and thatourparticipants likemanyChinesestudentsmaybemoremotivatedinEnglishlearningaspointedoutbyYouandDoumlrnyei(2016)AnotherreasonmightbethatDemouyrsquosdatawascollectedin2014whenmobiledeviceswerenotasaffordableasnowadays
Not surprisingly a largenumberof students (7724) reported that consequently theywerespendingmoretimeonlanguagelearningasaresultwhichisveryimportanttolanguagelearningasmoreexposureandtimespentmoreprogresswillbemadeThisfindingagainreplicatesthatinDemouyetal(2016)rsquosOUstudywith786oftheparticipantsacknowledgingmoretimespentonlanguagelearning
42 Supporting Formal University CoursesNearlythree-quartersoftheparticipants(737)reportedthattheyusedmobiledevicestosupporttheuniversitycoursestheyarestudyingThisfindinghelpstoexplainwhythehighestnumberofrespondentschoselsquolastthingatnightrsquoastheirfavouritetimeasmostofthemworkduringthedayandlsquoinaquietplaceonyourownrsquotocarryoutmobilelearningactivities(cfTables3and4)
Imainlyuseappandothermobile resources topractice listeningeg listening to the textsDuetoworkandfamilycommitmentsIcannotstudyatcomputerforalongtimeTheappisveryconvenientandcanallowmetofillinthegapsandstudy(Student1emailinterview)
I use apps to improve my listening speaking and reading as these apps can help me study at any time at any place In addition as these apps can remind and monitor my learning (Student 3 data source email interview)
Table8demonstratesthatpractisingpronunciationandspeakingclaimsthehighestnumberofappsreportedreflectingtheneedsbylearnersofEnglishYou dao(11)isthemostpopularappforpractisingpronunciationandspeakingfollowedbyYing yu liu li Shuo(7)BBCrelated(7)Ying yu qu pei yin(6)andBai ci zhan(6)
ThenexthighestnumberofappsandresourcesusedisforpracticinglisteningwithVOA(11)andBBC(9)unsurprisinglybeingthefirsttwomainlisteningresourcesforitsauthenticEnglishandmostup-to-datenewsoninternationalcurrentaffairsTheavailabilityofappsforvocabularyandtranslationislimitedsothelearnersrsquochoicesaremorefocusedononeortwoappscomparedwiththatforpronunciationandspeakingandlisteningForexampleintermsofvocabularyBai ci zhan(26)andYou dao(21)arethetwomostfrequentlyusedappsandthelatter(20)isalsothetopchoiceforpracticingtranslationskills
Table 8 Language skills and their practising apps or resources
Skills and Knowledge Areas Practising Apps or Resources
daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning
InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC
Table 9 Top five most frequently used resources main uses and key features
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
212 Link Between the AppsResources with the Language SkillsMoststudiesonMALLsupportedthehypothesisthatmobiletechnologycouldenhancelearnersrsquosecondlanguageacquisitionimprovingknowledgeofvocabulary(LevyampKennedy2005Stockwell2010)grammar(WangampSmith2013)listening(egReadampKukulska-Hulme2015)andspeaking(RueckertKiserampCho2012)inbothformalandinformalsettings(DemouyampKukulska-Hulme2010)Therehavebeenmanystudiesgivingdescriptiveanalysisofaspecific language learningappandhowtheapphelpsimprovinglisteningspeakingandreadingskillsChangandHsu(2011)investigatedtheuseofmobiledevicestointegrateaninstanttranslationmodeinanintermediateEnglishasaforeignlanguage(EFL)readingcourseThestudyfoundthattheuseofmobiledevicesencouragedcollaborativelearningandasaresultimprovedthereadingskillsThestudycarriedoutbyMasonandZhang(2017)attemptedtomatchtheapp(s)usedbylearnersofChineseasaforeignlanguagewiththelanguageskill(s)practicedbutfailedtoexplainthereasonsbehindtheirchoicesiethekeyfeaturesoftheappsOurstudyaimstoidentifythekeyfeatures
213 Integration into Formal LearningItiswellestablishedintheliteraturethatMALLcanmotivatestudentsbyincreasingtheirlanguagelearningopportunitiesoutsidetheclass(Kukulska-Hulme2005ThorntonampHouser2005HuangampSun2010)andbyembeddingthelearningprocessintotheireverydaylife(PriceampRogers2004)Crossetal(2015)surveyed3003adultdistantlearnersonundergraduatecoursesofvariousdisciplinesincludinglanguagelearnersItrevealsdistancelearnersintheUKuseandintegratemobiledevicestosupporttheirformallearning77ofparticipantsreportedthattheyaccesseduniversitystudymaterialsatleastonceaweeksuchasreadingcoursematerialstakingpartinonlinecoursediscussionforumsdownloadingassessmentmaterialsetcAlthoughthestudydidnotfocusonlanguagelearnersthelargesampleprovidedenoughevidencethatadultdistancelearnersusemobiledevicestosupporttheirformallearningInDemouyetal(2016)rsquosstudyondistancelanguagelearnersalthoughonly5reportedthattheyusedmobiledevicesinroutinesessionstoworkoncoursematerialstherewereafurther36whoreportedthattheyengagedinmobilelearninginbothunplannedsessionsandplannedtimestosupporttheirformalcourseworkItisworthpointingoutthatthemajorityofparticipants(59)intheirstudyreportedusingmobiledevicesinformallyforlanguagelearningDoesitapplytodistancelanguagelearnersinChinaKnowinghowlearnersusemobiledevicesoutsideclasshourstosupporttheirformallearningisveryimportantbecausetutorscanthendesignlanguageactivitiesthataresuitabletocarryoutonmobiledevices
215 Tutorrsquos Role in Mobile Language LearningThereisuncertaintyintheteachingandlearningcommunityaboutthetutorrsquosroleinamobilelearningenvironmentIthasbeenarguedthatteachersneedtoknowthelanguageappsstudentswereusingsothattheycouldofferguidanceandsupportonhowtoextendthelearningbenefits(Steel2012)otherwiseteacherswouldbereluctantingettinginvolved(Chwoetal2018)Theinvestigationofstudentsrsquoperceptionsof teacher role inaproposedmobile learningenvironment inadevelopingcountryshowedthatstudentsneededalotofteachersrsquoinputthroughoutthelearningprocessandexpectedtheteachertocontrolthelearningprocess(Imtinan2013)ThisviewissupportedbyotherresearchersThestudybyPalalas(2011p71)cametotheconclusionthatldquothisdynamicprocessofsituatedlearninghastobesupportedbyaccesstopeersandfacilitatorsrdquoWhencommentingontheinformallearningthroughsocialmediaimpactedbymobiledevicesSharplesetal(2016p4)pointedoutthatanyoneldquocanengageandleaveatanytimebutaskilledfacilitatorwhotakesonthetasksoffilteringresourcesandengagingpeoplecankeepasocialmediaprojectrunningformanyyearsrdquoForteacherstomeetthenewlearningenvironmentKukulska-Hulme(2012b)arguedthatinstitutionsmustprovideopportunitiesforprofessionaltrainingandlife-longlearningTheyallseemedtoagreeontheimportanceoftutorinvolvementinmobilelearningsettings
ButshouldtutorsgetinvolvedinthelearningspacesoutsidetheclasshoursDoweknowhowlearnersfeelaboutitThereareafewstudiesinvestigatinglearnersrsquoexpectationsandattitudesSetinthecontextofsocialmediaandsocialnetworkPlutino(2017)rsquosstudyreportedthatparticipantsinherTwittergroupexpressedneedsfortutorstoprovideopportunitiestoimprovetheircommunicativelanguage skills outside timetabled lessons which demonstrated studentsrsquo expectations of tutorsrsquoactiveroles inguidingandsupportingtheiroutsidemobile languagelearningandthesuccessoftutorsrsquointerventionItsuggeststhatteacherinterventionwouldbeonlyeffectivewhenrequiredbystudentsInanotherstudyondistancelanguagelearnersrsquouseofsocialnetworkforlearningitwasdiscoveredthatstudentswerelikelytoparticipateandcontributemoreinthesocialnetworkwheretheatmospherewasrelaxedandeasythanwhentheywereinvitedbytheteachertoreflectonacoursepointorbystudentstojoininastructuredactivity(Lamy2013)Althoughbothstudiesweresetinasocialmediacontexttheycanshedlightsonhowtomanageteacherinterventionandhowtodesigneffectiveoutsideclassroommobile learningactivitiesas thestudiesreinforces the importanceofgettingtoknowstudentsrsquoexpectationsandneeds
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
6
