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Researching Mobile-Assisted English LanguageLearning Among Adult Distance Learners in ChinaEmerging Practices and Learner Perception of TeacherRoleJournal ItemHow to cite

Kan Qian and Tang Jinlan (2018) Researching Mobile-Assisted English Language Learning Among AdultDistance Learners in China Emerging Practices and Learner Perception of Teacher Role International Journal ofComputer-Assisted Language Learning and Teaching (IJCALLT) 8(3) pp 1ndash28

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oroopenacuk

DOI 104018IJCALLT2018070101

International Journal of Computer-Assisted Language Learning and TeachingVolume 8 bull Issue 3 bull July-September 2018

Copyrightcopy2018IGIGlobalCopyingordistributinginprintorelectronicformswithoutwrittenpermissionofIGIGlobalisprohibited

1

Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in ChinaEmerging Practices and Learner Perception of Teacher RoleKan Qian The Open University Milton Keynes UK

Jinlan Tang Beijing Foreign Studies University Beijing China

ABSTRACT

Guidedbytheconceptualframeworkfornextgenerationdesignsformobile-assistedlanguagelearning(MALL)ininformalsettingourstudyinvestigateshowmobiledevicesimpactthelearningpracticesandhabitsamongstadultdistantlearnersofEnglishatahighereducationinstitutioninChinaDatasourcesincludequantitativedataof148completedresponsestoanonlinesurveyandqualitativedatafromfollow-upemailinterviewsThestudydemonstratesthatstudentsrsquomainmotivationforengaginginmobileassistedEnglishlearningistofillinthegapsintheirdailyscheduleinordertomaximizeavailabletimeandthemajorityusemobiledevicestosupportformalcourselearningTheskillsandknowledgeareaspracticedwithmobiledevicesarelisteningfollowedbyspeakingandpronunciationvocabularyreadingandtranslationOurstudyalsorevealsthatteachersplayaverylimitedroleasperceivedbystudentswhilestudentsexpectmoresupportfromteachersfortheirout-of-classhourmobileassistedlanguagelearningTheresearchfindingsbearsignificantpedagogicalimplicationsintermsofintegratingMALLintolanguagelearningcurriculumlearnersupportandtheneedforcontinuousteachertraining

KEywoRDSAdult Distant Learners in China English Learning Informal Learning MALL Design Pedagogy Mobile Assisted Language Learning (MALL) Tutor Role

1 INTRoDUCTIoN

Theever-increasingaffordabilityaccessibilityandsophisticationofmobilecommunicationtechnologyhasinfiltratedtheeducationmarket(HaoDennienampLi2017)Theubiquitousnatureofmobiletechnologyenableslearnerstohaveaccesstoresourceslsquoappropriatetotheirimmediatesituationrsquo(ReadBaacutercenaampKukulska-Hulme2016)whichoffersenormousopportunitiestosupportlearningandteachingbothinsideandoutsidetheclassroom(MartinampErtzberger2013)

Inthefieldofsecondlanguagelearning(L2)mobiledeviceshavetrulybecomelanguagelearnersrsquopersonaldigitalassistants(PDAs)(Godwin-Jones2011)Thewiderangeoflanguagelearningmobileapplicationsencourageslearnerstobemorelearner-centred(Burston2014)Asaresultthepracticesandbehavioursoflanguagelearnersarechanging(Kukulska-Hulme2012aArvanitisKrystalliamp


2

Panagiotidis2016)Mobilelearningisespeciallyimportantinadistancelanguagelearningcontextwhenstudentsconstantlystrugglewiththetimeastheyworkwhilststudying(GlogowskaYoungampLockyer2007)andwhenthereislimitedinteractionbetweenteachersandstudentsandamongstpeers(KanOwenampBax2018)Languagelearningoutsideclasshoursassistedbymobiledevicesisessentialtothedevelopmentoflanguagecompetence(LevyampKennedy2005Kukulska-Hulme2012a) Previous studies have revealed that L2 adult distance learners are becoming more andmoreself-directedlearnersasthetechnologyenablesthemtobebetterorganizedandspendmoretimelearningthelanguagethanbefore(DemouyJonesKanKukulska-HulmeampEardley2016Kukulska-HulmeampDeLosArcos2011)

WiththeincreasingownershipofmobiledevicesamongtheworldrsquoslargestEnglishlanguagelearningpopulationandtheMinistryofEducationinChinaactivelyencouragingtheuseoftechnologyinpromotinginstructionalefficiencyincollegeEnglishlanguageeducation(cfChinaMinistryofEducation2016)itisimportanttoexaminehowlearnersinChinausemobiledevicestosupporttheir English language learning and what and how mobile learning resources are used so thatmobilelanguagelearningcanbeeffectivelyembeddedintotheteachingAbetterunderstandingofit isparticularlyimportant indistanceeducationwhentheboundariesbetweenformalclassroomlearningandinformaloutsideclasslearningareblurred(Demouyetal2016)OurstudyintendstofindoutifthereportedemergingpracticesamongWesterndistancelearnersreportedinDemouyetalrsquosstudy(2016)applytoadifferentculturalcontextieadultdistantlearnersattheuniversitylevelinChinaIftherearedifferenceswewillexplorethereasonsbehindthemOurstudyalsoaimstoextendDemouyetalrsquosstudyinthesensethatwelookbeyondemergingpracticestoincludetwonewdimensionsi)tolinktheskillspracticedorknowledgeareasobtainedwiththeirfavouriteappsresourcesii)andtoexplorelearnerperceptionsofthetutorrsquosrole

Our study is guided by the conceptual framework with six aspects of analysis proposed byKukulska-Hulme (2012a) for next generation designs for mobile-assisted language learning toexploretheinteractionbetweentimespaceandcharacteristicsoflearningactivitiesUnderpinnedbyKukulska-Hulmersquosconceptualframework(see32forfurtherdetails)ourstudypartiallyreplicatesDemouyalrsquosstudy(2016)intermsofusingsomeofthequestionsintheirsurveyinordertocomparedistancelearnersintheUKwiththoseinChina

Inthesectionthatfollowswewillbrieflyreviewrelevantliteraturethat informsthecriticalanalysis of ourdata so as to answer the researchquestions (see31) Itwill be followedby theresearchquestionsandmethodologysectionwherewedescribeour instrumentsandmethodsofanalysisWewillthenpresenttheresultswithanalysisandfinallywediscusssomekeyissueswithpotentialimplicationsforMALLusefortertiaryEnglishlanguageteachingpracticesinChinaandsuggestionsforfutureresearch

2 LITERATURE REVIEw

InthissectionwewillreviewrelevantliteratureonmobileassistedlanguagelearningingeneralandmobileassistedEnglishlanguagelearninginChinainparticular

21 Mobile-Assisted Language Learning (MALL)MALLhasmanydefinitionsInthisstudywefollowthedefinitionproposedbyKukulska-HulmeandShield(2008p273)todefineMALLintermsofldquoitsuseofpersonalportabledevicesthatenablenewwaysoflearningemphasizingcontinuityorspontaneityofaccessandinteractionacrossdifferentcontextofuserdquoWewillalsoregardtheconceptofmobilitytoincludebothlearneranddeviceasproposedbyPalalas(2011)Overthelasttwentyyearstherehasbeenaproliferationofresearchonmobile-assistedlanguagelearning(MALL)(Burston2013ChwoMarekampWu2018)rangingfrominvestigatingemerginglearnerpracticesandpatterns(egDemouyetal2016Kukulska-HulmeampDeLosArcos2011)theefficacyandusabilityofvariousmobiledevicesandappsforthelearning


3

ofvariouslanguageskillsandtheacquisitionofvocabularyandgrammarknowledge(egArvanitisetal2016ChangampHsu2011MasonampZhang2017Stockwell2010)integrationofMALLintoformallearningandMALLdesignpedagogicalchallenges(egBurston2014CrossSharplesampHealing2015Stockwell2015)learnerperceptionofteachersrsquoroleandattitudes(egPalalas2011Steel2012HaoDennienampLi2017Sharplesetal2016)learnerattitudesandmotivations(egHaoetal2017)tolearnerprofileandperceptionsofMALL(egConoleDeLaatDillonampDarb2008Hsu2013Rosell-AguilarampKan2016)andexploringtheuseofsocialnetworksormobileplatformsforlanguagepracticeandcommunication(egLamy2013Plutino2017)Belowwewillfocusoni)emergingpracticesandlearnerbehaviorsii)linkbetweentheappsresourceswiththelanguageskillsiii)integrationintoformallearningiv)MALLdesignpedagogyandv)learnerperceptionandattitudesofthetutorrsquosrole

211 Emerging Practices and Habits in Informal SettingsThe European Commission (2001 p 32) offered the following definition for informal learningInformallearningldquoresultsfromdailylifeactivitiesrelatedtoworkfamilyorleisureItisnotstructured(intermsoflearningobjectiveslearningtimeorlearningsupport)andtypicallydoesnotleadtocertificationInformallearningmaybeintentionalbutinmostcasesitisunintentional(orlsquoincidentalrsquorandom)rdquoInourstudyweusethetermlsquoinformallearningrsquoinabroadsensetoincludealllanguagelearningactivitiesoutsidetheplannedclasshours(beitvirtualorface-to-faceclassrooms)whichmaybeunintentionalorintentionalwiththeaimofsupportingthelearningofobtainingacertificateorqualification

