Review Article
Duong Huu Tong, Tien-Trung Nguyen, Bui Phuong Uyen, Lu Kim Ngan
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep482
ABSTRACT
Mobile learning (m-learning) is a crucial educational technology for teacher education due to its significant benefits and the development of mobile technology. This study’s objective is to conduct a systematic review and present a recent synthesis of the m-learning literature from 2018 to 2023 in teacher education relating to subject publication year, geographic distribution, matter domains, mobile devices and technologies used, research methodologies used to examine the implementation of m-learning, results for pre-service teachers, as well as benefits and challenges of m-learning adoption. The study used the systematic review methodology and PRISMA guidelines. A list of 27 studies was included from several relevant studies in four, Google Scholar, Mendeley, ScienceDirect, and Scopus, databases using inclusion and exclusion criteria to evaluate the full text after screening the titles and abstracts. The results of this study show that m-learning has garnered interest in numerous nations worldwide, applied in different subject matter domains with the use of various mobile devices and technologies. More significantly, the findings show that using mobile learning to learn positively impacts how pre-service teachers develop their knowledge, skills, and attitudes. Additionally, adopting this learning style recently in teacher education has certain advantages and challenges, requiring lecturers, pre-service teachers, and institutions to have the necessary equipment for knowledge, skills and facilities to achieve efficiency. Consequently, the results of this study can be used as a guide for research on m-learning in the future and contribute to the body of knowledge about this pedagogical strategy for teacher training.
Keywords: m-learning, pre-service teacher, systematic review, teacher education
Research Article
Ismail Cakir
CONT ED TECHNOLOGY, Volume 6, Issue 3, pp. 239-255
ABSTRACT
The aim of this study is to explore the current use of mobile phones in a foreign language teaching context where Engish is used as the medium of instruction by prospective teachers. To this end, it presents the views of prospective English teachers on utilizing the mobile phone as an instructional tool for foreign language learning purposes in the educational and instructional setting of foreign language teaching classrooms. The study utilized a quantitative methodology. In this context, a questionnaire was developed and administered to a sample of 193 participants in an English Language Teaching (ELT) department. The data gathered through the questionnaire were processed and analyzed descriptively. Results indicate that most of the participants would prefer to use mobile phones as instructional tools in foreign language learning. The results also provided some insights as to how foreign language teachers could employ suitable approaches to make learning and teaching English meaningful and communicative. The results suggested that the participants would like to make use of mobile phones for educational purposes when they become teachers of English. It is recommended that some of technology-based language teaching activities can be implemented using mobile phones and they can be integrated into foreign language teaching curriculum.
Keywords: Foreign language learning, Learner autonomy, m-learning, Mobile assisted learning, Prospective teachers