Month: February 2019

 Integrating Mobile Assisted Language Learning (MALL) into a Non-formal Learning Environment to Support Migrant Women Learners’ Vocabulary Acquisition.

Ahmad, Kham Sila (2019) Integrating Mobile Assisted Language Learning (MALL) into a Non-formal Learning Environment to Support Migrant Women Learners’ Vocabulary Acquisition. PhD thesis, Murdoch University

This Ph. D Thesis describes a small-scale research project to explore the effect of Mobile -Assisted Language Learning) MALL on migrant women’s vocabulary acquisition in an Australian context. Using a case study approach, using semi-structured interviews and observation a group of migrant women attending a conversational English class were divided into 3 groups. The first group attended a regular class in which no MALL was used, the second group consisted of students who had attended the regular class and then attended a MALL -integrated or hybrid class in which they used a tablet computer and a language App. The third group attended a wholly Mall integrated class. The hybrid model was found to be the most effective, providing students with enhanced exposure and opportunities to use English and more intensive vocabulary practice and repetition using the exercises and learning activities in the language App. Based on the findings of the research a MALL-enhanced framework for vocabulary acquisition for migrant women in a non-formal learning environment was developed. This framework could be a very useful starting point for instructors and researchers to investigate the use of a MALL-integrated process for settlement language learning in a Canadian context.

Retrievable from: http://researchrepository.murdoch.edu.au/id/eprint/43153/

The Needs Analysis, Design, Development, and Evaluation of the ‘English Pronunciation Guide: An ESL Teachers’ Guide to Pronunciation Teaching Using Online Resources’

Cox, J.L. ; Henrichsen, L.E. ;Tanner, M.W.; McMurry, B.L.(2019) The Needs Analysis, Design, Development, and Evaluation of the English
Pronunciation Guide: An ESL Teachers’ Guide to Pronunciation Teaching
Using Online Resources. TESL-EJ,  22(4), 1–24.

Although ESL students and instructors agree that teaching pronunciation is an important part of language learning the authors of this article contend that relatively little time and attention is given to pronunciation in the ESL classroom. They further contend that instructors do not receive sufficient preparation in pronunciation instruction and consequently do not feel confident in teaching pronunciation. To address this perceived gap program coordinators and ESL instructors at Brigham Young University developed the English Pronunciation Guide: The ESL Teachers’ Guide to Pronunciation Instruction. This article describes the background to their work and the process of developing the guide from initial needs analysis to evaluation.

The online guide consists of an annotated index to selected pronunciation-instruction videos and other resources that are available online. The guide aims to provide ESL instructors who have had little or no preparation in pronunciation instruction to quickly and easily find resources that they can use to develop their competence and confidence.

Retrievable from: http://tesl-ej.org/pdf/ej88/int.pdf