MOBILE BETTING – LEARNING BUSINESS ENGLISH TERMINOLOGY USING MALL

• Authors: Balula Ana , Martins Ciro , Costa Marco , Marques Fábio
• Languages of publication: EN

Abstracts

EN

In the last decades, the focus of ESP teaching has been shifting from the grammatical analysis of technical texts to discourse analysis, and, more recently, to learner-centred approaches. This change is quite challenging and demanding for ESP teachers, in particular regarding the choice of effective teaching and learning methodologies and, consequently, the design of meaningful activities. Furthermore, it is also relevant to rethink educational processes to meet the students’ needs, in particular given the unceasing digital transformation and its societal impact. In this scenario, the ubiquity of mobile-assisted language learning (MALL) was integrated in the design of a teaching and learning strategy, by using an Electronic Classroom Response System (CRS) within a game-based activity to learn Business English Terminology (BET). The activity was first tested in academic year 2014/15, with students enrolled in a Management undergraduate degree at ESTGA – University of Aveiro. Given the results of a preliminary study, the authors decided to undertake an empirical diachronic research (3 academic years), aiming at verifying if the game-based MALL strategy using a CRS promoted the students’ learning success in what concerns i) the identification and use of business English (BE) acronyms and other abbreviations, and ii) the accurate integration of BET in written text. The teaching materials were validated by two former Management students and two specialists (one in ESP and another in English Didactics). A total of 67 students participated in this study and the results of the statistical data analysis – using Pearson’s correlation coefficient and the Friedman test – confirm that the strategy supports the study of BE acronyms and other abbreviations, but their accurate integration in written text needs further study.

Keywords

EN

business English terminology; English for Specific Purposes; mobile-assisted language learning; CRS; game-based MALL

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2020
• Volume: 20
• Issue: 5
• Pages: 6-22

