Mobile Learning Activities for Students’ English Learning Engagement in China

Although mobile-assisted language learning (MALL) activities have the potential to foster student engagement, few studies have investigated the influence of such activities on undergraduate students’ engagement in College English learning in China, particularly in a newly developed, post-pandemic hybrid learning environment. This study adopted a mixed methods design to examine the influence of mobile learning on student engagement and explored students’ lived experiences of using MALL activities for English learning. For the study’s quantitative data collection, 206 students completed an online questionnaire that included questions regarding motivation and active learning strategies. Ten students participated in the photo-production visual method and semi-structured personal interviews. Findings show that MALL activities enabled a unique opportunity to enhance students’ active engagement and knowledge construction by multiple ways of information sharing and language practices. Easy access and effective ways of communicating on learning apps intrinsically motivated students to participate in language learning. Through mobile learning platforms, students were scaffolded by their instructor or more knowledgeable peers in a more instant, visual, specific, and affective manner. Collaboration among students was not exemplified among undergraduate learners and the challenge of self-regulation in using cellphones was uncovered. These findings are significant for educators and decision-makers to lessen the stereotype of cellphones for learning and recognize the benefits of making use of personal devices for catering to individual learners’ needs, fostering connections, elevating engagement, and increasing English skills. A new MALL model is put forward.

Name thesis:degree_name

Ph.D. Educational Studies

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Faculty of Education

Department dc:contributor.department

Department of Graduate and Undergraduate Studies in Education

Grantor

Brock University

Year dc:date.issued

2022

Author dc:creator

• Huang, Min

• mobile-assisted language learning
• engagement
• motivation
• active learning
• English as a foreign language

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/10464/16616

OAI identifier oai:identifier

oai:brocku.scholaris.ca:10464/16616