22 Mobile Assisted English Language Learning in ChinaArguablyChinaldquoconstitutesthelargestEnglishlearnergroupintheworldrdquo(YouampDoumlrnyei2016)ThisstatementissupportedbythestudycarriedoutbyGraddol(2006)andtheBritishCouncilrsquosreport(2013)EnglishistaughtinprimaryandsecondaryschoolsandalsoatuniversitiesItisacompulsorysubjectuptillpost-graduatelevelSinceChinaadoptedthereformandopening-doorpolicyintheearly1980sldquoproficiencyinEnglishhasbeenseeninChinaasadefiniteassetofconsiderablevaluerdquo(YouampDoumlrnyei2016p496)AsaresulttherehasbeenasubstantialbodyofresearchonteachingandlearningEnglishasaforeignlanguage(EFL)tonameafewchallengesoflearningEnglish(Wu2001)distancelanguagelearningstrategies(XiaoampHurd2007)Englishlearningmotivations(YouampDoumlrnyei2016)learneranxiety(YanampHorwitz2008)andflippedclassroominEFLteaching(Zhang2017)
Amongst studies investigating the usefulness of a specific communication tool or app oneexaminedstudentsrsquoviewsonusingWeChatwithteacherpresencetoimprovelisteningandspeakingskillsandanoverwhelmingmajority(94)oftheparticipantsrespondedpositively(Chai2014)AnotherstudyexploredflippedclassroominamedicalEnglishreadingclassviaWeChatplatformandWeChatcommunityanddemonstratedimprovementinstudentsrsquoindependentandcollaborativelearningresearchandcriticalthinking(JiaZhangampShi2016)
31 Research Context and Research QuestionsThestudyisundertakenintheInstituteofOnlineEducationatBeijingForeignStudiesUniversityThecoursesofferedattheinstitutearemostlyEnglishlanguagecoursesandtheinstructionalmodeisindependentlearningsupportedwiththemultimodalsupportservicesrangingfromtheprovisionofautonomouslearningmaterialsweeklyface-to-face(F2F)andonlinesynchronoustutorialstoQampAonlineforumsStudentsarerequiredtostudyabout22courses(eachcourseextended16weeks)foratleast25yearsforadiplomaorapost-diplomaBAdegreeor5yearsforaBAdegreeThecourseassessmentconsistsofformativeassessmentintheformofunit-basede-assessmentandtutor-markedassignmentsandsummativeassessmentusuallyintheformofafinalexam
32 Theoretical Framework for Research Design and AnalysisKukulska-Hulme(2012a)proposedaconceptualframeworkforthedesignoflanguagelearningmobileappsintermsofthetemporalandspatialcharacteristicsofmobilelearningscenarioshighlightingaseriesofquestionsinrelationtolanguagelearningaspresentedinFigure1belowAlthoughthesequestionsweredesignedtobeaskedbyappdesignersbeforedevelopinganappwearguethattheycanalsobeaskedbyalearnerwhenusinganappaswellasaskedbyresearcherswheninvestigatinglearnerbehaviourandpracticesinmobileassistedlanguagelearningandexploringtherelationshipbetweenthetypesoflearningactivitiesandthefocusoflanguagelearningdefinedbytimeandplace(seeFigure1)
33 Research ParticipantsTheparticipantsofthestudywere148Englishmajorstudentsfromthediplomapost-diplomaBAandBAprogramsofthisonlineeducationinstituteTheywereadultlearnersstudyingEnglishatdistanceviatheinstitutersquosownvirtuallearningplatformandbyattendingweeklyF2FtutorialsTheywerealsosupportedbyonlinesynchronoustutorialsandasynchronousforumsTheyusuallystudyfourorfivecoursespertermonaverageandforeachcoursetheyneedtocompleteeighte-assessmentsandtwotutor-markedassignmentsandafinalexamThedemographicinformationoftheparticipantsisshowninTable1
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
34 Data CollectionTwo different data collection instruments were used online survey questionnaire and follow-upasynchronousemailinterviewsTheonlinesurveyquestionnairewaspreparedinChineseandsenttoapproximately900studentswith148completeresponses(164responserate)
Itcontainedthreeparts(22questions)withbothclosedandopenendedquestionsi)howandwhytheyusedtheirmobiledevice(activitiescontextsfrequencyplacesandtimestopthreemostfrequentlyusedappsresources)toanswerRQ1and2ii)howmobilelearningsupportedtheirformaluniversitycoursetoanswerRQ3andiii)whatweretutorsrsquorolesandwhattheythoughttutorsrsquorolesshouldbetoanswerRQ4SomeofourquestionsinPart1weresimilartoquestionsinDemouyetalrsquos study (2016)andsomewere formulatedbasedonKukulska-Hulmersquos (2012a)conceptualframeworkformobiledesign(seeFigure1)aswellasframeworkforMALLanalysis(seeFigure2)toexploretherelationshipbetweentimeplaceandactivitywiththefocusonwhatandhowlearnerscarryouttheirlanguagelearningactivitiesQuestionsforPart2andPart3wereguidedbythegapsintheresearchregardingintegratinginformallearningwithformallearningandthetutorrsquosroleaspresentedintheliteraturereviewabove(seeAppendixforthequestionnaire)
41 Mobile Learning Habits Frequencies Favourite Times and PlacesWheninquiredwhethertheyusedmobiledevicesforlearningEnglishsuchaslookingupwordsorpracticingwordpronunciation8986reportedusingmobileappsorresourcesforEnglishlearningThisfigureismuchhigherthanthatinDemouyetal(2016)whoreported53usingmobiledevicesforlanguagelearningApossibleexplanationmightbethatparticipantsinthisstudywereyoungerthanthoseinDemouyetalrsquosstudy(over75belowtheageof35andzeroabovetheageof56vs rangingfrom20 to65+)and thatourparticipants likemanyChinesestudentsmaybemoremotivatedinEnglishlearningaspointedoutbyYouandDoumlrnyei(2016)AnotherreasonmightbethatDemouyrsquosdatawascollectedin2014whenmobiledeviceswerenotasaffordableasnowadays
Not surprisingly a largenumberof students (7724) reported that consequently theywerespendingmoretimeonlanguagelearningasaresultwhichisveryimportanttolanguagelearningasmoreexposureandtimespentmoreprogresswillbemadeThisfindingagainreplicatesthatinDemouyetal(2016)rsquosOUstudywith786oftheparticipantsacknowledgingmoretimespentonlanguagelearning
42 Supporting Formal University CoursesNearlythree-quartersoftheparticipants(737)reportedthattheyusedmobiledevicestosupporttheuniversitycoursestheyarestudyingThisfindinghelpstoexplainwhythehighestnumberofrespondentschoselsquolastthingatnightrsquoastheirfavouritetimeasmostofthemworkduringthedayandlsquoinaquietplaceonyourownrsquotocarryoutmobilelearningactivities(cfTables3and4)
Imainlyuseappandothermobile resources topractice listeningeg listening to the textsDuetoworkandfamilycommitmentsIcannotstudyatcomputerforalongtimeTheappisveryconvenientandcanallowmetofillinthegapsandstudy(Student1emailinterview)
I use apps to improve my listening speaking and reading as these apps can help me study at any time at any place In addition as these apps can remind and monitor my learning (Student 3 data source email interview)
Table8demonstratesthatpractisingpronunciationandspeakingclaimsthehighestnumberofappsreportedreflectingtheneedsbylearnersofEnglishYou dao(11)isthemostpopularappforpractisingpronunciationandspeakingfollowedbyYing yu liu li Shuo(7)BBCrelated(7)Ying yu qu pei yin(6)andBai ci zhan(6)
ThenexthighestnumberofappsandresourcesusedisforpracticinglisteningwithVOA(11)andBBC(9)unsurprisinglybeingthefirsttwomainlisteningresourcesforitsauthenticEnglishandmostup-to-datenewsoninternationalcurrentaffairsTheavailabilityofappsforvocabularyandtranslationislimitedsothelearnersrsquochoicesaremorefocusedononeortwoappscomparedwiththatforpronunciationandspeakingandlisteningForexampleintermsofvocabularyBai ci zhan(26)andYou dao(21)arethetwomostfrequentlyusedappsandthelatter(20)isalsothetopchoiceforpracticingtranslationskills
Table 8 Language skills and their practising apps or resources
Skills and Knowledge Areas Practising Apps or Resources
daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning
InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC
Table 9 Top five most frequently used resources main uses and key features
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