CrossSharplesandHealing(2015)rsquosstudycomparedtheimpactofmobiledevicesondistantlearnersrsquostudyhabitsacrossarangeofdisciplinesOneoftheinterestingfindingswasthatover70ofstudentsonlanguageeducationandsocialcarecoursesreportedthattheirstudyhabitshadchangedwhilstonly50ofstudentsonscienceandartrelatedcoursesreportedachangeItsuggeststhattheaffordancesofsmartphonesandtabletsarebettersuitedforlanguagelearningastheyenablethelearnerstopracticethefouressentialskillslisteningspeakingreadingandwritingLaiandGu(2011)pointedoutthatlsquosuccessfullanguagelearnersoftenattributetheirachievementsinlanguagelearningtoactiveengagementwiththetargetlanguagebeyondtheclassroom(2011p318)ItisapparentthatMALLcanassistdistancelearnersmoreinengaginginlanguageactivitiesbecausethesestudentshavelimitedinteractionswithtutorsandfellowlearners(KanOwenampBax2018)

Stockwell(2015)drewresearchersrsquoattentionto thefact thatalthoughmostmobile languagelearningtakesplaceoutsidetheclassroomthepublishedresearchislargelybasedontheclassroomsettingsiehowthedevicesareusedintheteacher-ledclassroomItisbecauseresearchinginformallanguage involvesmorevariablesas it is lesssystematicandharder to identify (VanMarsenille2015)AstudycarriedoutbyKukulska-HulmeandDeLosArcos(2011p77)exploredinformalmobilelanguagelearningbyadultsintheUKandfoundthatldquomobilelearnersexhibitconventionallanguagelearningbehaviourslikememorizingvocabularywhileattheotherendtheycreatetheirownagendasnetworksresourcesandtoolsrdquoChwoetal(2018)challengedthecommonwisdomthatldquowithMALLlearningcantakeplaceatanytimeoranyplacerdquoasmanylearnershavepreferredtimesandplacesfortheirstudy(Chwoetal2018p70)Oneoftheaimsofourstudywastofindoutlearnersrsquopreferredtimesandplaces

Demouyetal(2016)rsquosstudyoneofafewsetindistancelanguagelearningcontextexploredwhyandhowdistance language learners inTheOpenUniversity (UK)usedmobiledevices forlanguagelearningThisstudyshowedthattheselanguagelearnerswerebecomingmoreself-directedin exploring what worked for them they spent more time learning the language as the mobiledevicesallowedthemtohaveaccesstolearningmaterialsinplacesandattimeswhereandwhenitwasunimaginableinthepastItalsorevealedthetoptworeasonsforusingthemobiledevicesforlanguagelearning1)exploringmoreresourcesforlanguagelearningand2)takingadvantageofthegapsindailyscheduleforlanguagelearningAlthoughsuchlearningactivitiesbystudentstookplace


4

informallyoutsideclasshourssometimestheaimwastoprepareforassignmentswhicharerelatedtotheirformallearningforacertificateordegreeThefindingsfromtheirstudygiveasnapshotofsomeemergingnewpracticesandpreferredactivitiesbystudentsusingmobiledevicesWhatismissingfromthisstudyistoidentifythepreferredappsandresourcesandthenlinkthepreferredappsresourceswiththelanguageskill(s)practicedForexamplewhichappsareusedforpracticingspeakingorvocabulary-buildingandwhyOurstudywassetouttofindoutaboutit

212 Link Between the AppsResources with the Language SkillsMoststudiesonMALLsupportedthehypothesisthatmobiletechnologycouldenhancelearnersrsquosecondlanguageacquisitionimprovingknowledgeofvocabulary(LevyampKennedy2005Stockwell2010)grammar(WangampSmith2013)listening(egReadampKukulska-Hulme2015)andspeaking(RueckertKiserampCho2012)inbothformalandinformalsettings(DemouyampKukulska-Hulme2010)Therehavebeenmanystudiesgivingdescriptiveanalysisofaspecific language learningappandhowtheapphelpsimprovinglisteningspeakingandreadingskillsChangandHsu(2011)investigatedtheuseofmobiledevicestointegrateaninstanttranslationmodeinanintermediateEnglishasaforeignlanguage(EFL)readingcourseThestudyfoundthattheuseofmobiledevicesencouragedcollaborativelearningandasaresultimprovedthereadingskillsThestudycarriedoutbyMasonandZhang(2017)attemptedtomatchtheapp(s)usedbylearnersofChineseasaforeignlanguagewiththelanguageskill(s)practicedbutfailedtoexplainthereasonsbehindtheirchoicesiethekeyfeaturesoftheappsOurstudyaimstoidentifythekeyfeatures

ArvanitisKrystalliandPanagiotidis(2016)conductedadesktopresearchthatanalyzed20freeappsforL2languagelearningwhichrevealedthatthecontentofmostoftheapplicationsfocusesonthedevelopmentoflexicalandgrammaticalcompetencelexicalcompetenceinparticularHowevertheydidnotinvestigatelearnerexperienceoftheseappsandtheydidnotidentifythekeyfeaturesofthemostpopularappsresourceswhichwerenotmatchedwiththelanguageskillspracticedasreportedbylearners

213 Integration into Formal LearningItiswellestablishedintheliteraturethatMALLcanmotivatestudentsbyincreasingtheirlanguagelearningopportunitiesoutsidetheclass(Kukulska-Hulme2005ThorntonampHouser2005HuangampSun2010)andbyembeddingthelearningprocessintotheireverydaylife(PriceampRogers2004)Crossetal(2015)surveyed3003adultdistantlearnersonundergraduatecoursesofvariousdisciplinesincludinglanguagelearnersItrevealsdistancelearnersintheUKuseandintegratemobiledevicestosupporttheirformallearning77ofparticipantsreportedthattheyaccesseduniversitystudymaterialsatleastonceaweeksuchasreadingcoursematerialstakingpartinonlinecoursediscussionforumsdownloadingassessmentmaterialsetcAlthoughthestudydidnotfocusonlanguagelearnersthelargesampleprovidedenoughevidencethatadultdistancelearnersusemobiledevicestosupporttheirformallearningInDemouyetal(2016)rsquosstudyondistancelanguagelearnersalthoughonly5reportedthattheyusedmobiledevicesinroutinesessionstoworkoncoursematerialstherewereafurther36whoreportedthattheyengagedinmobilelearninginbothunplannedsessionsandplannedtimestosupporttheirformalcourseworkItisworthpointingoutthatthemajorityofparticipants(59)intheirstudyreportedusingmobiledevicesinformallyforlanguagelearningDoesitapplytodistancelanguagelearnersinChinaKnowinghowlearnersusemobiledevicesoutsideclasshourstosupporttheirformallearningisveryimportantbecausetutorscanthendesignlanguageactivitiesthataresuitabletocarryoutonmobiledevices

214 MALL Design PedagogyChwoetal(2018)afterundertakingameta-analysisof213recentpapersinEnglishonMALLconcludedthatthefirstprincipleofMALLdesignisthatdesignersmustldquoconsidercarefullyhowtheintendedlearnersalreadyusetheirpersonalmobiletechnologyndashwherehowandhowlongndashand


5

ensurethatMALLtasksalignwiththosepre-existinghabitsofuserdquo(p69)ThisissupportedbymanyresearcherssuchasSharples(2016)whoarguedthatdesignersshouldtakeintoconsiderationtheimportanceoflearnercontextspeershowtoconnectlearningintheclassroomwiththelearningoutsidetheclassroomWangandSmith(2013)alsopointedoutthatthecontentofmobilelearningneededtoberelatedtothecourseworkotherwisestudentswouldbereluctanttoengageinitoutsidetheclasswhichwasparticularlythecasefordistancelearners(ReadampKukulska-Hulme2015)

215 Tutorrsquos Role in Mobile Language LearningThereisuncertaintyintheteachingandlearningcommunityaboutthetutorrsquosroleinamobilelearningenvironmentIthasbeenarguedthatteachersneedtoknowthelanguageappsstudentswereusingsothattheycouldofferguidanceandsupportonhowtoextendthelearningbenefits(Steel2012)otherwiseteacherswouldbereluctantingettinginvolved(Chwoetal2018)Theinvestigationofstudentsrsquoperceptionsof teacher role inaproposedmobile learningenvironment inadevelopingcountryshowedthatstudentsneededalotofteachersrsquoinputthroughoutthelearningprocessandexpectedtheteachertocontrolthelearningprocess(Imtinan2013)ThisviewissupportedbyotherresearchersThestudybyPalalas(2011p71)cametotheconclusionthatldquothisdynamicprocessofsituatedlearninghastobesupportedbyaccesstopeersandfacilitatorsrdquoWhencommentingontheinformallearningthroughsocialmediaimpactedbymobiledevicesSharplesetal(2016p4)pointedoutthatanyoneldquocanengageandleaveatanytimebutaskilledfacilitatorwhotakesonthetasksoffilteringresourcesandengagingpeoplecankeepasocialmediaprojectrunningformanyyearsrdquoForteacherstomeetthenewlearningenvironmentKukulska-Hulme(2012b)arguedthatinstitutionsmustprovideopportunitiesforprofessionaltrainingandlife-longlearningTheyallseemedtoagreeontheimportanceoftutorinvolvementinmobilelearningsettings

