Hostname: page-component-5b777bbd6c-2c8nx Total loading time: 0 Render date: 2025-06-20T08:35:24.893Z Has data issue: false hasContentIssue false
  • English
  • Français

Mobile-technology-induced learning strategies: Chinese university EFL students learning English in an emerging context

Published online by Cambridge University Press:  11 June 2020

Chuan Gao Open the ORCID record for Chuan Gao [Opens in a new window]  and
Hui-zhong Shen Open the ORCID record for Hui-zhong Shen [Opens in a new window]
Chuan Gao
Affiliation:
Sydney School of Education and Social Work, The University of Sydney, Australia (cgao5937@uni.sydney.edu.au)
Hui-zhong Shen
Affiliation:
Sydney School of Education and Social Work, The University of Sydney, Australia (hui-zhong.shen@sydney.edu.au)
Get access Rights & Permissions [Opens in a new window]

Abstract

This article reports on findings regarding the learning strategies used by a group of Chinese English as a foreign language (EFL) learners in a mobile-technology-assisted environment. The research design is a context-specific case study using Dörnyei’s (2005) categories of learning strategies as the conceptual and analytical framework to guide data collection and analysis. Both quantitative and qualitative data were collected through a questionnaire from a sample of 75 Chinese EFL learners and a small-scale follow-up interview of five participants who completed the questionnaire. Data showed that a mobile-technology-assisted environment effected changes in Chinese EFL learners’ ways of adopting a particular set of learning strategies, which differed in type and frequency from those typical of a teacher-led and examination-oriented language classroom. Metacognitive and commitment control strategies were most frequently used by the respondents in this study. The frequency of student use of metacognitive strategies moved ahead of commitment and environmental control strategies. Satiation and emotion control strategies, rarely used by Chinese students in a teacher-fronted language classroom, were also observable. These findings have implications for the understanding and designing of mobile-technology-assisted learning for EFL learners to develop appropriate strategies for autonomous learning.