215 Tutorrsquos Role in Mobile Language LearningThereisuncertaintyintheteachingandlearningcommunityaboutthetutorrsquosroleinamobilelearningenvironmentIthasbeenarguedthatteachersneedtoknowthelanguageappsstudentswereusingsothattheycouldofferguidanceandsupportonhowtoextendthelearningbenefits(Steel2012)otherwiseteacherswouldbereluctantingettinginvolved(Chwoetal2018)Theinvestigationofstudentsrsquoperceptionsof teacher role inaproposedmobile learningenvironment inadevelopingcountryshowedthatstudentsneededalotofteachersrsquoinputthroughoutthelearningprocessandexpectedtheteachertocontrolthelearningprocess(Imtinan2013)ThisviewissupportedbyotherresearchersThestudybyPalalas(2011p71)cametotheconclusionthatldquothisdynamicprocessofsituatedlearninghastobesupportedbyaccesstopeersandfacilitatorsrdquoWhencommentingontheinformallearningthroughsocialmediaimpactedbymobiledevicesSharplesetal(2016p4)pointedoutthatanyoneldquocanengageandleaveatanytimebutaskilledfacilitatorwhotakesonthetasksoffilteringresourcesandengagingpeoplecankeepasocialmediaprojectrunningformanyyearsrdquoForteacherstomeetthenewlearningenvironmentKukulska-Hulme(2012b)arguedthatinstitutionsmustprovideopportunitiesforprofessionaltrainingandlife-longlearningTheyallseemedtoagreeontheimportanceoftutorinvolvementinmobilelearningsettings
ButshouldtutorsgetinvolvedinthelearningspacesoutsidetheclasshoursDoweknowhowlearnersfeelaboutitThereareafewstudiesinvestigatinglearnersrsquoexpectationsandattitudesSetinthecontextofsocialmediaandsocialnetworkPlutino(2017)rsquosstudyreportedthatparticipantsinherTwittergroupexpressedneedsfortutorstoprovideopportunitiestoimprovetheircommunicativelanguage skills outside timetabled lessons which demonstrated studentsrsquo expectations of tutorsrsquoactiveroles inguidingandsupportingtheiroutsidemobile languagelearningandthesuccessoftutorsrsquointerventionItsuggeststhatteacherinterventionwouldbeonlyeffectivewhenrequiredbystudentsInanotherstudyondistancelanguagelearnersrsquouseofsocialnetworkforlearningitwasdiscoveredthatstudentswerelikelytoparticipateandcontributemoreinthesocialnetworkwheretheatmospherewasrelaxedandeasythanwhentheywereinvitedbytheteachertoreflectonacoursepointorbystudentstojoininastructuredactivity(Lamy2013)Althoughbothstudiesweresetinasocialmediacontexttheycanshedlightsonhowtomanageteacherinterventionandhowtodesigneffectiveoutsideclassroommobile learningactivitiesas thestudiesreinforces the importanceofgettingtoknowstudentsrsquoexpectationsandneeds
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
6
22 Mobile Assisted English Language Learning in ChinaArguablyChinaldquoconstitutesthelargestEnglishlearnergroupintheworldrdquo(YouampDoumlrnyei2016)ThisstatementissupportedbythestudycarriedoutbyGraddol(2006)andtheBritishCouncilrsquosreport(2013)EnglishistaughtinprimaryandsecondaryschoolsandalsoatuniversitiesItisacompulsorysubjectuptillpost-graduatelevelSinceChinaadoptedthereformandopening-doorpolicyintheearly1980sldquoproficiencyinEnglishhasbeenseeninChinaasadefiniteassetofconsiderablevaluerdquo(YouampDoumlrnyei2016p496)AsaresulttherehasbeenasubstantialbodyofresearchonteachingandlearningEnglishasaforeignlanguage(EFL)tonameafewchallengesoflearningEnglish(Wu2001)distancelanguagelearningstrategies(XiaoampHurd2007)Englishlearningmotivations(YouampDoumlrnyei2016)learneranxiety(YanampHorwitz2008)andflippedclassroominEFLteaching(Zhang2017)
Amongst studies investigating the usefulness of a specific communication tool or app oneexaminedstudentsrsquoviewsonusingWeChatwithteacherpresencetoimprovelisteningandspeakingskillsandanoverwhelmingmajority(94)oftheparticipantsrespondedpositively(Chai2014)AnotherstudyexploredflippedclassroominamedicalEnglishreadingclassviaWeChatplatformandWeChatcommunityanddemonstratedimprovementinstudentsrsquoindependentandcollaborativelearningresearchandcriticalthinking(JiaZhangampShi2016)
31 Research Context and Research QuestionsThestudyisundertakenintheInstituteofOnlineEducationatBeijingForeignStudiesUniversityThecoursesofferedattheinstitutearemostlyEnglishlanguagecoursesandtheinstructionalmodeisindependentlearningsupportedwiththemultimodalsupportservicesrangingfromtheprovisionofautonomouslearningmaterialsweeklyface-to-face(F2F)andonlinesynchronoustutorialstoQampAonlineforumsStudentsarerequiredtostudyabout22courses(eachcourseextended16weeks)foratleast25yearsforadiplomaorapost-diplomaBAdegreeor5yearsforaBAdegreeThecourseassessmentconsistsofformativeassessmentintheformofunit-basede-assessmentandtutor-markedassignmentsandsummativeassessmentusuallyintheformofafinalexam
32 Theoretical Framework for Research Design and AnalysisKukulska-Hulme(2012a)proposedaconceptualframeworkforthedesignoflanguagelearningmobileappsintermsofthetemporalandspatialcharacteristicsofmobilelearningscenarioshighlightingaseriesofquestionsinrelationtolanguagelearningaspresentedinFigure1belowAlthoughthesequestionsweredesignedtobeaskedbyappdesignersbeforedevelopinganappwearguethattheycanalsobeaskedbyalearnerwhenusinganappaswellasaskedbyresearcherswheninvestigatinglearnerbehaviourandpracticesinmobileassistedlanguagelearningandexploringtherelationshipbetweenthetypesoflearningactivitiesandthefocusoflanguagelearningdefinedbytimeandplace(seeFigure1)
33 Research ParticipantsTheparticipantsofthestudywere148Englishmajorstudentsfromthediplomapost-diplomaBAandBAprogramsofthisonlineeducationinstituteTheywereadultlearnersstudyingEnglishatdistanceviatheinstitutersquosownvirtuallearningplatformandbyattendingweeklyF2FtutorialsTheywerealsosupportedbyonlinesynchronoustutorialsandasynchronousforumsTheyusuallystudyfourorfivecoursespertermonaverageandforeachcoursetheyneedtocompleteeighte-assessmentsandtwotutor-markedassignmentsandafinalexamThedemographicinformationoftheparticipantsisshowninTable1
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
34 Data CollectionTwo different data collection instruments were used online survey questionnaire and follow-upasynchronousemailinterviewsTheonlinesurveyquestionnairewaspreparedinChineseandsenttoapproximately900studentswith148completeresponses(164responserate)
Itcontainedthreeparts(22questions)withbothclosedandopenendedquestionsi)howandwhytheyusedtheirmobiledevice(activitiescontextsfrequencyplacesandtimestopthreemostfrequentlyusedappsresources)toanswerRQ1and2ii)howmobilelearningsupportedtheirformaluniversitycoursetoanswerRQ3andiii)whatweretutorsrsquorolesandwhattheythoughttutorsrsquorolesshouldbetoanswerRQ4SomeofourquestionsinPart1weresimilartoquestionsinDemouyetalrsquos study (2016)andsomewere formulatedbasedonKukulska-Hulmersquos (2012a)conceptualframeworkformobiledesign(seeFigure1)aswellasframeworkforMALLanalysis(seeFigure2)toexploretherelationshipbetweentimeplaceandactivitywiththefocusonwhatandhowlearnerscarryouttheirlanguagelearningactivitiesQuestionsforPart2andPart3wereguidedbythegapsintheresearchregardingintegratinginformallearningwithformallearningandthetutorrsquosroleaspresentedintheliteraturereviewabove(seeAppendixforthequestionnaire)
41 Mobile Learning Habits Frequencies Favourite Times and PlacesWheninquiredwhethertheyusedmobiledevicesforlearningEnglishsuchaslookingupwordsorpracticingwordpronunciation8986reportedusingmobileappsorresourcesforEnglishlearningThisfigureismuchhigherthanthatinDemouyetal(2016)whoreported53usingmobiledevicesforlanguagelearningApossibleexplanationmightbethatparticipantsinthisstudywereyoungerthanthoseinDemouyetalrsquosstudy(over75belowtheageof35andzeroabovetheageof56vs rangingfrom20 to65+)and thatourparticipants likemanyChinesestudentsmaybemoremotivatedinEnglishlearningaspointedoutbyYouandDoumlrnyei(2016)AnotherreasonmightbethatDemouyrsquosdatawascollectedin2014whenmobiledeviceswerenotasaffordableasnowadays
Not surprisingly a largenumberof students (7724) reported that consequently theywerespendingmoretimeonlanguagelearningasaresultwhichisveryimportanttolanguagelearningasmoreexposureandtimespentmoreprogresswillbemadeThisfindingagainreplicatesthatinDemouyetal(2016)rsquosOUstudywith786oftheparticipantsacknowledgingmoretimespentonlanguagelearning