ButshouldtutorsgetinvolvedinthelearningspacesoutsidetheclasshoursDoweknowhowlearnersfeelaboutitThereareafewstudiesinvestigatinglearnersrsquoexpectationsandattitudesSetinthecontextofsocialmediaandsocialnetworkPlutino(2017)rsquosstudyreportedthatparticipantsinherTwittergroupexpressedneedsfortutorstoprovideopportunitiestoimprovetheircommunicativelanguage skills outside timetabled lessons which demonstrated studentsrsquo expectations of tutorsrsquoactiveroles inguidingandsupportingtheiroutsidemobile languagelearningandthesuccessoftutorsrsquointerventionItsuggeststhatteacherinterventionwouldbeonlyeffectivewhenrequiredbystudentsInanotherstudyondistancelanguagelearnersrsquouseofsocialnetworkforlearningitwasdiscoveredthatstudentswerelikelytoparticipateandcontributemoreinthesocialnetworkwheretheatmospherewasrelaxedandeasythanwhentheywereinvitedbytheteachertoreflectonacoursepointorbystudentstojoininastructuredactivity(Lamy2013)Althoughbothstudiesweresetinasocialmediacontexttheycanshedlightsonhowtomanageteacherinterventionandhowtodesigneffectiveoutsideclassroommobile learningactivitiesas thestudiesreinforces the importanceofgettingtoknowstudentsrsquoexpectationsandneeds

Anotherrelevantandinterestingstudythatisworthmentioningisthecross-culturalstudyonEFLlearnersrsquoperceptionsofMALLconductedbyHsuin2013TheparticipantsinHsursquosstudywerefromTaiwanwhosharesimilarculturalheritageasthoseofmainlandChinaHsursquosstudysuggestedthatstudentsfromAsianheritageldquogreatlyrespectthestatusofteachersintheclassroomtheparticipantsbelievethatteacherscannotbereplacedbytechnologyrdquo(Hsu2013p208)ThisimpliesthatlearnersofAsianheritagearemorelikelytowelcometeacherinterventionintheirmobileassistedlanguagelearningOneoftheaimsofourstudywastofindoutifthiswasthecasewithadultdistancelearners

MostofthepreviousstudiesonMALLaresituatedoutsideChinaOf345studiesonMALLreviewedbyBurston(2013)onlyfiveweresetinsideChinaItmightbeduetothefactthatonlystudiespublishedinEnglishwerereviewedBelowwewillbrieflyreviewtheliteratureonmobileassistedEnglishlanguagelearninginChinapublishedinbothChineseandEnglish


6

22 Mobile Assisted English Language Learning in ChinaArguablyChinaldquoconstitutesthelargestEnglishlearnergroupintheworldrdquo(YouampDoumlrnyei2016)ThisstatementissupportedbythestudycarriedoutbyGraddol(2006)andtheBritishCouncilrsquosreport(2013)EnglishistaughtinprimaryandsecondaryschoolsandalsoatuniversitiesItisacompulsorysubjectuptillpost-graduatelevelSinceChinaadoptedthereformandopening-doorpolicyintheearly1980sldquoproficiencyinEnglishhasbeenseeninChinaasadefiniteassetofconsiderablevaluerdquo(YouampDoumlrnyei2016p496)AsaresulttherehasbeenasubstantialbodyofresearchonteachingandlearningEnglishasaforeignlanguage(EFL)tonameafewchallengesoflearningEnglish(Wu2001)distancelanguagelearningstrategies(XiaoampHurd2007)Englishlearningmotivations(YouampDoumlrnyei2016)learneranxiety(YanampHorwitz2008)andflippedclassroominEFLteaching(Zhang2017)

HoweverhowChineseEFLlearnersrsquouseofmobiletechnologyintheirEnglishlearningisunderresearchedAsearchusingAcademic Search CompletedatabasereturnedahandfulofstudiesThereareafewstudiesonuserattitudesperceptionsandfactorsinfluencinglearnersrsquoacceptanceofmobiledevicesforlanguagelearning(Haoetal2017WangZhongampLv2009)Themajorityofstudieshavefocusedonthefeasibilityofaspecificapplicationanditseffectivenessofcertainlanguageskillssuchasspeakingandvocabularyacquisition(egLiuYuampRan2008Chai2014)

InHaoetalrsquosstudy(2017)onthefactorsthatinfluencedmobilelearningadoptionamongstChineseuniversitiesstudentsitrevealedthatthefactorsthataffectedmobilelearningacceptancethemostwereldquoperceivededucationalneedandabilitytouserdquo(Haoetal2017p119)followedbysocialfactorssuchastheprojectionoftheirsocialstatusAnotherinterestingfindingfromthisstudywasthatfacilitationbyinstructorsldquoshouldbegivencriticalconsiderationwhendeliveringmobilelearningactivitiesrdquo(Haoetal2017p117)Itwasalarge-scalestudythatinvolved292universitystudentsThestudydidnotspecifydetailedinformationaboutparticipantsintermsoftheirdisciplineareabutwecanassumethatsomeofthemwereEnglishlanguagestudents

Amongst studies investigating the usefulness of a specific communication tool or app oneexaminedstudentsrsquoviewsonusingWeChatwithteacherpresencetoimprovelisteningandspeakingskillsandanoverwhelmingmajority(94)oftheparticipantsrespondedpositively(Chai2014)AnotherstudyexploredflippedclassroominamedicalEnglishreadingclassviaWeChatplatformandWeChatcommunityanddemonstratedimprovementinstudentsrsquoindependentandcollaborativelearningresearchandcriticalthinking(JiaZhangampShi2016)

ThereareveryfewstudiessetinthecontextofdistancelearningoneofwhichexploredusingSkypetoassessdistancelanguagelearnersrsquoEnglish-speakingskills(ZhaoampLiu2012)TheresultshowedthatitcouldimproveinteractionandauthenticityinspeakingcommunicationHoweveritdidnotinvestigatetheuseofSkypeonthemobiledevices

ItisestablishedintheliteraturethatChinesestudentshaveapositiveattitudetowardmobilelanguagelearningHoweverinmoststudiestheinterventionswereinitiatedbyteachersorresearchersandwereimplementedfromthetop-downperspectiveVeryfewstudieshaveexaminedhowEFLstudentsusemobiledevicesfortheirinformallearningoutofinterestandhowsuchinformallearningsupportstheirformaluniversitystudyToourknowledgethereislimitedstudyofthiskindsetinthecontextofdistanceEFLlearnersinChina

TheaboveliteraturereviewsuggeststousthatthereisagapinthefieldonhowandwhyadultdistancelanguagelearnersofEnglishinChinausemobiledeviceswhatappsandresourcestheyuseandwhyandtheirattitudestowardsthetutorrsquosroleinMALLWiththedevelopmentofmobiletechnologytheboundariesbetweenformalandinformallearningarebecomingincreasinglyseamlessasstudentshavemorecontrolovertheirstudiesItisessentialthateducatorshaveabetterunderstandingaboutwhyandhowstudentsareusingmobiledevicestoenhancetheir languagelearninginandoutsidethelanguageclassesItisparticularlyimportantinthedistancelearningcontextasteachers


7

havelimitedfacetofacecontactwithlearnersandwhentechnologyplaysaveryimportantroleintheirlearning

Inthesectionthatfollowswewillpresentourresearchquestionsandmethodology

3 RESEARCH QUESTIoNS AND METHoDoLoGy

31 Research Context and Research QuestionsThestudyisundertakenintheInstituteofOnlineEducationatBeijingForeignStudiesUniversityThecoursesofferedattheinstitutearemostlyEnglishlanguagecoursesandtheinstructionalmodeisindependentlearningsupportedwiththemultimodalsupportservicesrangingfromtheprovisionofautonomouslearningmaterialsweeklyface-to-face(F2F)andonlinesynchronoustutorialstoQampAonlineforumsStudentsarerequiredtostudyabout22courses(eachcourseextended16weeks)foratleast25yearsforadiplomaorapost-diplomaBAdegreeor5yearsforaBAdegreeThecourseassessmentconsistsofformativeassessmentintheformofunit-basede-assessmentandtutor-markedassignmentsandsummativeassessmentusuallyintheformofafinalexam

TheoverallaimofourstudyistoinvestigatehowmobiledevicesimpactonthelearningpracticesandhabitsamongstadultdistantlearnersofEnglishwithfourspecificresearchquestions

RQ1Whatarethepatterns(scheduledorspontaneous)andlearningbehaviorswhenlearningEnglishassistedbymobiledevices

