• International Journal of Contents
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• v.13 no.3
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• pp.25-31
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• 2017

With tremendous advancement of information and communication technologies, mobile learning systems have been widely adopted in language learning contexts, and several frameworks have been developed for identifying and categorizing different factors of mobile-assisted language learning (MALL). However, pre-existing frameworks have limitations when evaluating the importance level of criteria. The purpose of this study is to develop a comprehensive hierarchical framework for identifying and categorizing success factors of MALL and prioritizing them according to the importance level. To do that, AHP method is used to quantitatively estimate weight values of MALL criteria. Results reveal that the priority of MALL criteria is ordered as follows: content, system, learner, language learning. Local weights of each criterion are also analyzed; for example, usefulness, accuracy, and authenticity are critical factors for improving MALL contents. Ease of use and mobility of MALL systems are also considered more critical than other systematic factors. In addition, availability of immediate feedback and self-directness has the highest weight values of importance. The findings of the study are discussed regarding hierarchical orders of MALL criteria and conclude that successful MALL implementation may be achieved if related elements are diversely measured and evaluated. Pedagogical implications and suggestions for further research are also presented.

• International Journal of Contents
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• v.12 no.3
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• pp.47-53
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• 2016

The purpose of this study was to examine how Korean students accept and use mobile-assisted language learning (MALL) and investigate related factors that potentially affect MALL usage. The participants were 244 undergraduate students who were surveyed with a questionnaire. The research model, which included students' self-efficacy, content reliability, interactivity, perceived enjoyment, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use MALL, was developed based on the technology acceptance model (TAM). The structural equation modeling (SEM) technique was employed in order to analyze the overall results of modified TAM and the research model. The results indicated that TAM was a good theoretical tool to understand students' acceptance of MALL. In addition, all constructs, with the exception of self-efficacy and interactivity, had significant effects on students' acceptance possibilities of MALL. Limitations and suggestions for the further study are also presented.

• Journal of the Korea Society of Computer and Information
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• v.28 no.5
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• pp.189-196
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• 2023

This study aims to show that "Computer-assisted language learning (CALL)" and "Mobile-based language learning (MALL)" actually influence education, deviating from the traditional "drill and practice" method in foreign language education and learning due to the development of information and communication technology (IT). Specifically, for first-year college students who have relatively poor English skills and do not feel enough motivation for English learning, I will produce educational video content using multimedia authoring tools and upload it to the e-learning system. Video content is configured to be accessed and utilized through various media such as computers, smartphones, tablets, laptops, etc. Ultimately, an exploration of educational value behind the utilization of IT devices in English language Teaching(ELT) and the Second Language Acquisition (SLA) theory behind effective instructional use of such technology are presented. That is to say, the effectiveness of language learning using information and communication technology (IT) is introduced. The article closes by suggesting how to use computers and mobile media for 'Flipped Learning'.

• Journal of the Korea Society of Computer and Information
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• v.23 no.9
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• pp.65-71
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• 2018

Using mobile technology in educational and learning environments has attracted a lot of attention in recent years. In this mobile environment, mobile phones have been used to enhance the effectiveness of education in the field, which has been recognized through numerous experimental studies so far. The study was proposed and conducted to find out how much the use of mobile phones can have to improve the grammatical knowledge of EFL students. Introduction of 95 intermediate courses to Chungnam area The second grade students of 4-year college participated in this study. Everyone in the experimental and control groups was given the opportunity to review and recur to use the six grammar formats, including the current complete tense, simple past tense, direct and indirect question sentences, and comparative and superative-based methods. During the class discussion, the participants of the group record their voice on their cell phones, analyze the mistakes in the expressions recorded as a task after the class, and explain the results in the next session. However, in the class of the control group participants, this recording process is omitted. Participants benefited from mobile learning were much more positive in multidimensional grammar tests than those in control groups.