42 Supporting Formal University CoursesNearlythree-quartersoftheparticipants(737)reportedthattheyusedmobiledevicestosupporttheuniversitycoursestheyarestudyingThisfindinghelpstoexplainwhythehighestnumberofrespondentschoselsquolastthingatnightrsquoastheirfavouritetimeasmostofthemworkduringthedayandlsquoinaquietplaceonyourownrsquotocarryoutmobilelearningactivities(cfTables3and4)
Imainlyuseappandothermobile resources topractice listeningeg listening to the textsDuetoworkandfamilycommitmentsIcannotstudyatcomputerforalongtimeTheappisveryconvenientandcanallowmetofillinthegapsandstudy(Student1emailinterview)
I use apps to improve my listening speaking and reading as these apps can help me study at any time at any place In addition as these apps can remind and monitor my learning (Student 3 data source email interview)
Table8demonstratesthatpractisingpronunciationandspeakingclaimsthehighestnumberofappsreportedreflectingtheneedsbylearnersofEnglishYou dao(11)isthemostpopularappforpractisingpronunciationandspeakingfollowedbyYing yu liu li Shuo(7)BBCrelated(7)Ying yu qu pei yin(6)andBai ci zhan(6)
ThenexthighestnumberofappsandresourcesusedisforpracticinglisteningwithVOA(11)andBBC(9)unsurprisinglybeingthefirsttwomainlisteningresourcesforitsauthenticEnglishandmostup-to-datenewsoninternationalcurrentaffairsTheavailabilityofappsforvocabularyandtranslationislimitedsothelearnersrsquochoicesaremorefocusedononeortwoappscomparedwiththatforpronunciationandspeakingandlisteningForexampleintermsofvocabularyBai ci zhan(26)andYou dao(21)arethetwomostfrequentlyusedappsandthelatter(20)isalsothetopchoiceforpracticingtranslationskills
Table 8 Language skills and their practising apps or resources
Skills and Knowledge Areas Practising Apps or Resources
daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning
InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC
Table 9 Top five most frequently used resources main uses and key features
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
6
22 Mobile Assisted English Language Learning in ChinaArguablyChinaldquoconstitutesthelargestEnglishlearnergroupintheworldrdquo(YouampDoumlrnyei2016)ThisstatementissupportedbythestudycarriedoutbyGraddol(2006)andtheBritishCouncilrsquosreport(2013)EnglishistaughtinprimaryandsecondaryschoolsandalsoatuniversitiesItisacompulsorysubjectuptillpost-graduatelevelSinceChinaadoptedthereformandopening-doorpolicyintheearly1980sldquoproficiencyinEnglishhasbeenseeninChinaasadefiniteassetofconsiderablevaluerdquo(YouampDoumlrnyei2016p496)AsaresulttherehasbeenasubstantialbodyofresearchonteachingandlearningEnglishasaforeignlanguage(EFL)tonameafewchallengesoflearningEnglish(Wu2001)distancelanguagelearningstrategies(XiaoampHurd2007)Englishlearningmotivations(YouampDoumlrnyei2016)learneranxiety(YanampHorwitz2008)andflippedclassroominEFLteaching(Zhang2017)
Amongst studies investigating the usefulness of a specific communication tool or app oneexaminedstudentsrsquoviewsonusingWeChatwithteacherpresencetoimprovelisteningandspeakingskillsandanoverwhelmingmajority(94)oftheparticipantsrespondedpositively(Chai2014)AnotherstudyexploredflippedclassroominamedicalEnglishreadingclassviaWeChatplatformandWeChatcommunityanddemonstratedimprovementinstudentsrsquoindependentandcollaborativelearningresearchandcriticalthinking(JiaZhangampShi2016)
31 Research Context and Research QuestionsThestudyisundertakenintheInstituteofOnlineEducationatBeijingForeignStudiesUniversityThecoursesofferedattheinstitutearemostlyEnglishlanguagecoursesandtheinstructionalmodeisindependentlearningsupportedwiththemultimodalsupportservicesrangingfromtheprovisionofautonomouslearningmaterialsweeklyface-to-face(F2F)andonlinesynchronoustutorialstoQampAonlineforumsStudentsarerequiredtostudyabout22courses(eachcourseextended16weeks)foratleast25yearsforadiplomaorapost-diplomaBAdegreeor5yearsforaBAdegreeThecourseassessmentconsistsofformativeassessmentintheformofunit-basede-assessmentandtutor-markedassignmentsandsummativeassessmentusuallyintheformofafinalexam
32 Theoretical Framework for Research Design and AnalysisKukulska-Hulme(2012a)proposedaconceptualframeworkforthedesignoflanguagelearningmobileappsintermsofthetemporalandspatialcharacteristicsofmobilelearningscenarioshighlightingaseriesofquestionsinrelationtolanguagelearningaspresentedinFigure1belowAlthoughthesequestionsweredesignedtobeaskedbyappdesignersbeforedevelopinganappwearguethattheycanalsobeaskedbyalearnerwhenusinganappaswellasaskedbyresearcherswheninvestigatinglearnerbehaviourandpracticesinmobileassistedlanguagelearningandexploringtherelationshipbetweenthetypesoflearningactivitiesandthefocusoflanguagelearningdefinedbytimeandplace(seeFigure1)
33 Research ParticipantsTheparticipantsofthestudywere148Englishmajorstudentsfromthediplomapost-diplomaBAandBAprogramsofthisonlineeducationinstituteTheywereadultlearnersstudyingEnglishatdistanceviatheinstitutersquosownvirtuallearningplatformandbyattendingweeklyF2FtutorialsTheywerealsosupportedbyonlinesynchronoustutorialsandasynchronousforumsTheyusuallystudyfourorfivecoursespertermonaverageandforeachcoursetheyneedtocompleteeighte-assessmentsandtwotutor-markedassignmentsandafinalexamThedemographicinformationoftheparticipantsisshowninTable1
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
34 Data CollectionTwo different data collection instruments were used online survey questionnaire and follow-upasynchronousemailinterviewsTheonlinesurveyquestionnairewaspreparedinChineseandsenttoapproximately900studentswith148completeresponses(164responserate)
Itcontainedthreeparts(22questions)withbothclosedandopenendedquestionsi)howandwhytheyusedtheirmobiledevice(activitiescontextsfrequencyplacesandtimestopthreemostfrequentlyusedappsresources)toanswerRQ1and2ii)howmobilelearningsupportedtheirformaluniversitycoursetoanswerRQ3andiii)whatweretutorsrsquorolesandwhattheythoughttutorsrsquorolesshouldbetoanswerRQ4SomeofourquestionsinPart1weresimilartoquestionsinDemouyetalrsquos study (2016)andsomewere formulatedbasedonKukulska-Hulmersquos (2012a)conceptualframeworkformobiledesign(seeFigure1)aswellasframeworkforMALLanalysis(seeFigure2)toexploretherelationshipbetweentimeplaceandactivitywiththefocusonwhatandhowlearnerscarryouttheirlanguagelearningactivitiesQuestionsforPart2andPart3wereguidedbythegapsintheresearchregardingintegratinginformallearningwithformallearningandthetutorrsquosroleaspresentedintheliteraturereviewabove(seeAppendixforthequestionnaire)
41 Mobile Learning Habits Frequencies Favourite Times and PlacesWheninquiredwhethertheyusedmobiledevicesforlearningEnglishsuchaslookingupwordsorpracticingwordpronunciation8986reportedusingmobileappsorresourcesforEnglishlearningThisfigureismuchhigherthanthatinDemouyetal(2016)whoreported53usingmobiledevicesforlanguagelearningApossibleexplanationmightbethatparticipantsinthisstudywereyoungerthanthoseinDemouyetalrsquosstudy(over75belowtheageof35andzeroabovetheageof56vs rangingfrom20 to65+)and thatourparticipants likemanyChinesestudentsmaybemoremotivatedinEnglishlearningaspointedoutbyYouandDoumlrnyei(2016)AnotherreasonmightbethatDemouyrsquosdatawascollectedin2014whenmobiledeviceswerenotasaffordableasnowadays
Not surprisingly a largenumberof students (7724) reported that consequently theywerespendingmoretimeonlanguagelearningasaresultwhichisveryimportanttolanguagelearningasmoreexposureandtimespentmoreprogresswillbemadeThisfindingagainreplicatesthatinDemouyetal(2016)rsquosOUstudywith786oftheparticipantsacknowledgingmoretimespentonlanguagelearning