Contributors

author

Balula Ana

• University of Aveiro

author

Martins Ciro

• University of Aveiro

author

Costa Marco

• University of Aveiro

author

Marques Fábio

• University of Aveiro

References

• Akayoğlu, S. (2019). Theoretical frameworks used in CALL studies: A systematic review. Teaching English with Technology, 19(4), 104-118. http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-1e2527b3-77b7-4f63-b7a0-20a4c742fa61/c/ARTICLE7.pdf
• Balula, A., & Melo, A. I. (2015). Aggregation of Competences – Putting theory into practice. Poster presented at Teaching Day’15 – Interação com a comunidade: oportunidades e experiências de ensino/aprendizagem. Aveiro: December 2, 2015. http://www.ua.pt/teachingday/PageText.aspx?id=20551
• Balula, A., Marques, F., & Martins, C. (2015). BET on Top Hat - Challenges to improve language proficiency. In Proceedings of the7th International Conference on Education and New Learning Technologies (pp. 2627-2633). IATED. https://doi.org/10.13140/RG.2.1.1756.6165
• Balula, A., Martins, C., & Marques, F. (2016). Bet on Top Hat – Towards meaning and memory. In Proceedings of the 10th International Technology, Education and Development – INTED16 (pp. 2718-2723). IATED. https://doi.org/10.21125/inted.2016.1592
• Barcomb, M., Grimshaw, J., & Cardoso, W. (2017). I can’t program! Customizable mobile language-learning resources for researchers and practitioners. Languages, 2(3), 8. https://doi.org/10.3390/languages2030008
• Belcher, D. (2004). Trends in Teaching English for Specific Purposes. Annual Review of Applied Linguistics, 24, 165-186. https://doi.org/10.1017/S026719050400008X
• Bird, T. (2015). Students leading the way in mobile learning innovation. In D. Hopkins (ed.), The Really Useful #EdTechBook (1st edition). David Hopkins. Kindle publication https://www.amazon.com/dp/B00QV9YUXC/ref=rdr_kindle_ext_tmb
• Blume, C. (2020). Games people (don’t) play: An analysis of pre-service EFL teachers’ behaviors and beliefs regarding digital game-based language learning. Computer Assisted Language Learning, 33(1-2), 109-132. https://doi.org/10.1080/09588221.2018.1552599
• Chang, C. C. (2018). Outdoor ubiquitous learning or indoor CAL? Achievement and different cognitive loads of college students. Behaviour and Information Technology, 37(1), 38-49. https://doi.org/10.1080/0144929X.2017.1394366
• Chiang, H. (2020). Kahoot! in an EFL reading class. Journal of Language Teaching and Research, 11(1), 33-44. http://dx.doi.org/10.17507/jltr.1101.05
• Dudley-Evans, T., & St. John, M. (1998). Developments in ESP. A Multi-Disciplinary Approach. Cambridge: Cambridge University Press.
• Directorate-General for Education, Youth, Sport and Culture (2019). Key Competences for Lifelong Learning. European Union. https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9-9d01-01aa75ed71a1/language-en
• Fies, C., & Marshall, J. (2006). Classroom Response Systems: A review of the literature. Journal of Science Education and Technology, 15, 101-109. https://doi.org/10.1007/s10956-006-0360-1
• Haryati, S., Rochsantiningsih, D., & Wahyuni, D. (2019). English needs of Occupational Safety and Health (OSH): The multinational and national companies’ voice in Indonesia. Pedagogy Journal of English Language Teaching, 7(2). https://doi.org/117-126. 10.32332/pedagogy.v7i2.1669
• Hutchinson, T., & Waters, A. (1987). English for Specific Purposes. Cambridge: Cambridge University Press.
• Isbell, D. R., Rawal, H., Oh, R., & Loewen, S. (2017). Narrative perspectives on self-directed foreign language learning in a Computer- and Mobile-Assisted Language Learning context. Languages, 2(2), 4. https://doi.org/10.3390/languages2020004
• Kassem, M. A. M. (2018). The effect of a suggested in-service teacher training program based on MALL applications on developing EFL students’ vocabulary acquisition. Journal of Language Teaching and Research, 9(2), 250-260. https://doi.org/http://dx.doi.org/10.17507/jltr.0902.05
• Kay, R., & LeSage, A. (2009). A strategic assessment of audience response systems used in higher education. Australasian Journal of Educational Technology, 25(2), 235-249.
• Kukulska-Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207-218. https://doi.org/10.1111/bjet.12580
• Lebedev, A., Pinkovetskaia, I., Rozhkov, M., & Tsybina, L. (2020). Teaching English in the higher education institution: Teachers’ and students’ perspective. Amazonia Investiga, 9(25), 190-199.
• Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 9-31.
• Marklund, B. B., & Alklind Taylor, A. S. (2016). Educational games in practice: The challenges involved in conducting a game-based curriculum. The Electronic Journal of e-Learning, 14(2), 122-135.
• Medina, E., & Hurtado, C. (2017). Kahoot! A digital tool for learning vocabulary in a language classroom. Revista Publicando, 4(12), 441-449.
• Moorhouse, B. L., & Kohnke, L. (2020). Using Mentimeter to elicit student responses in the EAP/ESP classroom. RELC Journal, 51(1), 198-204. https://doi.org/10.1177/0033688219890350
• Morris, N. P., Lambe, J., Ciccone, J., & Swinnerton, B. (2016). Mobile technology: Student-perceived benefits of apps for learning neuroanatomy. Journal of Computer Assisted Learning, 32(5), 430-442. https://doi.org/10.1111/jcal.12144
• Munir, S. (2019). Turning classroom project into textbook design in English for Specific Purposes subject. Dinamika Ilmu, 19(1), 1-11. http://doi.org/10.21093/di.v19i1.1187
• Nicol, D. J., & Boyle, J. T. (2003). Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom. Studies in Higher Education, 28, 458-473.
• Orr, T. (ed.). (2002). English for Specific Purposes. Alexandria, VA: TESOL.
• Plump, C., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151-158.
• Ramírez, C. (2015). English for Specific Purposes: Brief history and definitions. Revista de Lenguas Modernas, 23, 379-386.
• Richards, J., & Schmidt, R. (2010). Longman Dictionary of Language Teaching and Applied Linguistics (4th Edition). London: Longman.
• Rus, D. (2019). Assessment techniques in teaching English for Specific Purposes to engineering students. Procedia Manufacturing, 32, 368-373. https://doi.org/10.1016/j.promfg.2019.02.227
• Şad, S. N., & Göktaş, Ö. (2014). Preservice teachers’ perceptions about using mobile phones and laptops in education as mobile learning tools. Britsh Journal of Educational Technology, 45(4), 606-618. https://doi.org/10.1111/bjet.12064
• Sharifi, M., Rostami AbuSaeedi, A. A., Jafarigohar, M., & Zandi, B. (2018). Retrospect and prospect of computer assisted English language learning: A meta-analysis of the empirical literature. Computer Assisted Language Learning, 31(4), 413-436. https://doi.org/10.1080/09588221.2017.1412325
• Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through application of digital games in an English language class. Teaching English with Technology, 18(1), 77-92. http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-7aeb770c-7cdc-41c3-8a3b-668a67a9f088/c/ARTICLE5.pdf
• Wishart, J. (2018). Ethical considerations in the incorporation of mobile and ubiquitous technologies into teaching and learning in educational contexts. In S. Yu, M. Ally, & A. Tsinakos (Eds.), Mobile and Ubiquitous Learning: An International Handbook (pp. 81-93). Singapore: Springer. https://doi.org/10.1007/978-981-10-6144-8_5