A New Perspective on an Old Subject: Mobile-assisted Language Learning in English Academic Writing in Hong Kong Universities

Bernie Chun Nam MAK

doi:10.30564/jler.v3i1and2.2127

A New Perspective on an Old Subject: Mobile-assisted Language Learning in English Academic Writing in Hong Kong Universities

Bernie Chun Nam MAK (Hong Kong Baptist University)

Article ID: 2127

DOI: https://doi.org/10.30564/jler.v3i1and2.2127

Abstract

The goal of this short paper is to bring English academic writing (EAW) and mobile-assisted language learning (MALL) together to examine to what degree the latter can be effectively employed to support the former in the Hong Kong higher education context. It utilizes the perspectives generated from the literature, together with professional interpretation, to illustrate the affordances of MALL in EAW in the community. It is suggested that MALL can be employed to integrate academic English into the students’ daily lives, through which they can implicitly build the knowledge of academic register outside of the classroom and ultimately use it in the classroom.

Keywords

Mobile-assisted language learning, English academic writing, Hong Kong

Full Text:

PDF

References

[1] Duman G, Orhon G, Gedik N. Research trends in mobile assisted language learning from 2000 to 2012. ReCALL 2014; 27(2): 197-216. https://doi.org/10.1017/S0958344014000287

[2] Hsu L. English as a foreign language learners’ perception of mobile assisted language learning: a cross-national study. Computer Assisted Language Learning 2013; 26(3): 197-213. http://dx.doi.org/10.1080/09588221.2011.649485

[3] Keezhatta MS, Omar A. Enhancing reading skills for Saudi secondary school students through mobile assisted language learning (MALL): an experimental study. International Journal of English Linguistics 2019; 9(1): 437-447. https://doi.org/10.5539/ijel.v9n1p437

[4] Motlhaka HA, Makalela L. Translanguaging in an academic writing class: implications for a dialogic pedagogy. Southern African Linguistics and Applied Language Studies 2016; 34(3): 251-260. https://doi.org/10.2989/16073614.2016.1250356

[5] Toraskar HB, Lee PKL. Hong Kong undergraduate students’ academic writing: 21st century problems, solutions and strategies. The Journal of Asia TEFL 2016; 13(4): 372-380. http://dx.doi.org/10.18823/asiatefl.2016.13.4.9.372

[6] Evans S. The medium of instruction in Hong Kong revisited: policy and practice in the reformed Chinese and English streams. Research Papers in Education 2009; 24(3): 287-309. https://doi.org/10.1080/02671520802172461

[7] Evans S. Language in transitional Hong Kong: perspectives from the public and private sectors. Journal of Multilingual and Multicultural Development 2010; 31(4): 347-363. https://doi.org/10.1080/01434632.2010.497218

[8] Li DCS. Chinese as a lingua franca in greater China. Annual Review of Applied Linguistics 2006; 26: 149-176. https://doi.org/10.1017/S0267190506000080

[9] Lee JFK, Collins P. Linguistic acceptability in Hong Kong English. Asian Englishes 2006; 9(1): 24-40. https://doi.org/10.1080/13488678.2006.10801175

[10] Evans S. The long march to Biliteracy and Trilingualism: Language policy in Hong Kong education since the handover. Annual Review of Applied Linguistics 2013; 33: 302-324. https://doi.org/10.1017/S0267190513000019

[11] Gu MM. Language choice and identity construction in peer interactions: insights from a multilingual university in Hong Kong. Journal of Multilingual and Multicultural Development 2011; 32(1): 17-31. https://doi.org/10.1080/01434632.2010.532876

[12] Joint University Programmes Admissions System (JUPAS). Application procedures: HKDSE Examination Results 2020. Retrieved from https://www.jupas.edu.hk/en/programmes-offered/by-funding-category/

[13] Hui PK. Boredom and fear in the undergraduate classroom: the medium of instruction controversy in Hong Kong. Inter-Asia Cultural Studies 2015; 16(2): 253-262. https://doi.org/10.1080/14649373.2015.1037082

[14] Hui PK. op. cit.; 2015. pp.253-262.

[15] Liu G-Z, Lu H-C, Lai C-T. Towards the construction of a field: the developments and implications of mobile assisted language learning (MALL). Digital Scholarship in the Humanities 2016; 31(1): 164-180. p.166. http://doi.org/10.1093/llc/fqu070

[16] Ali MM, Mahmood MA, Anwar MN, Khan LA, Hussain A. Pakistani learners’ perceptions regarding mobile assisted language learning in the ESL classroom. International Journal of English Linguistics 2019; 9(4): 386-398. https://doi.org/10.5539/ijel.v9n4p386

[17] Ali MM, Mahmood MA, Anwar MN, Khan LA, Hussain A. op. cit.; 2019. pp.386-398.

[18] Loewen S, Crowther D, Isbell DR, Kim KM, Maloney J, Miller ZF, Rawal H. Mobile-assisted language learning: a Duolingo case study. ReCALL 2019; 31(3): 293-311. https://doi.org/10.1017/S0958344019000065

[19] Hazaea AN, Alzubi AA. Impact of mobile assisted language learning on learner autonomy in EFL reading context. Journal of Language and Education 2018; 4(2): 48-58. https://doi.org/10.17323/2411-7390-2018-4-2-48-58

[20] Botero GG, Questier F, Zhu C. Self-directed language learning in a mobile assisted, out-of-class context: do students walk the talk. Computer Assisted Language Learning 2019; 32(1-2): 71-97. https://doi.org./10.1080/09588221.2018.1485707

[21] Ali MM, Mahmood MA, Anwar MN, Khan LA, Hussain A. op. cit.; 2019. pp.386-398.

[22] Nariyati NPL, Sudirman, Pratiwi NPA. EFL pre-service teachers’ perception toward the use of mobile assisted language learning in teaching English. International Journal of Language Education 2020; 4(1): 38-47. https://dx.doi.org/10.26858/ijole.v4i2.10052

[23] Christiansen IM, Els R. The CALL of Zulu: reflections on the development of a computer-assisted language learning package. Computer Assisted Language Learning 2019. https://doi.org/10.1080/09588221.2019.1604552

[24] Nariyati NPL, Sudirman, Pratiwi NPA. op. cit.; 2020. pp.38-47.

[25] Hsu L. Examining EFL teachers’ technological pedagogical content knowledge and the adoption of mobile-assisted language learning: a partial least square approach. Computer Assisted Language Learning 2016; 29(8): 1287-1297. https://doi.org/10.1080/09588221.2016.1278024

[26] Yudhiantara RA, Nasir IA. Toward mobile-assisted language learning (MALL): reaping mobile phone benefits in classroom activities. Register Journal 2017; 10(1): 12-28. http://dx.doi.org/10.18326/rgt.v10i1.873

[27] Duman G, Orhon G, Gedik N. op. cit.; 2014. pp.197-216.

[28] Botero GG, Questier F, Zhu C. op. cit.; 2019. pp.71-97.

[29] Ali MM, Mahmood MA, Anwar MN, Khan LA, Hussain A. op. cit.; 2019. pp.386-398.

[30] Hazaea AN, Alzubi AA. op. cit.; 2018. pp.48-58.

[31] Loewen S, Crowther D, Isbell DR, Kim KM, Maloney J, Miller ZF, Rawal H. op. cit.; 2019. pp.293-311.

[32] Keezhatta MS, Omar A. op. cit.; 2019. pp.437-447.

Refbacks

There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.



Remember me