42 Supporting Formal University CoursesNearlythree-quartersoftheparticipants(737)reportedthattheyusedmobiledevicestosupporttheuniversitycoursestheyarestudyingThisfindinghelpstoexplainwhythehighestnumberofrespondentschoselsquolastthingatnightrsquoastheirfavouritetimeasmostofthemworkduringthedayandlsquoinaquietplaceonyourownrsquotocarryoutmobilelearningactivities(cfTables3and4)
Imainlyuseappandothermobile resources topractice listeningeg listening to the textsDuetoworkandfamilycommitmentsIcannotstudyatcomputerforalongtimeTheappisveryconvenientandcanallowmetofillinthegapsandstudy(Student1emailinterview)
I use apps to improve my listening speaking and reading as these apps can help me study at any time at any place In addition as these apps can remind and monitor my learning (Student 3 data source email interview)
Table8demonstratesthatpractisingpronunciationandspeakingclaimsthehighestnumberofappsreportedreflectingtheneedsbylearnersofEnglishYou dao(11)isthemostpopularappforpractisingpronunciationandspeakingfollowedbyYing yu liu li Shuo(7)BBCrelated(7)Ying yu qu pei yin(6)andBai ci zhan(6)
ThenexthighestnumberofappsandresourcesusedisforpracticinglisteningwithVOA(11)andBBC(9)unsurprisinglybeingthefirsttwomainlisteningresourcesforitsauthenticEnglishandmostup-to-datenewsoninternationalcurrentaffairsTheavailabilityofappsforvocabularyandtranslationislimitedsothelearnersrsquochoicesaremorefocusedononeortwoappscomparedwiththatforpronunciationandspeakingandlisteningForexampleintermsofvocabularyBai ci zhan(26)andYou dao(21)arethetwomostfrequentlyusedappsandthelatter(20)isalsothetopchoiceforpracticingtranslationskills
Table 8 Language skills and their practising apps or resources
Skills and Knowledge Areas Practising Apps or Resources
daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning
InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC
Table 9 Top five most frequently used resources main uses and key features
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
31 Research Context and Research QuestionsThestudyisundertakenintheInstituteofOnlineEducationatBeijingForeignStudiesUniversityThecoursesofferedattheinstitutearemostlyEnglishlanguagecoursesandtheinstructionalmodeisindependentlearningsupportedwiththemultimodalsupportservicesrangingfromtheprovisionofautonomouslearningmaterialsweeklyface-to-face(F2F)andonlinesynchronoustutorialstoQampAonlineforumsStudentsarerequiredtostudyabout22courses(eachcourseextended16weeks)foratleast25yearsforadiplomaorapost-diplomaBAdegreeor5yearsforaBAdegreeThecourseassessmentconsistsofformativeassessmentintheformofunit-basede-assessmentandtutor-markedassignmentsandsummativeassessmentusuallyintheformofafinalexam
32 Theoretical Framework for Research Design and AnalysisKukulska-Hulme(2012a)proposedaconceptualframeworkforthedesignoflanguagelearningmobileappsintermsofthetemporalandspatialcharacteristicsofmobilelearningscenarioshighlightingaseriesofquestionsinrelationtolanguagelearningaspresentedinFigure1belowAlthoughthesequestionsweredesignedtobeaskedbyappdesignersbeforedevelopinganappwearguethattheycanalsobeaskedbyalearnerwhenusinganappaswellasaskedbyresearcherswheninvestigatinglearnerbehaviourandpracticesinmobileassistedlanguagelearningandexploringtherelationshipbetweenthetypesoflearningactivitiesandthefocusoflanguagelearningdefinedbytimeandplace(seeFigure1)
33 Research ParticipantsTheparticipantsofthestudywere148Englishmajorstudentsfromthediplomapost-diplomaBAandBAprogramsofthisonlineeducationinstituteTheywereadultlearnersstudyingEnglishatdistanceviatheinstitutersquosownvirtuallearningplatformandbyattendingweeklyF2FtutorialsTheywerealsosupportedbyonlinesynchronoustutorialsandasynchronousforumsTheyusuallystudyfourorfivecoursespertermonaverageandforeachcoursetheyneedtocompleteeighte-assessmentsandtwotutor-markedassignmentsandafinalexamThedemographicinformationoftheparticipantsisshowninTable1
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
34 Data CollectionTwo different data collection instruments were used online survey questionnaire and follow-upasynchronousemailinterviewsTheonlinesurveyquestionnairewaspreparedinChineseandsenttoapproximately900studentswith148completeresponses(164responserate)
Itcontainedthreeparts(22questions)withbothclosedandopenendedquestionsi)howandwhytheyusedtheirmobiledevice(activitiescontextsfrequencyplacesandtimestopthreemostfrequentlyusedappsresources)toanswerRQ1and2ii)howmobilelearningsupportedtheirformaluniversitycoursetoanswerRQ3andiii)whatweretutorsrsquorolesandwhattheythoughttutorsrsquorolesshouldbetoanswerRQ4SomeofourquestionsinPart1weresimilartoquestionsinDemouyetalrsquos study (2016)andsomewere formulatedbasedonKukulska-Hulmersquos (2012a)conceptualframeworkformobiledesign(seeFigure1)aswellasframeworkforMALLanalysis(seeFigure2)toexploretherelationshipbetweentimeplaceandactivitywiththefocusonwhatandhowlearnerscarryouttheirlanguagelearningactivitiesQuestionsforPart2andPart3wereguidedbythegapsintheresearchregardingintegratinginformallearningwithformallearningandthetutorrsquosroleaspresentedintheliteraturereviewabove(seeAppendixforthequestionnaire)
41 Mobile Learning Habits Frequencies Favourite Times and PlacesWheninquiredwhethertheyusedmobiledevicesforlearningEnglishsuchaslookingupwordsorpracticingwordpronunciation8986reportedusingmobileappsorresourcesforEnglishlearningThisfigureismuchhigherthanthatinDemouyetal(2016)whoreported53usingmobiledevicesforlanguagelearningApossibleexplanationmightbethatparticipantsinthisstudywereyoungerthanthoseinDemouyetalrsquosstudy(over75belowtheageof35andzeroabovetheageof56vs rangingfrom20 to65+)and thatourparticipants likemanyChinesestudentsmaybemoremotivatedinEnglishlearningaspointedoutbyYouandDoumlrnyei(2016)AnotherreasonmightbethatDemouyrsquosdatawascollectedin2014whenmobiledeviceswerenotasaffordableasnowadays
Not surprisingly a largenumberof students (7724) reported that consequently theywerespendingmoretimeonlanguagelearningasaresultwhichisveryimportanttolanguagelearningasmoreexposureandtimespentmoreprogresswillbemadeThisfindingagainreplicatesthatinDemouyetal(2016)rsquosOUstudywith786oftheparticipantsacknowledgingmoretimespentonlanguagelearning
42 Supporting Formal University CoursesNearlythree-quartersoftheparticipants(737)reportedthattheyusedmobiledevicestosupporttheuniversitycoursestheyarestudyingThisfindinghelpstoexplainwhythehighestnumberofrespondentschoselsquolastthingatnightrsquoastheirfavouritetimeasmostofthemworkduringthedayandlsquoinaquietplaceonyourownrsquotocarryoutmobilelearningactivities(cfTables3and4)
Imainlyuseappandothermobile resources topractice listeningeg listening to the textsDuetoworkandfamilycommitmentsIcannotstudyatcomputerforalongtimeTheappisveryconvenientandcanallowmetofillinthegapsandstudy(Student1emailinterview)
I use apps to improve my listening speaking and reading as these apps can help me study at any time at any place In addition as these apps can remind and monitor my learning (Student 3 data source email interview)
Table8demonstratesthatpractisingpronunciationandspeakingclaimsthehighestnumberofappsreportedreflectingtheneedsbylearnersofEnglishYou dao(11)isthemostpopularappforpractisingpronunciationandspeakingfollowedbyYing yu liu li Shuo(7)BBCrelated(7)Ying yu qu pei yin(6)andBai ci zhan(6)
ThenexthighestnumberofappsandresourcesusedisforpracticinglisteningwithVOA(11)andBBC(9)unsurprisinglybeingthefirsttwomainlisteningresourcesforitsauthenticEnglishandmostup-to-datenewsoninternationalcurrentaffairsTheavailabilityofappsforvocabularyandtranslationislimitedsothelearnersrsquochoicesaremorefocusedononeortwoappscomparedwiththatforpronunciationandspeakingandlisteningForexampleintermsofvocabularyBai ci zhan(26)andYou dao(21)arethetwomostfrequentlyusedappsandthelatter(20)isalsothetopchoiceforpracticingtranslationskills