RQ2Howdoesinformalmobile-assistedlanguagelearningsupportformallearningRQ3WhatarethetopappsresourcesusedforlearningEnglishandwhyRQ4Whatislearnersrsquoperceptionofthetutorrsquosroleinsupportingtheiruseofmobiledevicesfor

Englishlanguagelearning

32 Theoretical Framework for Research Design and AnalysisKukulska-Hulme(2012a)proposedaconceptualframeworkforthedesignoflanguagelearningmobileappsintermsofthetemporalandspatialcharacteristicsofmobilelearningscenarioshighlightingaseriesofquestionsinrelationtolanguagelearningaspresentedinFigure1belowAlthoughthesequestionsweredesignedtobeaskedbyappdesignersbeforedevelopinganappwearguethattheycanalsobeaskedbyalearnerwhenusinganappaswellasaskedbyresearcherswheninvestigatinglearnerbehaviourandpracticesinmobileassistedlanguagelearningandexploringtherelationshipbetweenthetypesoflearningactivitiesandthefocusoflanguagelearningdefinedbytimeandplace(seeFigure1)

InthesamepaperKukulska-HulmealsoputforwardsixaspectsconsistingofsixWh-questionsplusoneHow-questionfortheanalysisofMALLdataorforinterviewingparticipantsforMALLresearchprojects(seeFigure2)

Theformulationofsomeofourquestionsinthequestionnairetheemailinterviewquestionsandtheanalysisofdataareguidedbytheframeworkandsixaspectsofanalysisastheywillhelpestablishtheconnectionbetweentimespaceandactivitiessoastoanswertheresearchquestionsofthisstudy

33 Research ParticipantsTheparticipantsofthestudywere148Englishmajorstudentsfromthediplomapost-diplomaBAandBAprogramsofthisonlineeducationinstituteTheywereadultlearnersstudyingEnglishatdistanceviatheinstitutersquosownvirtuallearningplatformandbyattendingweeklyF2FtutorialsTheywerealsosupportedbyonlinesynchronoustutorialsandasynchronousforumsTheyusuallystudyfourorfivecoursespertermonaverageandforeachcoursetheyneedtocompleteeighte-assessmentsandtwotutor-markedassignmentsandafinalexamThedemographicinformationoftheparticipantsisshowninTable1


8

Amongtheparticipantswhosubmittedtheirresponsesfemalestudentsaccountedfor75ofthewholepopulationNearlythreequarters(75)werebelowtheageof35withstudentsof26-35yearsoldoccupyingmorethanhalfthepopulationNoneoftheparticipantsinourstudywasabovetheageof56IncomparisonwithstudentprofileatTheOpenUniversity(UK)whereDemouyetalrsquosstudywascarriedouttheChinesedistancelearnersseemtobemuchyoungerBetween50ndash60ofstudentsatUKrsquosOpenUniversityareabovetheageof40andover10-15abovetheageof56(ColemanampFurnborough2010)AlthoughDemouyetalrsquosstudy(2016)didnotspecifythe

Figure 1 Conceptual framework for next generation designs for mobile-supported language learning in informal settings Source Kukulska-Hulme 2012a p 9

Figure 2 Six aspects for MALL analysis Source Kukulska-Hulme 2012a p 5


9

percentageofparticipantsineachagebanditdidindicatethattheyrangedfrom20to65+Theyoungerprofileofourparticipantscanmeanthattheyweremoreopentoadaptingnewtechnologyandlessafraidoftryingnewthings

Itisalsoworthnotingthat2703studentshavealreadyhadBAdegreesbeforetheyjoinedthisprogramMorethanhalfofthestudents(6149)workedfull-timeincompanieshencetheyweretime-poorasnotedintheliterature(GlogowskaYoungampLockyer2007)

34 Data CollectionTwo different data collection instruments were used online survey questionnaire and follow-upasynchronousemailinterviewsTheonlinesurveyquestionnairewaspreparedinChineseandsenttoapproximately900studentswith148completeresponses(164responserate)

Itcontainedthreeparts(22questions)withbothclosedandopenendedquestionsi)howandwhytheyusedtheirmobiledevice(activitiescontextsfrequencyplacesandtimestopthreemostfrequentlyusedappsresources)toanswerRQ1and2ii)howmobilelearningsupportedtheirformaluniversitycoursetoanswerRQ3andiii)whatweretutorsrsquorolesandwhattheythoughttutorsrsquorolesshouldbetoanswerRQ4SomeofourquestionsinPart1weresimilartoquestionsinDemouyetalrsquos study (2016)andsomewere formulatedbasedonKukulska-Hulmersquos (2012a)conceptualframeworkformobiledesign(seeFigure1)aswellasframeworkforMALLanalysis(seeFigure2)toexploretherelationshipbetweentimeplaceandactivitywiththefocusonwhatandhowlearnerscarryouttheirlanguagelearningactivitiesQuestionsforPart2andPart3wereguidedbythegapsintheresearchregardingintegratinginformallearningwithformallearningandthetutorrsquosroleaspresentedintheliteraturereviewabove(seeAppendixforthequestionnaire)

SixstudentswhocompletedtheonlinequestionnairevolunteeredtobeinterviewedWecheckedthatthevolunteershadallfullyengagedwiththesurveyquestionssoitmeantthattheirresponsestocertainquestionscouldbefurtherexploredAsynchronousemailinterviewformatwasadoptedforlogisticalreasons(egthefeasibilityofimplementation)Theemailinterviewscomprisedsixopen-endedquestionsinChineseintendedtogainadeeperunderstandingofstudentsrsquoexperiencesintermsoftheperceivedbenefitsanddrawbacksofmobiledevicesintheirlearningwhytheypreferred

Table 1 Demographics of the participants

Gender Male 25

Female 75

Age Under25 2162

26ndash35 5338

36ndash45 223

46ndash55 27

Over56 0

Qualifications Highschooldiploma 1959

Diploma 50

BAdegree 2703

MAdegreeorabove 338

Occupations Corporatestaff 6149

Teachers 1081

Non-corporateworkers 811

Otherspleasespecify 1959


10

someappsresourcestootherswhytheydiddidnotwanttutorsupportandhowtheywouldliketobesupportedbytheirtutorsandwhyAllsixrespondentsrepliedtothequestionsbyemailwithsomedegreeofdetail

35 Data AnalysisAmixed-methodsapproachwasusedinanalyzingthesurveyandemailinterviewdataQuantitativedescriptiveanalysiswascarriedoutforanalyzingclosedobjectivequestionsinthesurveytoprovideuswithaninitialbroadpictureoftheresearchquestionswewantedanswersforSomedescriptivestatisticswasgeneratedbytheonlinesurveytoolitselfsuchasthepercentageofrespondentsreportingwheretheywereengagedwithMALLwhilstotherstatisticssuchasthetopfivemostpopularappsresourcesusedwerecalculatedmanuallybycountingeachoccurrenceintheanswerstotheopenendedquestionsThesedescriptivestatisticswerethencontextualizedandexploredmorefullybyusingqualitativeanalysistocapturestudentsrsquoattitudesandperceptionsQualitativedatafromtheinterviewsalongwithstudentsrsquoresponsestotheopen-endedquestionsinthesurveywereanalyzedmanuallybytheresearchersandcodedintobroadthemesviathethematicanalysismethod(BraunampClarke2006Bryman2008) andguidedbyKukulska-Hulmersquos conceptual frameworkof theinteractionbetweentimeplaceandlanguageactivities(2012a)(seeFigure1andFigure2)Allthiswasalsointegratedwiththedemographicinformationoftheparticipants

4 RESULTS AND ANALySIS

Researchresultswerereportedintheorderofthefourresearchquestions

41 Mobile Learning Habits Frequencies Favourite Times and PlacesWheninquiredwhethertheyusedmobiledevicesforlearningEnglishsuchaslookingupwordsorpracticingwordpronunciation8986reportedusingmobileappsorresourcesforEnglishlearningThisfigureismuchhigherthanthatinDemouyetal(2016)whoreported53usingmobiledevicesforlanguagelearningApossibleexplanationmightbethatparticipantsinthisstudywereyoungerthanthoseinDemouyetalrsquosstudy(over75belowtheageof35andzeroabovetheageof56vs rangingfrom20 to65+)and thatourparticipants likemanyChinesestudentsmaybemoremotivatedinEnglishlearningaspointedoutbyYouandDoumlrnyei(2016)AnotherreasonmightbethatDemouyrsquosdatawascollectedin2014whenmobiledeviceswerenotasaffordableasnowadays

Anoverwhelmingmajorityofthestudents(9248)respondedthattheuseofmobiledevicesenabledthemtostudyattimesandinplacestheywouldnotnormallyhavestudiedinthepastasimilarresponse(865)wasalsoobservedinDemouyetal(2016)rsquosOUstudywhichreinforcedthefactthatmobiledeviceshaveofferedimmenseopportunitiesforlanguagelearningandhaveenabledlearnerstolearnwheneverandwherevertheywantAsonestudentnoted

Thebiggestadvantageofappsisthatitcouldhelpyoutostudywheneverandwhereveryouwouldliketo(Student2emailinterview)