Keywords

mobile technologylearning strategiesEnglish as a foreign languageautonomous learningexamination-oriented pedagogyChinese university EFL learners
Type
Regular papers
Information
ReCALL , Volume 33 , Issue 1 , January 2021 , pp. 88 - 105
Check for updates
Copyright
© European Association for Computer Assisted Language Learning 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Abdous, M., Camarena, M. M. & Facer, B. R. (2009) MALL technology: Use of academic podcasting in the foreign language classroom. ReCALL, 21(1): 76–95. https://doi.org/10.1017/S0958344009000020 CrossRefGoogle Scholar
Başoǧlu, E. B. & Akdemir, Ö. (2010) A comparison of undergraduate students’ English vocabulary learning: Using mobile phones and flash cards. The Turkish Online Journal of Educational Technology, 9(3): 1–7.Google Scholar
Benson, P. (2011) Language learning and teaching beyond the classroom: An introduction to the field. In Benson, P. & Reinders, H. (eds.), Beyond the language classroom. London: Palgrave Macmillan, 7–16. https://doi.org/10.1057/9780230306790_2 CrossRefGoogle Scholar
Berns, A., Isla-Montes, J.-L., Palomo-Duarte, M. & Dodero, J.-M. (2016) Motivation, students’ needs and learning outcomes: A hybrid game-based app for enhanced language learning. SpringerPlus, 5: 1–23. https://doi.org/10.1186/s40064-016-2971-1 CrossRefGoogle ScholarPubMed
Burston, J. (2014) The reality of MALL: Still on the fringes. CALICO Journal, 31(1): 103–125. https://doi.org/10.11139/cj.31.1.103-125 CrossRefGoogle Scholar
Burston, J. (2015) Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1): 4–20. https://doi.org/10.1017/S0958344014000159 CrossRefGoogle Scholar
Cavus, N. & Ibrahim, D. (2009) m-Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1): 78–91. https://doi.org/10.1111/j.1467-8535.2007.00801.x CrossRefGoogle Scholar
Chang, C.-K. & Hsu, C.-K. (2011) A mobile-assisted synchronously collaborative translation-annotation system for English as foreign language (EFL) reading comprehension. Computer Assisted Language Learning, 24(2): 155–180. https://doi.org/10.1080/09588221.2010.536952 CrossRefGoogle Scholar
Chen, C.-M., Wang, J.-Y. & Chen, Y.-C. (2014) Facilitating English language reading performance by a digital reading annotation system with self-regulated learning mechanisms. Educational Technology & Society, 17(1): 102–114.Google Scholar
Chen, I.-J. & Chang, C.-C. (2011) Content presentation modes in mobile language listening tasks: English proficiency as a moderator. Computer Assisted Language Learning, 24(5): 451–470. https://doi.org/10.1080/09588221.2011.577749 CrossRefGoogle Scholar
Chinese College English Education and Supervisory Committee. (2007) College English curriculum requirements. Beijing: Foreign Language Teaching and Research Press.Google Scholar
China Internet Network Information Center (CNNIC). (2016) The 37th statistical report on internet network development in China. http://www.cnnic.cn/hlwfzyj/hlwxzbg/hlwtjbg/201601/t20160122_53271.htm Google Scholar
Crescente, M. L. & Lee, D. (2011) Critical issues of m-learning: Design models, adoption processes, and future trends. Journal of the Chinese Institute of Industrial Engineers, 28(2): 111–123. https://doi.org/10.1080/10170669.2010.548856 CrossRefGoogle Scholar
Dmitrenko, V. (2017) Language learning strategies of multilingual adults learning additional languages. International Journal of Multilingualism, 14(1): 6–22. https://doi.org/10.1080/14790718.2017.1258978 CrossRefGoogle Scholar
Dörnyei, Z. (2005) The psychology of the language learner: Individual differences in second language acquisition. Mahwah: Lawrence Erlbaum.Google Scholar
Dörnyei, Z. & Taguchi, T. (2010) Questionnaires in second language research: Construction, administration, and processing (2nd ed.). New York: Routledge. https://doi.org/10.4324/9780203864739 Google Scholar
Duman, G., Orhon, G. & Gedik, N. (2015) Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2): 197–216. https://doi.org/10.1017/S0958344014000287 CrossRefGoogle Scholar
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L. & Freynik, S. (2014) Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1): 70–105. https://doi.org/10.1080/09588221.2012.700315 CrossRefGoogle Scholar
Hazaea, A. N. & Alzubi, A. A. (2016) The effectiveness of using mobile on EFL learners’ reading practices in Narjan University. English Language Teaching, 9(5): 8–21. https://doi.org/10.5539/elt.v9n5p8 CrossRefGoogle Scholar
Holec, H. (1981) Autonomy and foreign language learning. Oxford: Pergamon.Google Scholar
Hu, Z. & McGrath, I. (2011) Innovation in higher education in China: Are teachers ready to integrate ICT in English language teaching? Technology, Pedagogy and Education, 20(1): 41–59. https://doi.org/10.1080/1475939X.2011.554014 CrossRefGoogle Scholar
Hwang, G.-J., Lai, C.-L. & Wang, S.-Y. (2015) Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4): 449–473. https://doi.org/10.1007/s40692-015-0043-0 CrossRefGoogle Scholar
Hwang, W.-Y., Chen, H. S. L., Shadiev, R., Huang, R. Y.-M. & Chen, C.-Y. (2014) Improving English as a foreign language writing in elementary schools using mobile devices in familiar situational contexts. Computer Assisted Language Learning, 27(5): 359–378. https://doi.org/10.1080/09588221.2012.733711 CrossRefGoogle Scholar
Hwang, W.-Y., Shih, T. K., Ma, Z.-H., Shadiev, R. & Chen, S.-Y. (2016) Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4): 639–657. https://doi.org/10.1080/09588221.2015.1016438 CrossRefGoogle Scholar
Jarvis, H. & Achilleos, M. (2013) From computer assisted language learning (CALL) to mobile assisted language use (MALU). TESL-EJ, 16(4): 1–18.Google Scholar
Jiang, X. & Smith, R. (2009) Chinese learners’ strategy use in historical perspective: A cross-generational interview-based study. System, 37(2): 286–299. https://doi.org/10.1016/j.system.2008.11.005 CrossRefGoogle Scholar
Jin, L. & Cortazzi, M. (2006) Changing practices in Chinese cultures of learning. Language, Culture and Curriculum, 19(1): 5–20. https://doi.org/10.1080/07908310608668751 CrossRefGoogle Scholar
Kondo, M., Ishikawa, Y., Smith, C., Sakamoto, K., Shimomura, H. & Wada, N. (2012) Mobile assisted language learning in university EFL course in Japan: Developing attitudes and skills for self-regulated learning. ReCALL, 24(2): 169–187. https://doi.org/10.1017/S0958344012000055 CrossRefGoogle Scholar
Kukulska-Hulme, A. & Viberg, O. (2018) Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2): 207–218. https://doi.org/10.1111/bjet.12580 CrossRefGoogle Scholar
Kuo, Y.-C., Chu, H.-C. & Huang, C.-H. (2015) A learning style-based grouping collaborative learning approach to improve EFL students’ performance in English courses. Educational Technology & Society, 18(2): 284–298.Google Scholar
Lawanto, O., Santoso, H. B., Goodridge, W. & Lawanto, K. N. (2014) Task value, self-regulated learning, and performance in a web-intensive undergraduate engineering course: How are they related? MERLOT Journal of Online Learning and Teaching, 10(1): 97–111.Google Scholar
Li, C. (2014) From learning English to learning in English: A comparative study of the impact of learning contexts upon Chinese EFL learners’ strategy use. Chinese Journal of Applied Linguistics, 37(2): 244–263. https://doi.org/10.1515/cjal-2014-0016 CrossRefGoogle Scholar
Lin, C.-C. (2014) Learning English reading in a mobile-assisted extensive reading program. Computers & Education, 78: 48–59. https://doi.org/10.1016/j.compedu.2014.05.004 CrossRefGoogle Scholar
Lin, C.-H., Zhang, Y. & Zheng, B. (2017) The roles of learning strategies and motivation in online language leaning: A structural equation modeling analysis. Computers & Education, 113: 75–85. https://doi.org/10.1016/j.compedu.2017.05.014 CrossRefGoogle Scholar
Liu, T.-Y. & Chu, Y.-L. (2010) Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2): 630–643. https://doi.org/10.1016/j.compedu.2010.02.023 CrossRefGoogle Scholar
Martin, F. & Ertzberger, J. (2013) Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education, 68: 76–85. https://doi.org/10.1016/j.compedu.2013.04.021 CrossRefGoogle Scholar
Neuman, W. L. (2014) Social research methods: Qualitative and quantitative approaches (7th ed.). Harlow: Pearson Education.Google Scholar
Oxford, R. L. (1990) Language learning strategies: What every teacher should know. New York: Newbury House.Google Scholar
Persson, V. & Nouri, J. (2018) A systematic review of second language learning with mobile technologies. International Journal of Emerging Technologies in Learning, 13(2): 188–210. https://doi.org/10.3991/ijet.v13i02.8094 CrossRefGoogle Scholar
Qin, X. (2004) Quantitative data analysis in research on foreign language teaching and learning. Wuhan, China: HUST Press.Google Scholar
Rambe, P. & Bere, A. (2013) Using mobile instant messaging to leverage learner participation and transform pedagogy at a South African University of Technology. British Journal of Educational Technology, 44(4): 544–561. https://doi.org/10.1111/bjet.12057 CrossRefGoogle Scholar
Rose, H. (2012) Language learning strategy research: Where do we go from here? Studies in Self-Access Learning Journal, 3(2): 137–148.CrossRefGoogle Scholar
Şad, S. N. & Göktaş, Ö. (2014) Preservice teachers’ perceptions about using mobile phones and laptops in education as mobile learning tools. British Journal of Educational Technology, 45(4): 606–618. https://doi.org/10.1111/bjet.12064 CrossRefGoogle Scholar
Seker, M. (2016) The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5): 600–618. https://doi.org/10.1177/1362168815578550 CrossRefGoogle Scholar
Shadiev, R., Hwang, W.-Y. & Huang, Y.-M. (2017) Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4): 284–303. https://doi.org/10.1080/09588221.2017.1308383 CrossRefGoogle Scholar
Shen, H., Yuan, Y. & Ewing, R. (2015) English learning websites and digital resources from the perspective of Chinese university EFL practitioners. ReCALL, 27(2): 156–176. https://doi.org/10.1017/S0958344014000263 Google Scholar
Sims, R. (2008) Rethinking (e)learning: A manifesto for connected generations. Distance Education, 29(2): 153–164. https://doi.org/10.1080/01587910802154954 CrossRefGoogle Scholar
Stockwell, G. (2013) Tracking learner usage of mobile phones for language learning outside of the classroom. In Hubbard, P., Schulz, M. & Smith, B. (eds), Learner-computer interaction in language education: A festschrift in honor of Robert Fischer. San Marcos: CALICO, 118–136.Google Scholar
Stockwell, G. & Hubbard, P. (2013) Some emerging principles for mobile-assisted language learning. Monterey: The International Research Foundation for English Language Education.Google Scholar
Stockwell, G. & Liu, Y. C. (2015) Engaging in mobile phone-based activities for learning vocabulary: An investigation in Japan and Taiwan. CALICO Journal, 32(2): 299–322. https://doi.org/10.1558/cj.v32i2.25000 CrossRefGoogle Scholar
Strauss, A. L. (1987) Qualitative analysis for social scientists. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511557842 CrossRefGoogle Scholar
Takeuchi, O., Griffiths, C. & Coyle, D. (2007) Applying strategies to contexts: The role of individual, situational, and group differences. In Cohen, A. D. & Macaro, E. (eds.), Language learner strategies: Thirty years of research and practice. Oxford: Oxford University Press, 69–92.Google Scholar
Thornton, P. & Houser, C. (2005) Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3): 217–228. https://doi.org/10.1111/j.1365-2729.2005.00129.x CrossRefGoogle Scholar
Trilling, B. & Fadel, C. (2009) 21st century skills: Learning for life in our times. San Francisco: Jossey-Bass.Google Scholar
Tseng, W.-T., Dörnyei, Z. & Schmitt, N. (2006) A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1): 78–102. https://doi.org/10.1093/applin/ami046 CrossRefGoogle Scholar
Tseng, W.-T. & Schmitt, N. (2008) Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2): 357–400. https://doi.org/10.1111/j.1467-9922.2008.00444.x CrossRefGoogle Scholar
Watkins, D. A. & Biggs, J. B. (eds.). (2001) Teaching the Chinese learner: Psychological and pedagogical perspectives. Melbourne: Australian Council for Educational Research.Google Scholar
Woodrow, L. (2005) The challenge of measuring language learning strategies. Foreign Language Annals, 38(1): 90–98. https://doi.org/10.1111/j.1944-9720.2005.tb02456.x CrossRefGoogle Scholar
Yin, R. K. (2009) Case study research: Design and methods (4th ed.). Los Angeles: SAGE.Google Scholar
Yuan, Y. (2014) Pragmatics, perceptions and strategies in Chinese college English learning. Shanghai: Fudan University Press.Google Scholar
Zhang, H., Song, W. & Burston, J. (2011) Reexamining the effectiveness of vocabulary learning via mobile phones. The Turkish Online Journal of Educational Technology, 10(3): 203–214.Google Scholar
Zhang, Y., Lin, C.-H., Zhang, D. & Choi, Y. (2017) Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study. British Journal of Educational Psychology, 87(1): 57–74. https://doi.org/10.1111/bjep.12135 CrossRefGoogle Scholar
Zheng, L., Li, X. & Chen, F. (2018) Effects of a mobile self-regulated learning approach on students’ learning achievements and self-regulated learning skills. Innovations in Education and Teaching International, 55(6): 616–624. https://doi.org/10.1080/14703297.2016.1259080 Google Scholar
Zhong, Y. X. & Shen, H. Z. (2002) Where is the technology-induced pedagogy? Snapshots from two multimedia EFL classrooms. British Journal of Educational Technology, 33(1): 39–52. https://doi.org/10.1111/1467-8535.00237 CrossRefGoogle Scholar