Table 8 Language skills and their practising apps or resources
Skills and Knowledge Areas Practising Apps or Resources
daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning
InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC
Table 9 Top five most frequently used resources main uses and key features
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
34 Data CollectionTwo different data collection instruments were used online survey questionnaire and follow-upasynchronousemailinterviewsTheonlinesurveyquestionnairewaspreparedinChineseandsenttoapproximately900studentswith148completeresponses(164responserate)
Itcontainedthreeparts(22questions)withbothclosedandopenendedquestionsi)howandwhytheyusedtheirmobiledevice(activitiescontextsfrequencyplacesandtimestopthreemostfrequentlyusedappsresources)toanswerRQ1and2ii)howmobilelearningsupportedtheirformaluniversitycoursetoanswerRQ3andiii)whatweretutorsrsquorolesandwhattheythoughttutorsrsquorolesshouldbetoanswerRQ4SomeofourquestionsinPart1weresimilartoquestionsinDemouyetalrsquos study (2016)andsomewere formulatedbasedonKukulska-Hulmersquos (2012a)conceptualframeworkformobiledesign(seeFigure1)aswellasframeworkforMALLanalysis(seeFigure2)toexploretherelationshipbetweentimeplaceandactivitywiththefocusonwhatandhowlearnerscarryouttheirlanguagelearningactivitiesQuestionsforPart2andPart3wereguidedbythegapsintheresearchregardingintegratinginformallearningwithformallearningandthetutorrsquosroleaspresentedintheliteraturereviewabove(seeAppendixforthequestionnaire)
41 Mobile Learning Habits Frequencies Favourite Times and PlacesWheninquiredwhethertheyusedmobiledevicesforlearningEnglishsuchaslookingupwordsorpracticingwordpronunciation8986reportedusingmobileappsorresourcesforEnglishlearningThisfigureismuchhigherthanthatinDemouyetal(2016)whoreported53usingmobiledevicesforlanguagelearningApossibleexplanationmightbethatparticipantsinthisstudywereyoungerthanthoseinDemouyetalrsquosstudy(over75belowtheageof35andzeroabovetheageof56vs rangingfrom20 to65+)and thatourparticipants likemanyChinesestudentsmaybemoremotivatedinEnglishlearningaspointedoutbyYouandDoumlrnyei(2016)AnotherreasonmightbethatDemouyrsquosdatawascollectedin2014whenmobiledeviceswerenotasaffordableasnowadays
Not surprisingly a largenumberof students (7724) reported that consequently theywerespendingmoretimeonlanguagelearningasaresultwhichisveryimportanttolanguagelearningasmoreexposureandtimespentmoreprogresswillbemadeThisfindingagainreplicatesthatinDemouyetal(2016)rsquosOUstudywith786oftheparticipantsacknowledgingmoretimespentonlanguagelearning
42 Supporting Formal University CoursesNearlythree-quartersoftheparticipants(737)reportedthattheyusedmobiledevicestosupporttheuniversitycoursestheyarestudyingThisfindinghelpstoexplainwhythehighestnumberofrespondentschoselsquolastthingatnightrsquoastheirfavouritetimeasmostofthemworkduringthedayandlsquoinaquietplaceonyourownrsquotocarryoutmobilelearningactivities(cfTables3and4)
Imainlyuseappandothermobile resources topractice listeningeg listening to the textsDuetoworkandfamilycommitmentsIcannotstudyatcomputerforalongtimeTheappisveryconvenientandcanallowmetofillinthegapsandstudy(Student1emailinterview)
I use apps to improve my listening speaking and reading as these apps can help me study at any time at any place In addition as these apps can remind and monitor my learning (Student 3 data source email interview)
Table8demonstratesthatpractisingpronunciationandspeakingclaimsthehighestnumberofappsreportedreflectingtheneedsbylearnersofEnglishYou dao(11)isthemostpopularappforpractisingpronunciationandspeakingfollowedbyYing yu liu li Shuo(7)BBCrelated(7)Ying yu qu pei yin(6)andBai ci zhan(6)
ThenexthighestnumberofappsandresourcesusedisforpracticinglisteningwithVOA(11)andBBC(9)unsurprisinglybeingthefirsttwomainlisteningresourcesforitsauthenticEnglishandmostup-to-datenewsoninternationalcurrentaffairsTheavailabilityofappsforvocabularyandtranslationislimitedsothelearnersrsquochoicesaremorefocusedononeortwoappscomparedwiththatforpronunciationandspeakingandlisteningForexampleintermsofvocabularyBai ci zhan(26)andYou dao(21)arethetwomostfrequentlyusedappsandthelatter(20)isalsothetopchoiceforpracticingtranslationskills
Table 8 Language skills and their practising apps or resources
Skills and Knowledge Areas Practising Apps or Resources
daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning
InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC
Table 9 Top five most frequently used resources main uses and key features
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
34 Data CollectionTwo different data collection instruments were used online survey questionnaire and follow-upasynchronousemailinterviewsTheonlinesurveyquestionnairewaspreparedinChineseandsenttoapproximately900studentswith148completeresponses(164responserate)
Itcontainedthreeparts(22questions)withbothclosedandopenendedquestionsi)howandwhytheyusedtheirmobiledevice(activitiescontextsfrequencyplacesandtimestopthreemostfrequentlyusedappsresources)toanswerRQ1and2ii)howmobilelearningsupportedtheirformaluniversitycoursetoanswerRQ3andiii)whatweretutorsrsquorolesandwhattheythoughttutorsrsquorolesshouldbetoanswerRQ4SomeofourquestionsinPart1weresimilartoquestionsinDemouyetalrsquos study (2016)andsomewere formulatedbasedonKukulska-Hulmersquos (2012a)conceptualframeworkformobiledesign(seeFigure1)aswellasframeworkforMALLanalysis(seeFigure2)toexploretherelationshipbetweentimeplaceandactivitywiththefocusonwhatandhowlearnerscarryouttheirlanguagelearningactivitiesQuestionsforPart2andPart3wereguidedbythegapsintheresearchregardingintegratinginformallearningwithformallearningandthetutorrsquosroleaspresentedintheliteraturereviewabove(seeAppendixforthequestionnaire)
41 Mobile Learning Habits Frequencies Favourite Times and PlacesWheninquiredwhethertheyusedmobiledevicesforlearningEnglishsuchaslookingupwordsorpracticingwordpronunciation8986reportedusingmobileappsorresourcesforEnglishlearningThisfigureismuchhigherthanthatinDemouyetal(2016)whoreported53usingmobiledevicesforlanguagelearningApossibleexplanationmightbethatparticipantsinthisstudywereyoungerthanthoseinDemouyetalrsquosstudy(over75belowtheageof35andzeroabovetheageof56vs rangingfrom20 to65+)and thatourparticipants likemanyChinesestudentsmaybemoremotivatedinEnglishlearningaspointedoutbyYouandDoumlrnyei(2016)AnotherreasonmightbethatDemouyrsquosdatawascollectedin2014whenmobiledeviceswerenotasaffordableasnowadays
Not surprisingly a largenumberof students (7724) reported that consequently theywerespendingmoretimeonlanguagelearningasaresultwhichisveryimportanttolanguagelearningasmoreexposureandtimespentmoreprogresswillbemadeThisfindingagainreplicatesthatinDemouyetal(2016)rsquosOUstudywith786oftheparticipantsacknowledgingmoretimespentonlanguagelearning
42 Supporting Formal University CoursesNearlythree-quartersoftheparticipants(737)reportedthattheyusedmobiledevicestosupporttheuniversitycoursestheyarestudyingThisfindinghelpstoexplainwhythehighestnumberofrespondentschoselsquolastthingatnightrsquoastheirfavouritetimeasmostofthemworkduringthedayandlsquoinaquietplaceonyourownrsquotocarryoutmobilelearningactivities(cfTables3and4)
Imainlyuseappandothermobile resources topractice listeningeg listening to the textsDuetoworkandfamilycommitmentsIcannotstudyatcomputerforalongtimeTheappisveryconvenientandcanallowmetofillinthegapsandstudy(Student1emailinterview)
I use apps to improve my listening speaking and reading as these apps can help me study at any time at any place In addition as these apps can remind and monitor my learning (Student 3 data source email interview)