Not surprisingly a largenumberof students (7724) reported that consequently theywerespendingmoretimeonlanguagelearningasaresultwhichisveryimportanttolanguagelearningasmoreexposureandtimespentmoreprogresswillbemadeThisfindingagainreplicatesthatinDemouyetal(2016)rsquosOUstudywith786oftheparticipantsacknowledgingmoretimespentonlanguagelearning

Thequestionnairealsodemonstratedthat4361oftheparticipantsengagedinmobilelearningseveraltimesadayordaily21reportingseveraltimesaweekonly15participantsusingitldquoonceaweekrdquoorldquolessoftenrdquo(Table2)Thefindingpinpointedthatforasignificantnumberofparticipantsinthisstudymobilelearninghasbecomeaveryimportantpartoftheirlearningprocess


11

Asthemajorityofrespondentswereworkingfulltimeitwasnotsurprisingthattheirfavoritetimetocarryoutlearningwasthelastthingatnight(5714)followedby45oftheparticipantsselectingonthewaycommutingtowork(Table3)

Similartoparticipantsrsquoresponsestothefavouritetimeformobilelearningasthelastthingatnightthelargestpercentageofstudents(5865)preferreddoingmobilelearninginaquietplaceontheirown(eghome)(Table4)Thisisaninterestingfindingwhichmightbeduetothefactthattheycarryoutmobilelearningtosupporttheirformalstudysuchastocompletethecourseworkorpreparefortheexamhencetheyneedaquietplaceinordertoconcentrate(see42)Asourparticipantscouldchooseasmanyoptionsthatappliedthesecondmostfavouriteplacesreportedweredeterminedbytheneedorwhenevertheopportunityarises(51)whichcorrespondstotheirresponsetofavouritetimesaslsquocommutingtoworkrsquorankedsecond(45)inTable3

Thethirdhighresponses(406)wasaboutengaginginmobilelearningldquoOnthemove(egtravellingonthetrainbusjoggingdriving)rdquowhichwasalsoinagreementwithstudentsrsquoresponse

Table 2 Mobile English learning how often

Frequency Percentage

ASeveraltimesaday 58 4361

BSeveraltimesaweek 28 2105

COnceaday 27 203

DLessoften 14 1053

EOnceaweek 6 451

Table 3 Impact on learning favorite times


ALastthingatnight 76 5714

BCommutingtowork 60 4511

CAtlunchbreaks 36 2707

DWeekends 27 203

EDailywalksjogging 17 1278

FAtbreakfast 16 1203

Table 4 Impact on learning favourite places


AInaquietprivateplaceonyourown(eghome) 78 5865

BWheneverthereistheneedortheopportunityarises 68 5113

COnthemove(egtravellingonthetrainbusjoggingdriving) 54 406

DInplaceswherefreewifiisavailable 32 2406

EInaprivateplacewhilstdoingsomethingelse(egcleaningyourroompreparingfood) 22 1654

FInapublicplaceinbetweenmeetingsorwaitingforothersformeetings 20 1504

GDuringalectureorclasswhentutorsgiveyouworktodo 9 677


12

tothefavouritetimetodomobilelearningwiththesecondhighestnumberofstudents(4511)choosingwhilelsquocommutingtoworkrsquo(seeTable3)Thisreinforcesthepreviousresearchfindingsthattheaffordanceofmobiletechnologyhasbroughtaboutotherwiseunavailableopportunitiesforlanguagelearning(egDemouyetal2016)andinthemeantimesuchfindingswillinformthemobilelearningdesignForexampleappropriatelisteningtaskscouldbedesignedforjoggingordriving

However15studentsdidnotusemobiledevicesandthemostfrequentlycitedreasonwasthatldquoIpreferusingprintmaterialsforEnglishlearningrdquo(4667)followedbyldquoIpreferusingmycomputerorlaptoprdquo(40)whichsuggeststhatsomestudentswerenotusedtoandnotreadyforthisnoveltypeoflearningInterestinglyonethirdofthestudentschoseldquoIhavetriedtousemymobiledeviceforEnglishlearningbutIhavenotfoundanyusefulapplicationsrdquo(3333)indicatingtheneedfortutorstorecommendgoodmobilelearningresources20studentsreportedthattheydidnotknowhowtousemobiledevicestostudyEnglishwhichcoincidedwithStockwell(2010)rsquosfindingsthatowningmobiledevicesdidnotliterallymeanthatstudentswouldknowhowtouseitforlearningwhichcalledfortheneedforlearnertraininginmobilelearning(Stockwell2015)

42 Supporting Formal University CoursesNearlythree-quartersoftheparticipants(737)reportedthattheyusedmobiledevicestosupporttheuniversitycoursestheyarestudyingThisfindinghelpstoexplainwhythehighestnumberofrespondentschoselsquolastthingatnightrsquoastheirfavouritetimeasmostofthemworkduringthedayandlsquoinaquietplaceonyourownrsquotocarryoutmobilelearningactivities(cfTables3and4)

RegardinghowlearnersengagedthemselvesinmobilelearningourfindingwasverysimilartoDemouyetalrsquosstudy(2016)inwhichthelargestnumberofstudents(over54)reportedthattheyengagedinmobilelearninginformally(aswhenandwheretheopportunityarose)andfollowedbythethirdchoicewhichincludedboththeformalandtheinformallearning(Table5)

ThisseemstobecontradictoryiftheirfavoritestudytimeisthelastthingatnightandinaquietplaceonewouldexpectmorerespondentstochooselsquoplannedsessionsrsquoatafixedtimeItcouldbethatthequestiononlsquoplannedsessionrsquowasnotclearlyexplainedinthequestionnaireandstudentsmighthaveassumedthattheselearningsessionsareplannedbytheteachersItcouldalsobethattherespondentsinterpretedthetermlsquoinformallyrsquoaslsquonottheworkassignedbyteachersrsquo

Onthepreferredmobilelearningactivitiesthelargestnumberofstudents(714)indicatedusingmobiledevicestopractisethenewvocabularyinthecoursematerialswhichsupportsthefindingthat737respondentscarriedoutmobilelearningtosupportformalcoursesanditalsoverifiesthepopularityoflearningvocabularyviamobiledevicesinpreviousresearch(LevyampKennedy2005Stockwell2010)(Table6)

Notsurprisinglythenextpopularactivitywastolistentotheaudioclipsinthecoursematerialsechoingearlierstudentsrsquocourseexperiencereflectionsinwhichtheyexpressedthewishesofhavingtheaudioclipsofthetexts(Feng2015)

Anoverwhelmingmajorityofthestudents(977)reportedthattheyengagedinlearningEnglishwithmobiledevicesontheirownwhilstonly3students(23)indicatedthattheyengagedinsomeof theactivitieswithotherpeopleThiswasunderstandableasmoststudents involvedinmobile

Table 5 Situations to engage in mobile English language learning

Situations Frequency Percentage

AMoreinformallyinshortburstsoftimeaswhenandwheretheopportunityarises 73 5489

BInplannedlearningsessions(egroutineeveningsessionsatafixedtimetoworkwithcoursematerialsoronregularjourneys)

16 1203

CBothoftheabove 44 3308


13

learningspontaneouslyinsituationswhenandwhereanopportunityarose(seeTable5)thereforeitwouldbedifficulttofindpeerswhowerealsoavailableatthesametime

Participantsrsquomainmotivation(4737)wasthattheywanttomaximizegapsindailyscheduletopracticelanguageskills(Table7)ietheyengagedinmobilelanguagelearningldquomoreinformallyinshortburstsof timeaswhenandwhere theopportunityarisesrdquo(Table5)and tosupport theuniversitycoursestheywerestudying

Mobilelearningismoreflexibleandcanenableustofillinthegapsandtousethegapstolearnvocabularyandpracticelistening(Student3emailinterview)

ThenextonewasenrichingEnglishculturalknowledge(406)asmobiledevicescouldlendthemselvestorichaudio-visualresourcesoftheEnglish-speakingcountriesandstudentscouldlistenandwatchwhenorwheretherewasanopportunity

MobilelearningcanadapttoourneedseasilyInmysparetimeIusedmymobilephonetogettoknowthelatestnewstheinterestingplacesandfoodsabroadandtolearnmorepracticalwordsandexpressionsfortravelling(Student2emailinterview)

43 Favorite AppsResources and Skills PracticedThequestionnairedatademonstratedthatthetwomaintypesofdeviceusedforlanguagelearningweresmartphonesandtabletsiPadsThetopskillpracticedislistening(6391)followedbyspeakingandpronunciation(5639)vocabulary(5489)reading(4211)andtranslating(2782)ThisfindingissimilartothatofDemouyetalrsquosstudy(2016)whereanoverwhelmingmajorityofthestudentsreportedusingmobiledevicesforpractisinglisteningskill

