Friday, June 28
11:15-11:45 AM
CEST
Oud West

Mobile device integration in self-studying English as a foreign language for non-native English speaking learners: A case study on Japanese learners

Full Paper: Research ID: 55162
  1. aaa
    Thuy Thi Thanh Nguyen
    Knowledge System Laboratory, Nagaoka University of Technology
  2. Takashi Yukawa
    Knowledge System Laboratory, Nagaoka University of Technology

Abstract: This study sought to encourage collaboration and foster learners’ autonomy with the assistance of mobile devices as a supporting language self-learning tool. The laboratory size classroom and a Slack chatroom for out-of-class interaction were conducted in fifteen weeks. Quantitative and qualitative methods were employed to analyze the results with R-Studio statistics software. Pre- and Post- English tests were used to assess participants’ English proficiency. Interestingly, all pre-test results were under 40% of the total scores and there was a noticeably positive improvement in the post-test results (higher than 40%). A closer look into the use of mobile devices to assist learners to self-study English outside of class time revealed positive attitudes towards the application to independent learning autonomy of Japanese students. A high agreeing level of using mobile devices in self-learning English was significantly illustrated with 69.23% and 61.54% of surveyors who strongly agreed with the importance of English and the importance of mobile devices in self-studying English outside class respectively. 92.31% learners greatly preferred to use mobile devices for language self-study strategies whereas 30.77% realised the possible negative hindrances. The findings showed that mobile devices brought about positives and potentials to enhance learners’ English proficiency, which then implied possibility of this adaptation into language autonomy among Japanese students.

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