IDEAS home Printed from https://ideas.repec.org/a/igg/jmbl00/v13y2021i2p1-22.html
   My bibliography  Save this article

Mobile Phones-Assisted Practice and Note-Taking in Foreign Language Oral Production

Author

Listed:
  • Diana C. Durán-Bautista

    (Universidad de La Sabana, Colombia)

  • Sandra Patricia Huertas-Malagón

    (Universidad de La Sabana, Colombia)

Abstract

In foreign language instruction, students are often exposed to computer-mediated testing in international exams and language courses; however, regular classrooms are not equipped with computer labs to offer a lesson coherent with that testing procedure. To fill this gap, mobile-assisted language learning emerges as a portable option for computer-mediated learning and testing. Hence, this action research aims to study the implementation of mobile phones-assisted practice, combined with note-taking, as test-wise and test-management strategies, to tackle the needs of 218 participants who were taking an English as a foreign language program at a Colombian university. In the diagnostic stage, learners expressed that the most difficult computer-assessed skill was speaking, due to lack of confidence and suitable strategies. Findings revealed an improvement in students' oral performance, collaboration levels, and high acceptance of mobile phones-assisted practice as a test preparation tool that facilitates autonomy, metacognition, and peer-feedback.

Suggested Citation

  • Diana C. Durán-Bautista & Sandra Patricia Huertas-Malagón, 2021. "Mobile Phones-Assisted Practice and Note-Taking in Foreign Language Oral Production," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 13(2), pages 1-22, April.
    • Handle: RePEc:igg:jmbl00:v:13:y:2021:i:2:p:1-22
    as

    Download full text from publisher

    File URL: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/IJMBL.2021040104
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Wan-Chen Chang & Yu-Min Ku, 2015. "The Effects of Note-Taking Skills Instruction on Elementary Students' Reading," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(4), pages 278-291, June.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.

      More about this item

      Statistics

      Access and download statistics

      Corrections

      All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:igg:jmbl00:v:13:y:2021:i:2:p:1-22. See general information about how to correct material in RePEc.

      If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

      If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

      If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

      For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Journal Editor (email available below). General contact details of provider: https://www.igi-global.com .

      Please note that corrections may take a couple of weeks to filter through the various RePEc services.

      IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.