Table8demonstratesthatpractisingpronunciationandspeakingclaimsthehighestnumberofappsreportedreflectingtheneedsbylearnersofEnglishYou dao(11)isthemostpopularappforpractisingpronunciationandspeakingfollowedbyYing yu liu li Shuo(7)BBCrelated(7)Ying yu qu pei yin(6)andBai ci zhan(6)
ThenexthighestnumberofappsandresourcesusedisforpracticinglisteningwithVOA(11)andBBC(9)unsurprisinglybeingthefirsttwomainlisteningresourcesforitsauthenticEnglishandmostup-to-datenewsoninternationalcurrentaffairsTheavailabilityofappsforvocabularyandtranslationislimitedsothelearnersrsquochoicesaremorefocusedononeortwoappscomparedwiththatforpronunciationandspeakingandlisteningForexampleintermsofvocabularyBai ci zhan(26)andYou dao(21)arethetwomostfrequentlyusedappsandthelatter(20)isalsothetopchoiceforpracticingtranslationskills
Table 8 Language skills and their practising apps or resources
Skills and Knowledge Areas Practising Apps or Resources
daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning
InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC
Table 9 Top five most frequently used resources main uses and key features
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
41 Mobile Learning Habits Frequencies Favourite Times and PlacesWheninquiredwhethertheyusedmobiledevicesforlearningEnglishsuchaslookingupwordsorpracticingwordpronunciation8986reportedusingmobileappsorresourcesforEnglishlearningThisfigureismuchhigherthanthatinDemouyetal(2016)whoreported53usingmobiledevicesforlanguagelearningApossibleexplanationmightbethatparticipantsinthisstudywereyoungerthanthoseinDemouyetalrsquosstudy(over75belowtheageof35andzeroabovetheageof56vs rangingfrom20 to65+)and thatourparticipants likemanyChinesestudentsmaybemoremotivatedinEnglishlearningaspointedoutbyYouandDoumlrnyei(2016)AnotherreasonmightbethatDemouyrsquosdatawascollectedin2014whenmobiledeviceswerenotasaffordableasnowadays
Not surprisingly a largenumberof students (7724) reported that consequently theywerespendingmoretimeonlanguagelearningasaresultwhichisveryimportanttolanguagelearningasmoreexposureandtimespentmoreprogresswillbemadeThisfindingagainreplicatesthatinDemouyetal(2016)rsquosOUstudywith786oftheparticipantsacknowledgingmoretimespentonlanguagelearning
42 Supporting Formal University CoursesNearlythree-quartersoftheparticipants(737)reportedthattheyusedmobiledevicestosupporttheuniversitycoursestheyarestudyingThisfindinghelpstoexplainwhythehighestnumberofrespondentschoselsquolastthingatnightrsquoastheirfavouritetimeasmostofthemworkduringthedayandlsquoinaquietplaceonyourownrsquotocarryoutmobilelearningactivities(cfTables3and4)
Imainlyuseappandothermobile resources topractice listeningeg listening to the textsDuetoworkandfamilycommitmentsIcannotstudyatcomputerforalongtimeTheappisveryconvenientandcanallowmetofillinthegapsandstudy(Student1emailinterview)
I use apps to improve my listening speaking and reading as these apps can help me study at any time at any place In addition as these apps can remind and monitor my learning (Student 3 data source email interview)
Table8demonstratesthatpractisingpronunciationandspeakingclaimsthehighestnumberofappsreportedreflectingtheneedsbylearnersofEnglishYou dao(11)isthemostpopularappforpractisingpronunciationandspeakingfollowedbyYing yu liu li Shuo(7)BBCrelated(7)Ying yu qu pei yin(6)andBai ci zhan(6)
ThenexthighestnumberofappsandresourcesusedisforpracticinglisteningwithVOA(11)andBBC(9)unsurprisinglybeingthefirsttwomainlisteningresourcesforitsauthenticEnglishandmostup-to-datenewsoninternationalcurrentaffairsTheavailabilityofappsforvocabularyandtranslationislimitedsothelearnersrsquochoicesaremorefocusedononeortwoappscomparedwiththatforpronunciationandspeakingandlisteningForexampleintermsofvocabularyBai ci zhan(26)andYou dao(21)arethetwomostfrequentlyusedappsandthelatter(20)isalsothetopchoiceforpracticingtranslationskills
Table 8 Language skills and their practising apps or resources
Skills and Knowledge Areas Practising Apps or Resources
daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning
InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC
Table 9 Top five most frequently used resources main uses and key features
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
42 Supporting Formal University CoursesNearlythree-quartersoftheparticipants(737)reportedthattheyusedmobiledevicestosupporttheuniversitycoursestheyarestudyingThisfindinghelpstoexplainwhythehighestnumberofrespondentschoselsquolastthingatnightrsquoastheirfavouritetimeasmostofthemworkduringthedayandlsquoinaquietplaceonyourownrsquotocarryoutmobilelearningactivities(cfTables3and4)
Imainlyuseappandothermobile resources topractice listeningeg listening to the textsDuetoworkandfamilycommitmentsIcannotstudyatcomputerforalongtimeTheappisveryconvenientandcanallowmetofillinthegapsandstudy(Student1emailinterview)
I use apps to improve my listening speaking and reading as these apps can help me study at any time at any place In addition as these apps can remind and monitor my learning (Student 3 data source email interview)
Table8demonstratesthatpractisingpronunciationandspeakingclaimsthehighestnumberofappsreportedreflectingtheneedsbylearnersofEnglishYou dao(11)isthemostpopularappforpractisingpronunciationandspeakingfollowedbyYing yu liu li Shuo(7)BBCrelated(7)Ying yu qu pei yin(6)andBai ci zhan(6)
ThenexthighestnumberofappsandresourcesusedisforpracticinglisteningwithVOA(11)andBBC(9)unsurprisinglybeingthefirsttwomainlisteningresourcesforitsauthenticEnglishandmostup-to-datenewsoninternationalcurrentaffairsTheavailabilityofappsforvocabularyandtranslationislimitedsothelearnersrsquochoicesaremorefocusedononeortwoappscomparedwiththatforpronunciationandspeakingandlisteningForexampleintermsofvocabularyBai ci zhan(26)andYou dao(21)arethetwomostfrequentlyusedappsandthelatter(20)isalsothetopchoiceforpracticingtranslationskills
Table 8 Language skills and their practising apps or resources
Skills and Knowledge Areas Practising Apps or Resources
daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning
InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC
Table 9 Top five most frequently used resources main uses and key features
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
42 Supporting Formal University CoursesNearlythree-quartersoftheparticipants(737)reportedthattheyusedmobiledevicestosupporttheuniversitycoursestheyarestudyingThisfindinghelpstoexplainwhythehighestnumberofrespondentschoselsquolastthingatnightrsquoastheirfavouritetimeasmostofthemworkduringthedayandlsquoinaquietplaceonyourownrsquotocarryoutmobilelearningactivities(cfTables3and4)
Imainlyuseappandothermobile resources topractice listeningeg listening to the textsDuetoworkandfamilycommitmentsIcannotstudyatcomputerforalongtimeTheappisveryconvenientandcanallowmetofillinthegapsandstudy(Student1emailinterview)
I use apps to improve my listening speaking and reading as these apps can help me study at any time at any place In addition as these apps can remind and monitor my learning (Student 3 data source email interview)
Table8demonstratesthatpractisingpronunciationandspeakingclaimsthehighestnumberofappsreportedreflectingtheneedsbylearnersofEnglishYou dao(11)isthemostpopularappforpractisingpronunciationandspeakingfollowedbyYing yu liu li Shuo(7)BBCrelated(7)Ying yu qu pei yin(6)andBai ci zhan(6)
ThenexthighestnumberofappsandresourcesusedisforpracticinglisteningwithVOA(11)andBBC(9)unsurprisinglybeingthefirsttwomainlisteningresourcesforitsauthenticEnglishandmostup-to-datenewsoninternationalcurrentaffairsTheavailabilityofappsforvocabularyandtranslationislimitedsothelearnersrsquochoicesaremorefocusedononeortwoappscomparedwiththatforpronunciationandspeakingandlisteningForexampleintermsofvocabularyBai ci zhan(26)andYou dao(21)arethetwomostfrequentlyusedappsandthelatter(20)isalsothetopchoiceforpracticingtranslationskills
