|
REFERENCES Adlard, R., Ottway, T., & Procter-Legg, E. (2012). Crowd-Sourcing with the Lingobee App: A study in facilitating pollination across language and culture in self-directed learning. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2(4), 17-33. Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93-102. Andújar-Vaca, A., & Cruz-Martínez, M. S. (2017). Mobile instant messaging: WhatsApp and its potential to develop oral skills. Comunicar, 25(50), 43-52. Armbruster, B. B., Lehr, F., Osborn, J., O’Rourke, R., Beck, I., Carnine, D., & Simmons, D. (2001). Put reading first. Washington, DC: National Institute for Literacy, 9-10. Bachman, L. F., & Palmer, A. S. (1996). Language Testing in Practice. Oxford: Oxford University Press. Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing Words to Life: Robust Vocabulary Instruction. Guilford Press. Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-analysis. Chichester, UK: Wiley. Brown, D. H. (2004). Language assessment: Principles and Classroom Practices. White Plains, NY: Longman. 55 Burston, J. (2014). The reality of MALL: Still on the fringes. Calico Journal, 31(1), 103-125. Bushnell, C., Kemp, N., & Martin, F. H. (2011). Text-messaging practices and links. to general spelling skill: A study of Australian children. Australian Journal of Educational & Developmental Psychology, 11, 27-38. Canale, M. (1983). From Communicative Competence to Communicative Language Pedagogy. In J.C. Richards & R.W. Schmidt (Eds.), Language and Communication (pp. 2-27). New York: Longman. Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12(3), 169-190. Chai, C. S., Wong, L. H., & King, R. B. (2016). Surveying and modeling students’ motivation and learning strategies for mobile-assisted seamless Chinese language learning. Educational Technology & Society, 19(3), 170–180. Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers and Education, 59(3), 1054–1064. Chinnery, G. M. (2006). Going to the MALL: Mobile assisted language learning. Language Learning and Technology, 10(1), 9-16. Cho, K., Lee, S., Joo, M. H., & Becker, B. (2018). The effects of using mobile devices on student achievement in language learning: a meta-analysis. Education Sciences, 8(3), 105. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum. 56 Coniam, D., & Wong, R. (2004). Internet Relay Chat as a tool in the autonomous. development of ESL learners’ English language ability: An Exploratory study. System, 32, 321-335. Deacon, S. H., & Kirby, J. R. (2004). Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25(2), 223-238. Demouy, V., & Kukulska‐Hulme, A. (2010). On the spot: Using mobile devices for listening and speaking practice on a French language programme. Open Learning: The Journal of Open, Distance and E-Learning, 25(3), 217-232. DerSimonian, R., & Laird, N. (1986). Meta-analysis in clinical trials. Controlled Clinical Trials, 7(3), 177-188. Dörnyei, Z., & Scott, M. L. (1995, March). Communication Strategies: An Empirical Analysis With Retrospection. In Deseret Language and Linguistic Society Symposium 21(1), 137-150. Dourando, D., Parker, M., & De la Harpe, R. (2007, September). Investigation into. the usage of mobile instant messaging in tertiary education. In Proceedings of Annual Conference of World Wide Web Application. Falloon, G., & Khoo, E. (2014). Exploring young students' talk in iPad-supported collaborative learning environments. Computers & Education, 77, 13-28. Fisher, T., Pemberton, R., Sharples, M., Ogata, H., Uosaki, N., Edmonds, P., ... &. Tschorn, P. (2009). Mobile learning of vocabulary from reading novels: a comparison of three modes. In Proceedings of 8th World Conference on Mobile and Contextual Learning, Orlando, Florida (pp. 191-194). 57 Florez, M. C. (1999). Improving adult English language learners’ speaking skills. Report for National Clearinghouse for ESL Literacy Education (NCLE). Washington, DC: National Clearinghouse for ESL Literacy Education. Fulcher, G. (2003). Testing Second Language Speaking. London: Pearson Longman. Frohberg, D., Goth, C., & Schwabe, G. (2009). Mobile learning projects e a critical. analysis of the state of the art. Journal of Computer Assisted Learning, 25(4), 307-331. Geddes, S. J. (2004) Mobile learning in the 21st century: Benefit for learners. Knowledge Tree E-journal, 30(3), 214–228. Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3-8. Godwin-Jones, R. (2011). Emerging technologies: Mobile apps for language learning. Language Learning and Technology, 15(2), 2–11. Han, T., & Keskin, F. (2016). Using a mobile application (WhatsApp) to reduce EFL speaking anxiety. Gist: Education and Learning Research Journal, 12, 29-50. Hatherly, A., & Chapman, B. (2013). Fostering motivation for literacy in early childhood education using iPads. Computers in New Zealand Schools: Learning, Teaching, Technology, 25(1-3), 138-151. Hsu, L. (2012). English as a foreign language learners’ perception of mobile assisted language learning: a cross-national study. Computer Assisted Language Learning, 1, 1–17. 58 Hughes, C. (2012). Child-centred pedagogy, internationalism and bilingualism at the international school of Geneva. International Schools Journal, 32(1), 71. Hwang, G-J., & Tsai, C-C. (2011). Research trends in mobile and ubiquitous learning: a review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65-E70. Hwang, W.Y., & Chen, H.S.L. (2013). Users’ familiar situational contexts facilitate the practice of EFL in elementary schools with mobile devices. Computer Assisted Language Learning, 26, 101–125. 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. i Solé, C. R., Calic, J., & Neijmann, D. (2010). A social and self-reflective approach to MALL. ReCALL, 22(1), 39-52. ITU, I. (2016). Facts and Figures 2016. Jeong, W. (2007). Instant messaging in on-site and online classes in higher education. Educause Quarterly, 1, 30-36. Johnson, J. E., & Christie, J. F. (2009). Play and digital media. Computers in the Schools, 26(4), 284-289. Jolliet, Y. (2007). M-Learning: A pedagogical and technological model for language learning on mobile phones. Blended Learning, 327-339. Kayne, R. S. (1994). The Antisymmetry of Syntax (Vol. 25). Mit Press. 59 Kondo, M., Ishikawa, Y., Smith, C., Sakamoto, K., Shimomura, H., & Wada, N. (2012). Mobile assisted language learning in university EFL courses in Japan: Developing attitudes and skills for self-regulated learning. ReCALL, 24(2), 169–187. Kukulska-Hulme, A., & Traxler, J. (Eds.). (2005). Mobile learning: A handbook for educators and trainers (1st ed.,pp.1-6). London, UK: Routledge. Kukulska-Hulme, A., & Shield, L. (2007). An Overview of Mobile Assisted Language Learning: Can Mobile Devices Support Collaborative Practice in Speaking and Listening? Paper Presented at the EUROCALL 2007 Virtual Strand. 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. Kukulska-Hulme, A. & Bull, S. (2009). Theory-based support for mobile language learning: Noticing and recording. International Journal of Interactive Mobile Technologies, 3(2), 12–18. Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning? Internet and Higher Education, 15, 247–254. Lan, Y. J., Sung, Y. T., & Chang, K. E. (2007). A mobile-device-supported peer-assisted learning system for collaborative early EFL reading. Language Learning & Technology, 11(3), 130-151. 60 Leis, A., Tohei, A., & Cooke, S. D. (2015). Smartphone assisted language learning and autonomy. International Journal of Computer-Assisted Language Learning and Teaching, 5(3), 75–88. Leonard, J., Buss, A., Gamboa, R., Mitchell, M., Fashola, O. S., Hubert, T., & Almughyirah, S. (2016). Using robotics and game design to enhance children’s self-efficacy, STEM attitudes, and computational thinking skills. Journal of Science Education and Technology, 25(6), 860-876. Levelt, W.J.M. (1983). Monitoring and self-repair in speech. Cognition, 14, 41-104. Liakin, D., Cardoso, W., & Liakina, N. (2017). The pedagogical use of mobile speech synthesis (TTS): Focus on French liaison. Computer Assisted Language Learning, 30(3-4), 325-342. Likert, R. (1932). A technique for the measurement of attitudes. Archives of psychology. 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. Lugano, G. (2008). Mobile social networking in theory and practice. First Monday, 13(11). doi:https://doi.org/10.5210/fm.v13i11.2232 Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press. Mahdi, H. S. (2018). Effectiveness of mobile devices on vocabulary learning: A meta-analysis. Journal of Educational Computing Research, 56(1), 134-154. Merchant, G. (2015). Keep taking the tablets: iPads, story apps and early literacy. Australian Journal of Language and Literacy, the, 38(1), 3-11. 61 Nation, K., & Snowling, M. J. (2000). Factors influencing syntactic awareness skills in normal readers and poor comprehenders. Applied Psycholinguistics, 21(2), 229-241. Nunan, D. (1999). Second Language Teaching & Learning. Heinle & Heinle. Ogata, H., & Yano, Y. (2004). Context-aware support for computer-supported ubiquitous learning. The 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE '04), 27-34. O’Malley, C., Vavoula, G., Glew, J. P., Taylor, J., Sharples, M., Lefrere, P., Lonsdale, P., Naismith, L., & Waycott, J. (2005). MOBIlearn. WP 4—Pedagogical Methodologies and Paradigms. Guidelines for Learning/Teaching/Tutoring in a Mobile Environment (82 p). Nottingham: University of Nottingham. Paredes, R. G., Ogata, H., Saito, N. A., Yin, C., Yno, Y., Oishi, Y., & Ueda, T. (2005, November). LOCH: supporting informal language learning outside the classroom with handhelds. In IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'05) (pp. 5-6). IEEE. Patten, B., Sánchez, I. A., & Tangney, B. (2006). Designing collaborative, constructionist and contextual applications for handheld devices. Computers & Education, 46(3), 294-308. Pearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42(2), 282-296. Petersen, S. A., & Divitini, M. (2005). Language Learning: From Individual Learners to Communities. Proceedings of IEEE International Workshop on Wireless and 62 Mobile Technologies in Education (WMTE'05) 169-173. Plester, B., Wood, C., & Joshi, P. (2009). Exploring the relationship between. children's knowledge of text message abbreviations and school literacy outcomes. British Journal of Developmental Psychology, 27(1), 145-161. Pollitt, A., & Murray, N. L. (1996). What raters really pay attention to. Studies in Language Testing, 3, 74-91. Potter, W. J. (2004). Argument for the need for a cognitive theory of media literacy. American Behavioral Scientist, 48(2), 266-272. Proctor, C. P., August, D., Carlo, M. S., & Snow, C. (2006). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98(1), 159-169. 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. Richards, J. C. (2002). Schmidt. RW. Language and Communication. Ryu, H., & Parsons, D. (2012). Risky business or sharing the load?–Social flow in collaborative mobile learning. Computers & Education, 58(2), 707-720. Shao, Y., Crook, C., & Koleva, B. (2007). Designing a mobile group blog to support cultural learning. Proceedings of mLearn 2007 (pp. 224–7). Melbourne, Australia: University of Melbourne. Retrieved April 8, 2011 63 Sharples, M., Taylor, J., & Vavoula, G. (2007). A theory of learning for the mobile age. In R. Andrews, & C. Haythormthwaite (Eds.), The Sage handbook of e-learning research (pp. 221–247). London: Sage. Shumin, K. (2002). Factors to consider: Developing adult EFL students’ speaking abilities. Methodology in Language Teaching: An Anthology of Current Practice, 12, 204-211. Slavin, R. E. (1977). Classroom reward structure: An analytical and practical review. Review of Educational Research, 47, 633–650. Snow, C. E., & Uccelli, P. (2009). The challenge of academic language. The Cambridge Handbook of Literacy, 112-133. Cambridge: Cambridge University Press. Sockett, G. (2013). Understanding the online informal learning of English as a complex dynamic system: An emic approach. ReCALL, 25(1), 48-62. Spencer, D., Wolf, D. & Sams, A. (2011, June 22). The Flipped Class: Are You Ready to Flip? Retrieved from http://www.thedailyriff.com/articles/are-you-ready-to-flip-691.php Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86(2), 221. Stewart I. & File P. (2007). Let’s chat: A conversational dialogue system for second language practice. Computer Assisted Language Learning, 20, 97-116. Streeck, J. (1983). The Pear Stories. Cognitive, cultural, and linguistic aspects of narrative production. Journal of Pragmatics, 7(1), 93–101. 64 Sung, Y. T., Chang, K. E., & Yang, J. M. (2015). How effective are mobile devices for language learning? A meta-analysis. Educational Research Review, 16, 68-84. Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275. Syamsurizal, M. (2008). Improving speaking ability of the student of English. department of UNG through improvisation and peer feedback. Unpublish Thesis. Malang: Universitas Negeri Malang. Taj, I. H., Sulan, N. B., Sipra, M. A., & Ahmad, W. (2016). Impact of Mobile Assisted Language Learning (MALL) on EFL: A meta-analysis. Advances in Language and Literary Studies, 7(2), 76-83. Taylor, D. S. (1988). The Meaning and Use of the Term “Competence” in Linguistics. and Applied Linguistics. Applied Linguistics, 9(2), 148-168. Thomas, J. A. (2014). Meaning in Interaction: An Introduction to Pragmatics. Routledge. Traxler, J., & Riordan, B. (2003). Evaluating the effectiveness of retention strategies. using SMS, WAP and WWW student support. In Proceedings of 4th annual conference (pp. 54-55). Galway, Ireland: LTSN Centre for Information and Computer Science. UNESCO, N. (2011). UNESCO Mobile Learning Week Report. Ur, A Course in Language Teaching, Cambridge: Cambridge University Press, 1996. 65 Wichadeeq, S. (2017). A Development of the Blended Learning Model Using. Edmodo for Maximizing Students' Oral Proficiency and Motivation. International Journal of Emerging Technologies in Learning, 12(2), 137-154. Wu, W.-C. V., Chen Hsieh, J. S., & Yang J. C. (2017). Creating an Online Learning Community in a Flipped Classroom to Enhance EFL Learners’ Oral Proficiency. Educational Technology & Society, 20 (2), 142–157. Wu, W.-H., Wu, Y.-C., Chen, C.-Y., Kao, H.-Y., Lin, C.-H., & Huang, S.-H. (2012). Review of trends from mobile learning studies: a meta-analysis. Computers and Education, 59(2), 817–827.
|