Tecnologia e aprendizado de idiomas
o uso de smartphones pelos alunos do Inglês como Língua Estrangeira para a aprendizagem informal online na Indonésia
DOI:
https://doi.org/10.35699/1983-3652.2020.24657Palavras-chave:
Smartphones, Aprendizado móvel, Aprendizado informal, Aprendizado informal online, Aprendizado por EFL baseado em tecnologiaResumo
Um número considerável de estudos sobre o aprendizado de idiomas assistido por celular foi realizado, mas menos atenção foi dada ao aprendizado informal online do Inglês como Língua Estrangeira (ILE), realizado usando smartphones entre os alunos de graduação em ILE na Indonésia. Assim, este estudo teve como objetivo específico investigar as atividades de aprendizagem de ILE mais frequentemente realizadas pelos alunos de ILE por meio de smartphones, o uso predominante de idiomas online e a relação entre o uso predominante de idiomas online dos aprendentes de ILE e sua percepção de proficiência em ILE. O estudo adotou uma abordagem quantitativa. As descobertas revelam que os participantes acessam com mais frequência conteúdo e informações de seus smartphones para atividades online receptivas, em vez de interativas/produtivas. O Indonésio, que é o primeiro idioma dos participantes, ainda é usado predominantemente em suas atividades online. A pontuação média da proficiência percebida no ILE daqueles que frequentemente realizam atividades online em inglês é estatisticamente e significativamente maior do que aqueles que realizam atividades online na Indonésio. No geral, a pontuação média da proficiência percebida no ILE daqueles que realizam atividades online em inglês é mais alta do que na indonésia, embora a diferença não seja estatisticamente significativa. Finalmente, são discutidas as implicações do estudo, com sugestões para futuras pesquisas.
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Referências
ALADJEM, R.; JOU, B. Informal language learning in authentic setting, using mobile devices and SNS. Proceedings of the International Conference on E-Learning 2016, p. 161-164, 2016.
ALI, M.; MIRAZ, S. K. Mobile assisted language learning (MALL) – A brief survey. Annals of Emerging Technologies in Computing, 2(2), p. 37-45, 2018. https://doi.org/10.33166/aetic.2018.02.004
ALSHABEB, A.; ALMAQRN, R. A study of EFL Saudi students’ use of mobile social media applications for learning. Arab World English Journal, 4(4), p. 214-226, 2018. https://doi.org/10.24093/awej/call4.17
AZLI, W. U. A. W.; SHAH, P. M.; MOHAMAD, M. Perception on the usage of mobile assisted language learning (MALL) in English as a second language (ESL) learning among vocational college students. Creative Education, 9, p. 84-98, 2018. https://doi.org/10.4236/ce.2018.91008
BAHRANI, T.; SIM, T. S. Informal language learning setting: Technology or social interaction? Turkish Online Journal of Educational Technology, 11(2), p. 142-149, 2012.
BAHRANI, T.; SIM, T. S.; NEKOUEIZADEH, M. Second language acquisition in informal setting. Theory and Practice in Language Studies, 4(8), p. 1714-1723, 2014. https://doi.org/10.4304/tpls.4.8.1714-1723
BOZDOĞAN, D. MALL revisited: Current trends and pedagogical implications. Procedia - Social and Behavioral Sciences, 195, p. 932-939, 2015. https://doi.org/10.1016/j.sbspro.2015.06.373
BURSTON, J. Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994-2012. Language Learning & Technology, 17(3), p. 157-225, 2013.
CHA, S. S.; SEO, B. K. Smartphone use and smartphone addiction in middle school students in Korea: Prevalence, social networking service, and game use. Health Psychology Open, 5(1), 2018. https://doi.org/10.1177/2055102918755046
ÇIÇEK, B. Attitudes of EFL teachers and learners towards CALL in Turkey. International Conference “ICT for Language Learning,” p. 4-9, 2005.
COUNCIL OF EUROPE. Common European framework of reference for languages: Learning, teaching, assessment. In: Modern Languages Division, 2001. https://doi.org/10.1142/S0219498810003951
DASHTESTANI, R. Implementing mobile-assisted language learning (MALL) in an EFL context: Iranian EFL teachers’ perspectives on challenges and affordances. JALT CALL Journal, 9(2), p. 149-168, 2013.
DUMAN, G.; ORHON, G.; GEDIK, N. Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(02), p. 197-216, 2015. https://doi.org/10.1017/s0958344014000287
EBADI, S.; GOODARZI, A. Exploring Iranian post and undergraduate EFL university students’ attitudes toward CALL. Call-Ej, 18(2), p. 31-53, 2017.
ELAISH, M. M.; SHUIB, L.; GHANI, N. A.; YADEGARIDEHKORDI, E.; ALAA, M. Mobile learning for English language acquisition: Taxonomy, challenges, and recommendations. IEEE Access, 5, p. 19033-19047, 2017. https://doi.org/10.1109/ACCESS.2017.2749541
GODWIN-JONES, R. Riding the digital wilds: Learner autonomy and informal language learning. Language Learning & Technology, 23(1), p. 8-25, 2019.
HARIHARASUDAN, A.; KOT, S. A scoping review on digital English and education 4.0 for industry 4.0. Social Sciences, 7, p. 1-13, 2018. https://doi.org/10.3390/socsci7110227
HSU, L. EFL learners’ acceptance of technology in a computer-assisted language learning (CALL) context: The role of intrinsic-extrinsic motivation in English learning. International Journal of Information and Education Technology, 7(9), p. 679-685, 2016. https://doi.org/10.18178/ijiet.2017.7.9.953
HUSSIN, A. A. Education 4.0 made simple: Ideas for teaching. International Journal of Education and Literacy Studies, 6(3), p. 92-98, 2018. https://doi.org/http://dx.doi.org/10.7575/aiac.ijels.v.6n.3p.92
JALALI, S.; DOUSTI, M. Attitudes of Iranian EFL learners towards call: the effect of treatment length investigated. Malaysian Journal of ELT Research, 10(1), p. 46-62, 2014.
JURKOVIČ, V. Online informal learning of English through smartphones in Slovenia. System, 80, p. 27-37, 2019. https://doi.org/10.1016/j.system.2018.10.007
KUKULSKA-HULME, A. Language as a bridge connecting formal and informal language learning through mobile devices. In Seamless Learning in the Age of Mobile Connectivity, p. 281-294, 2015. https://doi.org/10.1007/978-981-287-113-8
LAI, C.; HU, X.; LYU, B. Understanding the nature of learners’ out-of-class language learning experience with technology. Computer Assisted Language Learning, 31(1-2), p. 114-143, 2018. https://doi.org/10.1080/09588221.2017.1391293
LEE, J. S.; DRESSMAN, M. When IDLE hands make an English workshop: Informal digital learning of English and language proficiency. TESOL Quarterly, 52(2), p. 435-445, 2018. https://doi.org/10.1002/tesq.422
MOHSENZADEH, A.; MARZBAN, A.; EBRAHIMI, S. F. Attitudes of EFL learners and instructors towards the application of power point presentation in Iranian classroom context. Journal of Applied Linguistics and Language Research, 1(2), p. 74-87, 2014.
NURHAENI, N.; PURNAWARMAN, P. The use of smartphone and learning strategies in autonomous learning. Indonesian EFL Journal, 4(1), p. 43, 2018. https://doi.org/10.25134/ieflj.v4i1.797
ÖZ, H. Investigating the relationship between foreign language learning and CALL attitudes among EFL freshman students. Procedia - Social and Behavioral Sciences, 176, p. 1041-1049, 2015. https://doi.org/10.1016/j.sbspro.2015.01.576
PENPRASE, B. E. The fourth industrial revolution and higher education. In: GLEASON, N. W. (ed.), Higher Education in the Era of the Fourth Industrial Revolution, 2018, p. 207-229. https://doi.org/10.1007/978-981-13-0194-0
POPESCU, A. Social media, informal language learning, and knowledge management. A case study. Synergies Roumanie, (7), p. 95-104, 2012.
PRATAMA, A. R. Exploring personal computing devices ownership among university students in Indonesia. IFIP Advances in Information and Communication Technology, p. 835-841, 2017. https://doi.org/10.1007/978-3-319-59111-7
PRATAMA, A. R. Investigating daily mobile device use among university students in Indonesia. IOP Conference Series: Materials Science and Engineering, 325(1), 2018. https://doi.org/10.1088/1757-899X/325/1/012004
PUTRAWAN, G. E.; RIADI, B. English as a foreign language (EFL) learners’ predominant language use for online informal learning activities through smartphones in Indonesian context. Universal Journal of Educational Research, 8(2), p. 695-699, 2020. https://doi.org/10.13189/ujer.
RAMAMURUTHY, V.; RAO, S. Smartphones promote autonomous learning in ESL classrooms. Malaysian Online Journal of Educational Technology, 3(4), p. 23-35, 2015.
ROSELL-AGUILAR, F. Twitter as a formal and informal language learning tool: From potential to evidence. In: ROSELL-AGULAR, F; BEAVE, T.; GUTIERREZ, M. F. (eds.). Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education, p. 99-106, 2018. Research-publishing.net.
SAMIRA, H. The effects of ICT on learning/teaching in a foreign language. 4th International Conference “ICT for Language Learning”, 2011. Florence, Italy: PIXEL.
SIEROCKA, H.; JURKOVIĆ, V.; VARGA, M. The role of smartphones for online language use in the context of Polish and Croatian students of different disciplines. Studies in Logic, Grammar and Rhetoric, 58(71), p. 173-193, 2019. https://doi.org/10.2478/slgr-2019-0022
SOCKETT, G. The online informal learning of English. In: REINDERS, H. (ed.), New Language Learning and Teaching Environments, 2014. https://doi.org/10.1057/9781137414885
SOCKETT, G.; TOFFOLI, D. Beyond learner autonomy: A dynamic systems view of the informal learning of English in virtual online communities. ReCALL, 24(2), p. 138-151, 2012. https://doi.org/10.1017/S0958344012000031
STOCKWELL, G. Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning and Technology, 14(2), p. 95-110, 2010.
TRINDER, R. Informal and deliberate learning with new technologies. ELT Journal, 71(4), p. 401-412, 2017. https://doi.org/10.1093/elt/ccw117
WANG, S.; SMITH, S. Reading and grammar learning through mobile phones. Language Learning & Technology, 17(3), p. 117-134, 2013.
WILSEY, B. B. Informal language learning and self-instruction: The learning ecosystem of learners of Macedonian. Journal of the National Council of Less Commonly Taught Languages, 15(Spring), p. 15-42, 2014.
YAO, S. Research on web-based autonomous English learning of engineering students. International Journal of Emerging Technologies in Learning, 11(6), p. 4-9, 2016. https://doi.org/10.3991/ijet.v11i06.5802
ALI, M.; MIRAZ, S. K. Mobile assisted language learning (MALL) – A brief survey. Annals of Emerging Technologies in Computing, 2(2), p. 37-45, 2018. https://doi.org/10.33166/aetic.2018.02.004
ALSHABEB, A.; ALMAQRN, R. A study of EFL Saudi students’ use of mobile social media applications for learning. Arab World English Journal, 4(4), p. 214-226, 2018. https://doi.org/10.24093/awej/call4.17
AZLI, W. U. A. W.; SHAH, P. M.; MOHAMAD, M. Perception on the usage of mobile assisted language learning (MALL) in English as a second language (ESL) learning among vocational college students. Creative Education, 9, p. 84-98, 2018. https://doi.org/10.4236/ce.2018.91008
BAHRANI, T.; SIM, T. S. Informal language learning setting: Technology or social interaction? Turkish Online Journal of Educational Technology, 11(2), p. 142-149, 2012.
BAHRANI, T.; SIM, T. S.; NEKOUEIZADEH, M. Second language acquisition in informal setting. Theory and Practice in Language Studies, 4(8), p. 1714-1723, 2014. https://doi.org/10.4304/tpls.4.8.1714-1723
BOZDOĞAN, D. MALL revisited: Current trends and pedagogical implications. Procedia - Social and Behavioral Sciences, 195, p. 932-939, 2015. https://doi.org/10.1016/j.sbspro.2015.06.373
BURSTON, J. Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994-2012. Language Learning & Technology, 17(3), p. 157-225, 2013.
CHA, S. S.; SEO, B. K. Smartphone use and smartphone addiction in middle school students in Korea: Prevalence, social networking service, and game use. Health Psychology Open, 5(1), 2018. https://doi.org/10.1177/2055102918755046
ÇIÇEK, B. Attitudes of EFL teachers and learners towards CALL in Turkey. International Conference “ICT for Language Learning,” p. 4-9, 2005.
COUNCIL OF EUROPE. Common European framework of reference for languages: Learning, teaching, assessment. In: Modern Languages Division, 2001. https://doi.org/10.1142/S0219498810003951
DASHTESTANI, R. Implementing mobile-assisted language learning (MALL) in an EFL context: Iranian EFL teachers’ perspectives on challenges and affordances. JALT CALL Journal, 9(2), p. 149-168, 2013.
DUMAN, G.; ORHON, G.; GEDIK, N. Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(02), p. 197-216, 2015. https://doi.org/10.1017/s0958344014000287
EBADI, S.; GOODARZI, A. Exploring Iranian post and undergraduate EFL university students’ attitudes toward CALL. Call-Ej, 18(2), p. 31-53, 2017.
ELAISH, M. M.; SHUIB, L.; GHANI, N. A.; YADEGARIDEHKORDI, E.; ALAA, M. Mobile learning for English language acquisition: Taxonomy, challenges, and recommendations. IEEE Access, 5, p. 19033-19047, 2017. https://doi.org/10.1109/ACCESS.2017.2749541
GODWIN-JONES, R. Riding the digital wilds: Learner autonomy and informal language learning. Language Learning & Technology, 23(1), p. 8-25, 2019.
HARIHARASUDAN, A.; KOT, S. A scoping review on digital English and education 4.0 for industry 4.0. Social Sciences, 7, p. 1-13, 2018. https://doi.org/10.3390/socsci7110227
HSU, L. EFL learners’ acceptance of technology in a computer-assisted language learning (CALL) context: The role of intrinsic-extrinsic motivation in English learning. International Journal of Information and Education Technology, 7(9), p. 679-685, 2016. https://doi.org/10.18178/ijiet.2017.7.9.953
HUSSIN, A. A. Education 4.0 made simple: Ideas for teaching. International Journal of Education and Literacy Studies, 6(3), p. 92-98, 2018. https://doi.org/http://dx.doi.org/10.7575/aiac.ijels.v.6n.3p.92
JALALI, S.; DOUSTI, M. Attitudes of Iranian EFL learners towards call: the effect of treatment length investigated. Malaysian Journal of ELT Research, 10(1), p. 46-62, 2014.
JURKOVIČ, V. Online informal learning of English through smartphones in Slovenia. System, 80, p. 27-37, 2019. https://doi.org/10.1016/j.system.2018.10.007
KUKULSKA-HULME, A. Language as a bridge connecting formal and informal language learning through mobile devices. In Seamless Learning in the Age of Mobile Connectivity, p. 281-294, 2015. https://doi.org/10.1007/978-981-287-113-8
LAI, C.; HU, X.; LYU, B. Understanding the nature of learners’ out-of-class language learning experience with technology. Computer Assisted Language Learning, 31(1-2), p. 114-143, 2018. https://doi.org/10.1080/09588221.2017.1391293
LEE, J. S.; DRESSMAN, M. When IDLE hands make an English workshop: Informal digital learning of English and language proficiency. TESOL Quarterly, 52(2), p. 435-445, 2018. https://doi.org/10.1002/tesq.422
MOHSENZADEH, A.; MARZBAN, A.; EBRAHIMI, S. F. Attitudes of EFL learners and instructors towards the application of power point presentation in Iranian classroom context. Journal of Applied Linguistics and Language Research, 1(2), p. 74-87, 2014.
NURHAENI, N.; PURNAWARMAN, P. The use of smartphone and learning strategies in autonomous learning. Indonesian EFL Journal, 4(1), p. 43, 2018. https://doi.org/10.25134/ieflj.v4i1.797
ÖZ, H. Investigating the relationship between foreign language learning and CALL attitudes among EFL freshman students. Procedia - Social and Behavioral Sciences, 176, p. 1041-1049, 2015. https://doi.org/10.1016/j.sbspro.2015.01.576
PENPRASE, B. E. The fourth industrial revolution and higher education. In: GLEASON, N. W. (ed.), Higher Education in the Era of the Fourth Industrial Revolution, 2018, p. 207-229. https://doi.org/10.1007/978-981-13-0194-0
POPESCU, A. Social media, informal language learning, and knowledge management. A case study. Synergies Roumanie, (7), p. 95-104, 2012.
PRATAMA, A. R. Exploring personal computing devices ownership among university students in Indonesia. IFIP Advances in Information and Communication Technology, p. 835-841, 2017. https://doi.org/10.1007/978-3-319-59111-7
PRATAMA, A. R. Investigating daily mobile device use among university students in Indonesia. IOP Conference Series: Materials Science and Engineering, 325(1), 2018. https://doi.org/10.1088/1757-899X/325/1/012004
PUTRAWAN, G. E.; RIADI, B. English as a foreign language (EFL) learners’ predominant language use for online informal learning activities through smartphones in Indonesian context. Universal Journal of Educational Research, 8(2), p. 695-699, 2020. https://doi.org/10.13189/ujer.
RAMAMURUTHY, V.; RAO, S. Smartphones promote autonomous learning in ESL classrooms. Malaysian Online Journal of Educational Technology, 3(4), p. 23-35, 2015.
ROSELL-AGUILAR, F. Twitter as a formal and informal language learning tool: From potential to evidence. In: ROSELL-AGULAR, F; BEAVE, T.; GUTIERREZ, M. F. (eds.). Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education, p. 99-106, 2018. Research-publishing.net.
SAMIRA, H. The effects of ICT on learning/teaching in a foreign language. 4th International Conference “ICT for Language Learning”, 2011. Florence, Italy: PIXEL.
SIEROCKA, H.; JURKOVIĆ, V.; VARGA, M. The role of smartphones for online language use in the context of Polish and Croatian students of different disciplines. Studies in Logic, Grammar and Rhetoric, 58(71), p. 173-193, 2019. https://doi.org/10.2478/slgr-2019-0022
SOCKETT, G. The online informal learning of English. In: REINDERS, H. (ed.), New Language Learning and Teaching Environments, 2014. https://doi.org/10.1057/9781137414885
SOCKETT, G.; TOFFOLI, D. Beyond learner autonomy: A dynamic systems view of the informal learning of English in virtual online communities. ReCALL, 24(2), p. 138-151, 2012. https://doi.org/10.1017/S0958344012000031
STOCKWELL, G. Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning and Technology, 14(2), p. 95-110, 2010.
TRINDER, R. Informal and deliberate learning with new technologies. ELT Journal, 71(4), p. 401-412, 2017. https://doi.org/10.1093/elt/ccw117
WANG, S.; SMITH, S. Reading and grammar learning through mobile phones. Language Learning & Technology, 17(3), p. 117-134, 2013.
WILSEY, B. B. Informal language learning and self-instruction: The learning ecosystem of learners of Macedonian. Journal of the National Council of Less Commonly Taught Languages, 15(Spring), p. 15-42, 2014.
YAO, S. Research on web-based autonomous English learning of engineering students. International Journal of Emerging Technologies in Learning, 11(6), p. 4-9, 2016. https://doi.org/10.3991/ijet.v11i06.5802
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12-08-2020
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HUZAIRIN, H.; PUTRAWAN, G. E.; RIADI, B. Tecnologia e aprendizado de idiomas: o uso de smartphones pelos alunos do Inglês como Língua Estrangeira para a aprendizagem informal online na Indonésia. Texto Livre, Belo Horizonte-MG, v. 13, n. 3, p. 103–120, 2020. DOI: 10.35699/1983-3652.2020.24657. Disponível em: https://periodicos.ufmg.br/index.php/textolivre/article/view/24657. Acesso em: 14 nov. 2024.
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Educação e Tecnologia
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