Table 8 Language skills and their practising apps or resources
Skills and Knowledge Areas Practising Apps or Resources
daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning
InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC
Table 9 Top five most frequently used resources main uses and key features
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
Imainlyuseappandothermobile resources topractice listeningeg listening to the textsDuetoworkandfamilycommitmentsIcannotstudyatcomputerforalongtimeTheappisveryconvenientandcanallowmetofillinthegapsandstudy(Student1emailinterview)
I use apps to improve my listening speaking and reading as these apps can help me study at any time at any place In addition as these apps can remind and monitor my learning (Student 3 data source email interview)
Table8demonstratesthatpractisingpronunciationandspeakingclaimsthehighestnumberofappsreportedreflectingtheneedsbylearnersofEnglishYou dao(11)isthemostpopularappforpractisingpronunciationandspeakingfollowedbyYing yu liu li Shuo(7)BBCrelated(7)Ying yu qu pei yin(6)andBai ci zhan(6)
ThenexthighestnumberofappsandresourcesusedisforpracticinglisteningwithVOA(11)andBBC(9)unsurprisinglybeingthefirsttwomainlisteningresourcesforitsauthenticEnglishandmostup-to-datenewsoninternationalcurrentaffairsTheavailabilityofappsforvocabularyandtranslationislimitedsothelearnersrsquochoicesaremorefocusedononeortwoappscomparedwiththatforpronunciationandspeakingandlisteningForexampleintermsofvocabularyBai ci zhan(26)andYou dao(21)arethetwomostfrequentlyusedappsandthelatter(20)isalsothetopchoiceforpracticingtranslationskills
Table 8 Language skills and their practising apps or resources
Skills and Knowledge Areas Practising Apps or Resources
daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning
InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC
Table 9 Top five most frequently used resources main uses and key features
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
Imainlyuseappandothermobile resources topractice listeningeg listening to the textsDuetoworkandfamilycommitmentsIcannotstudyatcomputerforalongtimeTheappisveryconvenientandcanallowmetofillinthegapsandstudy(Student1emailinterview)
I use apps to improve my listening speaking and reading as these apps can help me study at any time at any place In addition as these apps can remind and monitor my learning (Student 3 data source email interview)
Table8demonstratesthatpractisingpronunciationandspeakingclaimsthehighestnumberofappsreportedreflectingtheneedsbylearnersofEnglishYou dao(11)isthemostpopularappforpractisingpronunciationandspeakingfollowedbyYing yu liu li Shuo(7)BBCrelated(7)Ying yu qu pei yin(6)andBai ci zhan(6)
ThenexthighestnumberofappsandresourcesusedisforpracticinglisteningwithVOA(11)andBBC(9)unsurprisinglybeingthefirsttwomainlisteningresourcesforitsauthenticEnglishandmostup-to-datenewsoninternationalcurrentaffairsTheavailabilityofappsforvocabularyandtranslationislimitedsothelearnersrsquochoicesaremorefocusedononeortwoappscomparedwiththatforpronunciationandspeakingandlisteningForexampleintermsofvocabularyBai ci zhan(26)andYou dao(21)arethetwomostfrequentlyusedappsandthelatter(20)isalsothetopchoiceforpracticingtranslationskills
Table 8 Language skills and their practising apps or resources
Skills and Knowledge Areas Practising Apps or Resources
daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning
InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC
Table 9 Top five most frequently used resources main uses and key features
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
15
ThetopfivemostfrequentlyusedappsresourcesreportedareYou dao(有道)Bai ci zhan(百词斩)Hu jiang ying yu(沪江英语)BBCShanBei(扇贝)
daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning
InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC
Table 9 Top five most frequently used resources main uses and key features
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
16
44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy
Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
19
REFERENCES
ArvanitisPKrystalliPampPanagiotidisP(2016)ApplicationsformobileassistedlanguagelearningacurrentfieldresearchInProceedings of INTED2016 ConferenceValenciaSpainMarch7-91021125inted20160803
BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735
BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539
ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39
ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952
ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml
EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf
FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity
GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
20
HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2
HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485
Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing
LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)
KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633
Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited
Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002
Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK
Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge
LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417
Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23
JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69
LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic
LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge
MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674
MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126
PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
21
PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661
ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge
ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338
PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress
RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31
Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0
ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x
XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164
ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
23
APPENDIX
Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
24
B AkindleC Otherpleasesaywhich____________________
Q3Whatwasyour initialmotivationforusingyourmobiledeviceforEnglish learning(Please select one only)A Outofcuriositybecauseyouhadacquiredthedeviceandwereinterestedinwhatitcould
doB Youalreadyusedyourdeviceregularlyandwantedtoseeifyoucouldusethetoolsapps
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
26
H FindingoutmoreabouttheculturalpointsinthecoursematerialsI Otherpleasespecify__________________
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
27
C YouuseittocompletehomeworksetupbyyourtutorD YouuseittoenrichyourEnglishculturalknowledgeE YoufinditusefulwhenworkingonagroupprojecthomeworkwithotherstudentsF YouuseittoplaylanguagegamesG Otherpleasesaywhat____________________
Q15aHastheuseofamobiledeviceenabledyoutostudyattimesorinplacesyouwouldnothavenormallystudiedinthepastA YesB No
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment
International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018
28
C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________
Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname
Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment