Abstract
Palmtop electronic devices such as Smartphones create innovative and omnipresent language contexts. Development of mobile systems and Internet access has been made feasible more sophisticated applications which allow the use of world wide databases and interactive web content. The pervasive use of these devices instigates researchers to seek the potential applications of these modern tools in educational settings; therefore, this study investigated the impact of creative interaction in social networks on learners’ vocabulary knowledge in Online Mobile Language Learning (OMLL) course. The participants of the study were 90 learners and the instruments and materials that were employed in the study were WhatsApp Application, GRE vocabulary mobile application, Researchers-made vocabulary pretest and posttest, and a semi-structured interview. The findings of both quantitative and qualitative data discussed the ways in which new technologies established authentic and effective interaction between human and computer in learning contexts as well as challenges that developing countries are faced with in conducting OMLL courses.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Akpan, J. P. & Beard, L. A. (2013). Overview of Assistive Technology Possibilities for Teachers to Enhance Academic Outcomes of All Students. Universal Journal of Educational Research, 1(2), 113–118. https://doi.org/10.13189/ujer.2013.010211
Ally, M. (Ed.). (2009). Mobile learning: Transforming the delivery of education and training. Edmonton: AU Press.
Anderson, T. (2010). Social Networking. In MISHRA S (Ed) Stride Handbook 8- E-Learning. IGNOU. Retrieved on June 2013 from http://webserver.ignou.ac.in/institute/STRIDE_Hb8_webCD/STRIDE_Hb8_index.html
Attaran, M. (2005). Globalization of information technology and education. Institute for the Development of Educational Technology for Intelligent Schools.
Bachmair, B., Pachler, N., & Cook, J. (2009). Mobile phone as cultural resources for learning: An analysis of educational structures, mobile expertise and emerging cultural practices. In J. Bang & Ch. Dalsgaard (Eds.), Media in the knowledge society: Special issue of journal Learning and media, 1–29. Medien Pädagogik.
Beatty, K. (2003). Teaching and researching computer-assisted language learning. Essex: Pearson Education Limited.
Blanchette, J. (2012). Participant interaction in asynchronous learning environments: Evaluating interaction analysis methods. Linguistics and Education, 23, 77–87. https://doi.org/10.1016/j.linged.2011.02.007
Böhm, S. & Constantine, G. P. (2016). Impact of contextuality on mobile learning acceptance. Interactive Technology and Smart Education, 13(2), 107–122. Retrieved from https://doi.org/10.1108/ITSE-02-2016-0003
Chang, C. K. (2010). Acceptability of an asynchronous learning forum on mobile devices. Behaviour and Information Technology, 29(1), 23–33. https://doi.org/10.1080/01441806337
Chang, V. (2016). Review and discussion: E-learning for academia and industry. International Journal of Information Management, 36(3), 476–485. https://doi.org/10.1016/j.ijinfomgt.2015.12.007.
Chinnery, M. G. (2006). Emerging technologies: Going to the MALL: Mobile Assisted Language Learning. Language, Learning and Technology, 10(1), 9–16 http://llt.msu.edu/vol10num1/emerging/.
Chun, D. (2015). Intercultural understanding in the new mobile learning environment. International Journal of Learning, Teaching and Educational Research, 10(2), 60–71.
Colpaert, J. (2004). From courseware to course wear? Computer Assisted Language Learning, 17(4), 261–266. https://doi.org/10.1080/0958822042000319575.
Ebadi, R. (2005). Electronic learning and education. Cultural Research Institute of AftabMehr Publications.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Farid, S., Ahmad, R., Niaz, I. F., Arif, M., Shamshirband, S., & Khattak, M. D. (2015). Identification and prioritization of critical issues for the promotion of e-learning in Pakistan. Computers in Human Behavior, 51, 161–171. https://doi.org/10.1016/j.chb.2015.04.037.
Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008–2011. British Journal of Educational Technology, 43(5), 783–801. https://doi.org/10.1111/j.1467-8535.2012.01357.x.
García-Sánchez, S. (2016). Ubiquitous interaction for ESP distance and blended learners. Journal of Applied Research in Higher Education, 8(4), 489–503. Retrieved from. https://doi.org/10.1108/JARHE-04-2014-0052.
Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Palmgrave McMillan.
Godwin-Jones, R. (2011). Emerging technologies mobile apps for language learning. Language, Learning and Technology, 15(2), 2–11 Retrieved from http://llt.msu.edu/issues/june2011/emerging.pdf.
Hockly, N. (2015). Developments in online language learning. ELT Journal, 69(3), 308–314. https://doi.org/10.1093/elt/ccv020.
Ismaili, J. & Ibrahimi, E. H. O. (2017). Mobile learning as alternative to assistive technology devices for special needs students. Education and Information Technology, 22(3), 883–899. https://doi.org/10.1007/s10639-015-9462-9
Jeffery, A., Grant, S., & Gregory, H. M. (2015). Multi-User Virtual Environments for International Classroom Collaboration: Practical Approaches for Teaching and Learning in Second Life. Teaching Arts and Science with the New, 3, 189–210. Retrieved from. https://doi.org/10.1108/S2044-9968(2011)0000003013.
Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of social media. Business Horizons, 53(1), 59–68. https://doi.org/10.1016/j.bushor.2009.09.003.
Keengwe, J., & Bhargava, M. (2014). Mobile learning and integration of mobile technologies in education. Education and Information Technology, 19(4), 737–746. https://doi.org/10.1007/s10639-013-9250-3.
Kent, C., Laslo, E., & Rafaeli, S. (2016). Interactivity in online discussions and learning outcomes. Computers and Education, 97, 116–128. https://doi.org/10.1016/j.compedu.2016.03.002.
Kirschner, P. A., & Karpinski, A. C. (2010). Facebook and academic performance. Computers in Human Behavior, 26(6), 1237–1245. https://doi.org/10.1016/j.chb.2010.03.024.
Klamma, R., Chatti, M. A., Duval, E., Hummel, H., Hvannberg, E. H., Kravcik, M., Scott, P., et al. (2007). Social software for life-long learning. Journal of Educational Technology and Society, 10(3), 72–83 http://www.ifets.info/journals/10_3/6.pdf.
Kontkanen, S., Dillon, P., Valtonen, T., Eronen, L., Koskela, H., & Väisänen, P. (2017). Students’ experiences of learning with iPads in upper secondary school – A base for proto-TPACK. Education and Information Technology, 22(4), 1299–1326. https://doi.org/10.1007/s10639-016-9496-7.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289.
Lander, B. (2015). Lesson study at the foreign language university level in Japan: Blended learning, raising awareness of technology in the classroom. International Journal for Lesson and Learning Studies, 4(4), 362–382. Retrieved from. https://doi.org/10.1108/IJLLS-02-2015-0007.
Lee, L., Lajoie, S. P., Poitras, E. G., Nkangu, M., & Doleck, T. (2017). Co-regulation and knowledge construction in an online synchronous problem based learning setting. Education and Information Technology, 22(4), 1623–1650. https://doi.org/10.1007/s10639-016-9509-6.
Liu, G.-Z., Lu, H.-C., & Lai, C.-T. (2014). Towards the construction of a field: The developments and implications of mobile assisted language learning (MALL). Digital Scholarship in the Humanities, 1–17. https://doi.org/10.1093/llc/fqu070.
Liu, P.-L., & Chen, C.-J. (2014). Learning English through actions: a study of mobile-assisted language learning. Interactive Learning Environments, 23(2), 158–171. Retrieved from. https://doi.org/10.1080/10494820.2014.959976.
Looi, C. K., Zhang, B., Chen, W., Seow, P., Chia, G., Norris, C., & Soloway, E. (2011). Mobile inquiry learning experience for primary science students: A study of learning effectiveness. Journal of Computer Assisted Learning, 27(3), 269–287. https://doi.org/10.1111/j.1365-2729.2010.00390.x.
Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6), 515–525. https://doi.org/10.1111/j.1365-2729.2008.00289.x.
Ma, Q., & Kelly, P. (2006). Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning, 19(1), 15–45. https://doi.org/10.1080/09588220600803998.
McCarty, S., Sato, T., & Obari, H. (2017). Implementing mobile language learning technologies in Japan. Springer, Springer Singapore.
McLoughlin, C., & Lee, M. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. Paper presented at the Ascilite Conference 2007, Singapore.
Ou-Yang, F. C., & Wu, W.-C. V. (2016). Using mixed-modality vocabulary learning on mobile devices: Design and evaluation. Journal of Educational Computing, 54(8), 1043–1069. https://doi.org/10.1177/0735633116648170.
Özyurt, O., & Özyurt, H. (2015). Learning style based individualized adaptive e-learning environments: Content analysis of the articles published from 2005 to 2014. Computers in Human Behavior, 52, 349–358. https://doi.org/10.1016/j.chb.2015.06.020.
Qian, K., Owen, N., & Bax, S. (2018). Researching mobile-assisted Chinese-character learning strategies among adult distance learners. Innovation in Language Learning and Teaching, 12(1), 56–71. Retrieved from. https://doi.org/10.1080/17501229.2018.1418633.
Richard, H., & Haya, A. (2009). Examining student decision to adopt web 2.0 technologies: Theory and empirical tests. Journal of Computing in Higher Education, 21(3), 183–198. https://doi.org/10.1007/s12528-009-9023-6.
Saslow, J. & Asher, A. (2006). Top notch: English for today’s world 3B. Pearson Education, NY.
Shen, R., Wang, M., Gao, W., Novak, D., & Tang, L. (2009). Mobile learning in a large blended computer science classroom: System function, pedagogies, and their impact on learning. IEEE Transactions on Education, 52(4), 538–546. https://doi.org/10.1109/TE.2008.930794.
Shintani, N. (2011). A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners. Language Teaching Research, 15(2), 137–158. https://doi.org/10.1177/1362168810388692.
Stewart, A. R., Harlow, D. B., & DeBacco, K. (2011). Students’ experience of synchronous learning in distributed environments. Distance Education, 32(3), 357–381. Retrieved from. https://doi.org/10.1080/01587919.2011.610289.
Sushma, P. (2012). WhatsApp founder to operators: We’re no SMS- killer, we get people hooked on data. The Next Web.
Tortorella, R. A. W., & Graf, S. (2017). Considering learning styles and context-awareness for mobile adaptive learning. Education and Information Technology, 22(1), 297–315. https://doi.org/10.1007/s10639-015-9445-x.
Traxler, J. (2010). Distance education and mobile learning: Catching up, taking stock. Distance Education, 31(2), 129–138. https://doi.org/10.1080/01587919.2010.503362.
Truong, H. M. (2016). Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities. Computers in Human Behavior, 55, 1185–1193. https://doi.org/10.1016/j.chb.2015.02.014.
Trust, T., Carpenter, J. P., & Krutka, D. G. (2017). Moving beyond silos: professional learning networks in higher education. The Internet and Higher Education, 35, 1–11. Retrieved from. https://doi.org/10.1016/j.iheduc.2017.06.001.
Tsai, C. H., Cheng, C. H., Yeh, D. Y., & Lin, S. Y. (2016). Can learning motivation predict learning achievement? A case study of a mobile game-based English learning approach. Education and Information Technology, 22(5), 2159–2173. https://doi.org/10.1007/s10639-016-9542-5.
Tsai, P. S., Tsai, C. C., & Hwang, G. H. (2010). Elementary school students’ attitudes and self-efficacy of using PDAs in a ubiquitous learning context. Australasian Journal of Educational Technology, 26(3), 297–308.
Viberg, O., & Grönlund, Å. (2015). Understanding students’ learning practices: challenges for design and integration of mobile technology into distance education. Learning, Media and Technology, 42(3), 357–377. Retrieved from. https://doi.org/10.1080/17439884.2016.1088869.
Wakefield, J., & Smith, D. (2012). From Socrates to Satellites: iPad Learning in an Undergraduate Course. Creative Education, 3(5), 643–648. Retrieved from. https://doi.org/10.4236/ce.2012.35094.
Wang, R. B., & Du, C. T. (2014). Mobile social network sites as innovative pedagogical tools: Factors and mechanism affecting students’ continuance intention on use. Journal of Computer and Education, 1(4), 353–370. https://doi.org/10.1007/s40692-014-0015-9.
Watson, W. R., Kim, W., & Watson, S. L. (2016). Learning outcomes of a MOOC designed for attitudinal change: A case study of an animal behavior and welfare MOOC. Computers and Education, 96, 83–93. https://doi.org/10.1016/j.compedu.2016.01.013.
Weiner-Green, Sh. & Wolf, I.K. (2005). How to prepare for GRE graduate record examination. Barron’s Educational Series, NY.
Wenming, Z., & Zhang, Z. (2017). On China’s English Teaching Reform: From Micro-lesson and MOOCs to Flipped Class. International Journal of Emerging Technologies in Learning, 13(1), 220–230. Retrieved from. https://doi.org/10.3991/ijet.v13i01.7465.
Yang, Y., Zhang, L., Zeng, J., Pang, X., Lai, F., & Rozelle, S. (2013). Computers and the academic performance of elementary school-aged girls in China’s poor communities. Computers and Education, 60(1), 335–346. Retrievedjuly152014. https://doi.org/10.1016/j.compedu.2012.08.011.
Yilmaz, F. G. K., & Keser, H. (2016). The impact of reflective thinking activities in e-learning: A critical review of the empirical research. Computers and Education, 95, 163–173. https://doi.org/10.1016/j.compedu.2016.01.006.
Zhang, J. (2016). Can MOOCs be interesting to students? An experimental investigation from regulatory focus perspective. Computers and Education, 95, 340–351. https://doi.org/10.1016/j.compedu.2016.02.003.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Mellati, M., Khademi, M. & Abolhassani, M. Creative interaction in social networks: Multi-synchronous language learning environments. Educ Inf Technol 23, 2053–2071 (2018). https://doi.org/10.1007/s10639-018-9703-9
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-018-9703-9