Table 6 How to use mobile device (s) to support the university courses


APractisingthenewvocabularyinthecoursematerials 70 7143

BListeningtotheaudioclipsinthecoursematerials 49 50

CFindingoutmoreabouttheculturalpointsinthecoursematerials 32 3265

DTranslatingthetextsinthecoursematerials 30 3061

ECheckingthegrammarpointsinthecoursematerials 25 2551

FCompletingcoursework(egdraftinganessayoranypieceofwritingwork) 18 1837

GTakingnotesofdifficultpointsyoudonotunderstandsoyoucanaskyourtutorlater 10 102

HPractisingdialoguesinthecoursematerialswithfellowstudents 7 714

Table 7 Main motivation for mobile English learning


AYouwanttofillinmaximisegaps(egwhilstwaitingforthebus)inyourdailyscheduletopracticeyourlanguageskills

63 4737

BYouuseittoenrichyourEnglishculturalknowledge 54 406

CYouwanttoachievehighscoresintheexam 8 602

DYouuseittocompletehomeworksetupbyyourtutor 2 15

EYouuseittoplaylanguagegames 2 15

FYoufinditusefulwhenworkingonagroupprojecthomeworkwithotherstudents 1 075


14

Listeningisakeyskillinlanguagelearningandisperfectlysuitedformobilelearningduetoadvancedaffordancesinsmarttechnologywhichallowsuserstolistentoaudiosorwatchvideoswhilelearnersareonthemoveoraredoingsomeotherlessdemandingactivitiessuchascommutinganddoingtheironing

Imainlyuseappandothermobile resources topractice listeningeg listening to the textsDuetoworkandfamilycommitmentsIcannotstudyatcomputerforalongtimeTheappisveryconvenientandcanallowmetofillinthegapsandstudy(Student1emailinterview)

TheparticipantsinourstudychosespeakingandpronunciationasthesecondpreferredactivitieswhileinDemouyetal(2016)studyitwasgrammarandvocabularyorreadinginsomecasesinsecondpositionThisisbecauseourlearnershavelessaccesstonativespeakersofEnglishsopronunciationisoneofthemainchallengesinlearningEnglishAlsothemajorityofourrespondentsworkedincorporatecompanies(seeTable1)whichmightdemandbetterspokenEnglishcompetenceMobiledevicescouldprovide learnerswithmoreopportunitiesandbetter tools topractisespeakingandpronunciationsuchasitssynchronouscommunicationtoolsinWeChatasevidencedinthequotebelow

I use apps to improve my listening speaking and reading as these apps can help me study at any time at any place In addition as these apps can remind and monitor my learning (Student 3 data source email interview)

Table8demonstratesthatpractisingpronunciationandspeakingclaimsthehighestnumberofappsreportedreflectingtheneedsbylearnersofEnglishYou dao(11)isthemostpopularappforpractisingpronunciationandspeakingfollowedbyYing yu liu li Shuo(7)BBCrelated(7)Ying yu qu pei yin(6)andBai ci zhan(6)

ThenexthighestnumberofappsandresourcesusedisforpracticinglisteningwithVOA(11)andBBC(9)unsurprisinglybeingthefirsttwomainlisteningresourcesforitsauthenticEnglishandmostup-to-datenewsoninternationalcurrentaffairsTheavailabilityofappsforvocabularyandtranslationislimitedsothelearnersrsquochoicesaremorefocusedononeortwoappscomparedwiththatforpronunciationandspeakingandlisteningForexampleintermsofvocabularyBai ci zhan(26)andYou dao(21)arethetwomostfrequentlyusedappsandthelatter(20)isalsothetopchoiceforpracticingtranslationskills

Table 8 Language skills and their practising apps or resources

Skills and Knowledge Areas Practising Apps or Resources

Listening VOA(11)BBC(9)Hujiangyingyu(沪江英语)(6)Ximalaya(喜马拉雅)(6)TEDTalk(5)Kekeyingyu(可可英语)(4)Youdao(有道)(4)WeChat(微信)(3)Baicizhan(百词斩)(3)Yingyuliulishuo(英语流利说)(3)

Pronunciationandspeaking Youdao(有道)(11)Yingyuliulishuo(英语流利说)(7)BBCrelated(7)Yingyuqupeiyin(英语趣配音)(6)Baicizhan(百词斩)(6)VOA(5)Hujiangyingyu(沪江英语)(4)WangYiOpenCourse(网易公开课)(4)Weiruanbiying(微软必应)(4)Jinshanciba(金山词霸)(3)Shanbei(扇贝口语)(3)Yingyumofangxiu(英语魔方秀)(2)Ximalaya(喜马拉雅)(2)Kekeyingyu(可可英语)(2)TED(2)

Vocabulary Baicizhan(百词斩)(26)Youdao(有道)(21)Hujiangyingyu(沪江英语)(8)Jinshanciba(金山词霸)(7)Kekeyingyu(可可英语)(3)Shanbei(扇贝)(3)Weiruanbiying(微软必应)(2)

Translation Youdao(有道词典)(20)Baidufanyi(百度翻译)(6)GoogleTranslate(2)Hujiangyingyu(沪江英语)(2)Kekeyingyu(可可英语)(2)Zhimibeidanci(知米背单词)(2)

Reading Shanbei(扇贝)(7)BBC(6)WeChat(微信公众号)(6)Youdao(有道词典)(3)Jinshanciba(金山词霸)(3)Hujiangyingyu(沪江英语)(3)Ximalaya(喜马拉雅)(2)Kekeyingyu(2)


15

ThetopfivemostfrequentlyusedappsresourcesreportedareYou dao(有道)Bai ci zhan(百词斩)Hu jiang ying yu(沪江英语)BBCShanBei(扇贝)

ThemainusesfeaturesofthetopfivemostfrequentlyusedappsresourcesarelistedinTable9ItisnoticedthateachappfocusesononeparticularskillorknowledgeareaforexampleYou

daohasdifferentappswitheachspecialisinginoneskillareaMoreimportantlytheappsmaximizetheuseofmobilityandmultimediafeaturesBai ci zhanusesimagesandvideostoteachnewwordswhileShan beiprovidesauthenticaudiomaterialstopractiselisteningInadditionalltheappsincludegamingfeaturestomotivatelearnersForexampleHu jiang ying yuhasafeaturecalledldquobreakingtheblockadersquowhichisaseriesofldquoblockadesrdquolikehurdleswithvocabularylearningactivitiesforlearnerstodoTheappkeepsarecordoftheldquoblockadesrsquothataresuccessfullyldquobrokenrdquoFurthermoretheseappsofferapersonalpathoflearningwithabuilt-inrevisingandtestingfunctionegthesystemrecordsandtrackslearnersrsquolearningprocessegstudyhoursinthesystemthenumberofwordstheyhavelearnedetcsoastofosterlearnersrsquoindependentlearning

InadditiontheappsencouragedcommunitybuildingprocessmonitoringandsharingBai ci zhanallowsthelearnertosharetheirprogresswithfriendsintheWeChategthenumberofdaysthelearnerhasbeenlearningwordswithBaici zhanandhowmanywordstheyhavemasteredonaparticulardayThroughsharingdailygainswithfriendsandcommunitylearnerscanacquireasenseofachievementandfeelmotivatedtokeeponlearningMostoftheappsusedauthenticEnglishmaterialsandcanbeusedofflineexceptBBC

Table 9 Top five most frequently used resources main uses and key features

No Name Skills Practiced Key Features Website

1 Youdao(有道) -Translate-Buildandtestvocabulary-Checkingnewwords-Checkexamplesentenceswherethenewwordappears-Listentopronunciation

-Fastonmobiledevices-Multifunctional(readingtranslationvideoclipsdictionarywithexamplesentencespronunciation)-Cantranslateindividualwordsandlongersentences

cidianyoudaocom

2 Baicizhan(百词斩)

-Vocabularybuilding-Checkingnewwords-Memorisingnewwords

-Interestingvisualaidwithsoundandvideo-Personalisedtobuildonersquosownlist-Makestudyplanandreviseit-Simpleandclear

wwwbaicizhancom

3 Hujiangyingyu(沪江英语)

-Listening-Speakingandpronunciation-Vocabularybuilding

-Agoodrangeofmaterialscoveringallsubjects-Richinlisteningmaterials-Gamingfeatureforvocabularylearning-intheformofbreakingablockade

wwwhujiangcom

4 BBC -Listening-Speakingandpronunciation

-Nativepronunciation-Widerangeofmaterialsfromnewstocurrenttopics-Authenticmaterials

wwwbbccouk

5 Shanbei(扇贝)

-Listening-Reading-Speakingandpronunciation-Vocabularybuilding

-Coversnewsandcurrentaffairswithaudio-Onecanmakestudyplansandthesystemcanremindlearners-Rewardsystemwhentheplanisaccomplished(motivational)-Appitselfinconstantupgradingandimprovement

wwwshanbaycom


16

44 Learner Perception of and Attitudes Towards the Tutorrsquos Role in MALLOnly3083oftheparticipantsindicatedthattheirteacherrecommendedmobilelearningappsandresourcesfortheirEnglishlearningand1579reportedthattheirteachersmonitoredstudentsrsquouseofmobilelanguageresourceswhichdemonstratedthatteachersplayedaverylimitedroleinstudentsrsquomobilelearninginthisstudy

Anoverwhelmingmajorityoftheparticipants(9398)expectedtheirtutorstooffersupporttotheirout-of-classmobileEnglishlearningrangingfromrecommendingresourcesandmonitoringlearning efficacy to teachersrsquo participation in the online forum discussions (Table 10) whichsupportedHsursquos(2013)findingsthatstudentsofAsianheritagewelcomedteacherinterventionintheirmobilelearning

Thisfindingalsocorrespondedwiththatinanothersimilarstudyinadevelopingcountrycontext(seeImtinan2013)inwhichthemajorityoftheuniversitystudentsexpectedtutorstoplayanactivepartintheirmobilelearninginsteadoftakingfullresponsibilitiesfortheirmobilelearning

Over40studentsanticipatedthatteacherswouldprovidefullsupportincludingcontributingtotheironlineforumdiscussionwhichreinforcedtheresearchfindingsfromprevioussimilarstudies(cfLamy2013Plutino2017)

AsIamnotsosureabouttheanswersorsometimesIforgotthingseasilywithteachersupportIcangetaccurateanswersandalsocanrememberbetterForexampleIcanrememberbetterthewordsandshortphraseswith teachersrsquo instructionThemainreason is thatwedistance learnerslackspokenEnglishpeerpracticewehopethatuniversitycanhelpprovidemoresupportsuchasassigningatopicandaskingstudentstouploadtheirrecordingthenteacherscanofferfeedbackandcancommentonstudentswhoaremakingprogresswhichcanmotivatestudentstoworkharder(Student3emailinterview)

Ourstudyfoundoutthatthekeybarriertomobilelanguagelearningwasthatlearnersworriedaboutbeinginterrupted(4286)(Table11)whichisinlinewithourfindingthatthemostfavouriteplaceforlearningisinaquietprivateplace(cfTable4)Thisisanunderstandableconcernasthelikelihoodofthelearningbeinginterruptedishighduetovariousexternaldistractionssuchasotherpeopleonthephoneorwatchingmovieandthedistractionfromthedeviceitselfsuchasnoticesfromthevariousapplications(Stockwell2015)

Mostremainingbarrierswererelatedtotechnologyechoingthetechnologicaldisadvantagesofmobiledevicesidentifiedbypreviousstudiessuchassmallscreenscausingreadingdifficultiesdatastorageandmultimedialimitations(MiangahampNezarat2012)

5 DISCUSSIoN AND CoNCLUSIoN

Chwoetal (2018)argued thatldquohellipthereare significantdiscrepanciesbetweenhow teachersandinstructionaldesignersanticipatethatMALLdeviceswillbeusedandhowthestudentsactuallyuse

Table 10 Perceived tutor role in the out-of-class mobile English learning


AMobilelearningismyownbusinessandIdonrsquotwantmytutortogetintoit 7 526

BTutorsdonotneedtodoanythingexceptrecommendingsomeresources 28 2105

CTutorsguideout-of-classmobilelearningincludingrecommendingresourcesandmonitoringlearningefficacy 43 3233

DTutorsprovidefullsupportforout-of-classmobilelearningincludingparticipatinginonlineforumdiscussionssuchasexpressingopinionsintheWeChatgroup 54 4060

EOtherspleasespecify 1 075


17

themhelliprdquo(Chwoetal2018p70)WehopethatthisexploratorystudyofferedacomprehensivepictureofhowadultChinesedistancelanguagelearnersusemobiledevicesforEnglishlearningtheirhabitsandpreferencesthelanguageskillstheypracticedwiththeirfavouriteappsresourcesandtheirperceptionsofthetutorrsquosroleBelowarethekeyfindingsofourstudy

FirstlyChinesedistant language learners inourstudyareoverallsimilar in theirhabitsandpreferencesintermsoftimeandplacecomparedtodistantlearnersintheUKinthatthemajorityofChinesestudentsengagedinmobilelearninginformallyandspontaneouslyinsituationsaswhenandwheretheopportunityaroseandtheyreportedthatmoretimewasspentonEnglishlearningasaresultofusingmobiledevicesthanpreviouslyIntermsofmotivationforengaginginmobileEnglishlearningitisalsosimilartoDemouyetalrsquosstudyinthattheywanttomaximizethegapsintheirdailyschedule

SecondlythemostfavouritetimeformobilelearningwasldquothelastthingatnightrdquoandthemostfavouriteplaceforlearningwasldquoaquietprivateplaceontheirownrdquoThisfindingsupportsChwoetalrsquos(2018)challengetothecommonwisdomofMALLtakingplaceatanytimeandatanyplaceOurdataclearlyindicatesthatsomelearnershavespecificplacesandpreferredtimesformobilelanguagelearningThisresultalsoalignswithourotherfindingthatthemajorityofrespondentsinourstudyengagedinmobilelanguagelearninginordertosupporttheirformalcourselearningwhichwasnotrevealedinpreviousresearchparticularlyinvocabulary-buildingandimprovinglisteningcompetencyandspokenEnglishThisalsorelatestothelearnersrsquoprofileasallofthemareworkingfulltimelearningEnglishforbusinesspurposes

ThirdlyourstudyhasidentifiedthetopfivemostfrequentlyusedmobilelearningappsandresourcesYou daoBai ci zhanHu jiang ying yuBBCandShan beiThecommonfeaturessharedbythemarefocusingononelanguageskillorknowledgeareamaximizingmultimediafunctionalitiesandwithmotivationalandpersonalisedlearningfeaturesThesefindingscaninformappdesignerssotheycanincludethesefeaturesthatarevaluedbylanguagelearners

FourthlythestudyalsorevealsthatcurrentlyteachersplayaverylimitedroleinstudentsrsquomobilelearningasperceivedbystudentsHoweverstudentsexpectmoresupportfromteachersforout-of-classhourmobileassistedlanguagelearningincludingparticipatinginonlineforumdiscussionssuchasprovidingsupportbysettingupWeChatgrouprecommendinglearningresourcesandmonitoringlearningefficacy

WesuggestthattheabovefourkeyfindingsofthisstudyhavesignificantpotentialpedagogicalimplicationsforMALLusefortertiaryEnglishlanguageteachingpracticesinbothdistancelearningandface-to-facesettingsinthreeaspectslanguagelearningpedagogylearnersupportandteachertrainingRegardinglanguagelearningpedagogythestudyindicatesthattheuseofmobileapplicationsasbothalearningandrevisiontoolneedstobeembeddedinthecurriculumdesignandeducatorsneedtodesignmoreengagingandbite-sizelanguageactivitiesinaccordancewithlearnersrsquoexpectations

Table 11 Key barriers of mobile English learning


ALikelihoodofbeinginterrupted 57 4286

BNofreewifi 41 3083

CNotenoughstorageonmymobile 39 2932

DNothavingsufficienttime 32 2406

ESlowdownloadspeed 27 203

FNotusedtothesmallscreenofmymobilephone 22 1654

GLackofprivacy 10 752


18

andldquopre-existinghabitsofusesrdquo(Chwoetal2018p69)sothatlearnerscanengageinoutsidetheclasshourstosupporttheirformallearningLearnersupportiscrucialindistancelearningandourstudyrevealsthatlearnerswelcomeappropriatetutorguidanceandinterventionsuchascreatingacommonvirtualspacesothattutorscansharegoodlearningresourcesandstudytipswithlearnersFinallycontinuousteachertrainingisneededtoequipteacherswiththeknowledgeandconfidencesoastoplayamoreactiveroleinMALL

OneofthelimitationsofthisstudyisthatwedidnotofferdefinitionsofthetermslsquoinformalrsquoandlsquoformalrsquoinourquestionnairesosomelearnersmightinterpretlsquoinformallearningrsquoaslearningthatisnotrelatedtotheirformalcourseoronlythingsthattheteacherdidnotaskthemtodoAlsowedidnotexplorethisintheemailinterviewsInfutureresearchwewillinvestigaterespondentsrsquounderstandingandperceptionoflsquoinformallearningrsquoandlsquoformallearningrsquoAsevidencefromourdatahasbackeduppreviousresearchthatlanguagelearninghasstartedtomoveoutoftheclassroomandintotherealworld(Stockwell2010)furtherresearchisurgentlyneededonhowtodesigneffectivelanguage learning activities that maximize the affordances of mobile devices so that lsquoinformalrsquolearningcanbettersupportlsquoformalrsquolearning

ACKNowLEDGMENT

ThisstudywaspartlyfundedbyChinaScholarshipCouncilTheauthorswouldliketoextendtheirthankstocolleaguesMsHuXiaonaandMsCuiWeiattheInstituteofOnlineEducationBeijingForeignStudiesUniversityforhelpingwithdatacollectionTheauthorswouldalsoliketoexpresstheirgratitudetotheanonymousreviewersfortheirinsightfulfeedbackontheearlierversionsofthispaper


19

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BraunVampClarkeV(2006)UsingthematicanalysisinpsychologyQualitative Research in Psychology3(2)77ndash101Retrievedfromhttpeprintsuweacuk11735

BritishCouncil(2013)TheEnglisheffectRetrievedfromhttpswwwbritishcouncilorgsitesdefaultfilesenglish-effect-report-v2pdf

BrymanA(2008)OfmethodsandmethodologyQualitative Research in Organizations and Management3(2)159ndash168doi10110817465640810900568

BurstonJ(2013)Mobile-assistedlanguagelearningAselectedannotatedbibliographyofimplementationstudies1994ndash2012Language Learning amp Technology17(3)157ndash224Retrievablefromhttplltmsueduissuesoctober2013burstonpdf

BurstonJ(2014)MALLThepedagogicalchallengesComputer Assisted Language Learning27(4)344ndash357doi101080095882212014914539

ChaiYL (2014) Investigating thenon-EnglishmajorsrsquoviewsonusingWeChat inEnglish speakingandlisteninginstruction[inChinese]Computer Assisted Foreign Language Education15934ndash39

ChangCKampHsuCK(2011)Amobile-assistedsynchronouslycollaborativetranslation-annotationsystemforEnglishasaforeignlanguage(EFL)readingcomprehensionComputer Assisted Language Learning24(2)155ndash180doi101080095882212010536952

ChinaMinistryofEducation(2016)College English Curriculum RequirementsRetrievedJuly222018fromhttpwww360doccomcontent17020314413468_626210661shtml

ChwoSMGMarekMWampWuW-CV(2018)Meta-analysisofMALLresearchanddesignSystem7462ndash72doi101016jsystem201802009

ColemanJAampFurnboroughC(2010)LearnercharacteristicsandlearningoutcomesonadistanceSpanishcourseforbeginnersSystem38(1)14ndash29doi101016jsystem200912002

ConoleGDeLaatMDillonTampDarbJ(2008)lsquoDisruptivetechnologiesrsquolsquopedagogicalinnovationrsquoWhatrsquosnewFindingsfroman in-depthstudyofstudentsrsquouseandperceptionof technologyComputers amp Education50(2)511ndash524doi101016jcompedu200709009

CrossSSharplesMampHealingG (2015)E-PedagogyofHandheldDevices2013SurveyPatternsofstudentuseforlearningTheOpenUniversityUK

DemouyVampKukulska-HulmeA (2010)On thespotUsingmobiledevices for listeningandspeakingpracticeonaFrenchlanguageprogrammeOpen Learning25(3)217ndash232doi101080026805132010511955

DemouyVJonesAKanQKukulska-HulmeAampEardleyA(2016)WhyandhowdodistancelearnersusemobiledevicesforlanguagelearningTheEuroCALLReview24(1)10ndash24104995eurocall20165663

EuropeanCommission(2001)Communiqueacute Making a European Area of Lifelong Learning a Reality(Brussels)Retrievedfromhttpwwwviaagovlvfilesfree48748pol_10_com_enpdf

FengX(2015)InvestigatingChinesedistancelanguagelearnersrsquoexperiencewithonlinecoursesPresentation at thefaculty research conference at the Institute of Online EducationBeijingForeignStudiesUniversity

GlogowskaMYoungPampLockyerL(2007)ShouldIgoorshouldIstayActive Learning in Higher Education8(1)63ndash77doi1011771469787407074115

Godwin-JonesR(2011)EmergingtechnologyMobileappsfor languagelearningLanguage Learning amp Technology15(2)2ndash11

GraddolD(2006)EnglishNextWhyglobalEnglishmaymeantheendoflsquoEnglishasaForeignLanguagersquoTheBritishCouncilampTheEnglishCompany(UK)Ltd


20

HaoSDennienVPampLiM(2017)InfluentialfactorsformobilelearningacceptanceamongChineseusersEducational Technology Research and Development65(1)101ndash123doi101007s11423-016-9465-2

HsuL(2013)EnglishasaforeignlanguagelearnersrsquoperceptionofmobileassistedlanguagelearningAcross-nationalstudyComputer Assisted Language Learning26(3)197ndash213doi101080095882212011649485

Huang C amp Sun P (2010) Using mobile technologies to support mobile multimedia English listeningexercisesindailylifePaper presented at the International Conference on Computer and Network Technologies in EducationBeijing

LiuJYuSampRanM(2008)ResearchonthecommunicativemobileEnglishlearningmodelInFifth IEEE International Conference on Wireless Mobile and Ubiquitous Technology in EducationWuhanChina(pp60ndash64)

KanQOwenNampBaxS(2018)Researchingmobile-assistedChinese-characterlearningstrategiesamongadultdistancelearnersInnovation in Language Learning and Teachingdoi1010801750122920181418633

Kukulska-HulmeA(2012a)LanguagelearningdefinedbytimeandplaceAframeworkfornextgenerationdesignsInJEDiacuteaz-Vera(Ed)Left to My Own Devices Learner Autonomy and Mobile Assisted Language Learning(pp1ndash13)BingleyUKEmeraldGroupPublishingLimited

Kukulska-HulmeA(2012b)HowshouldthehighereducationworkforceadapttoadvancementsintechnologyforteachingandlearningThe Internet and Higher Education15(4)247ndash254doi101016jiheduc201112002

Kukulska-HulmeAampDelosArcosB(2011)Triumphsandfrustrationsofself-motivatedlanguagelearnersusingmobiledevicesPaper presented at the CAL Conference 2011mdashLearning Futures Education Technology and SustainabilityManchesterUK

Kukulska-HulmeAampShieldL(2008)AnoverviewofmobileassistedlanguagelearningFromcontentdeliverytosupportedcollaborationandinteractionReCALL20(3)271ndash289

Kukulska-HulmeA(2005)MobileusabilityanduserexperienceMobileLearningAhandbookforeducatorsand trainers InAKukulska-HulmeampJTraxler (Eds)Mobile Learning A Handbook for Educators and Trainers(pp45ndash56)LondonRoutledge

LaiCampGuMY(2011)Self-regulatedout-of-classlanguagelearningwithtechnologyComputer Assisted Language Learning24(4)317ndash335doi101080095882212011568417

Imtinan U (2013) The teacherrsquos role in mobile learning ndash Perceptions of university students in PakistanTransactions on Mobile Learning220ndash23

JiaLYZhangGYampShiC(2016)FlippingmedicalEnglishreadingclassbasedonWeChatpublicplatformandWeChatcommunity[inChinese]Computer Assisted Foreign Language Education16865ndash69

LamyM-N(2013)ldquoWedonrsquothavetoalwayspoststufftohelpuslearnrdquoInformallearningthroughsocialnetworkinginabeginnersrsquoChinesegroupInCMeskill(Ed)Online Teaching and Learning Sociocultural Perspectives(pp219ndash238)LondonBloomsburyAcademic

LevyMampKennedyC(2005)LearningItalianviamobileSMSInAKukulska-HulmeampJTraxler(Eds)Mobile Learning A Handbook for Educators and Trainers(pp76ndash83)LondonRoutledge

MasonAampZhangW(2017)AnexplorationoftheuseofmobileapplicationstosupportthelearningofChinesecharactersemployedbystudentsofChineseasaforeignlanguageInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp99ndash112)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016674

MartinFampErtzbergerJ(2013)HereandnowmobilelearningAnexperimentalstudyontheuseofmobiletechnologyComputers amp Education6876ndash85doi101016jcompedu201304021

MiangahTMampNezaratA (2012)Mobile-Assisted language learning IJDPS Journal3(1)309ndash319105121ijdps20123126

PalalasA (2011)Mobile-assisted language learningdesigningforyourstudents InThoueumlsnyampBradley(Eds)Second Language Teaching and Learning with Technology Views of Emergent Researchers(pp71-94)DublinResearch-publishingnet1014705rpnet2011000007


21

PlutinoA(2017)TeachersasawakenersacollaborativeapproachinlanguagelearningandsocialmediaInInnovative Language Teaching and Learning at University(pp1ndash11)EnhancingEmployabilitydoi1014705rpnet2017innoconf2016661

PriceSampRogersY(2004)LetrsquosgetphysicalThelearningbenefitsofinteractingindigitallyaugmentedphysicalspacesComputers amp Education43(1)137ndash151doi101016jcompedu200312009

ReadTBaacutercenaEampKukulska-HulmeA(2016)MobileandmassivelanguagelearningInTechnology-Enhanced Language Learning for Specialized Domains Practical Applications and Mobility(pp151ndash161)AbingdonRoutledge

ReadTampKukulska-HulmeA (2015)The roleofamobileapp for listeningcomprehension training indistancelearningtosustainstudentmotivationJournal of Universal Computer Science21(10)1327ndash1338

PalalasAampAllyM(Eds)(2016)The International Handbook of Mobile-Assisted Language Learning(pp399ndash434)BeijingChinaCentralRadioampTVUniversityPress

Rosell-AguilarFKanQ(2016)DesignanduserevaluationofamobileapptoteachChinesecharacters

RueckertDKiserRampChoM(2012)OrallanguageassessmentmadeeasyviaVoiceThreadInTESOL International Convention and English Language ExpoPhiladelphiaPAMarch28ndash31

SharplesM (2016)Trends inLearning2016 -7MobileLearningFreeopen learning [YouTubevideo]Retrievedfromhttpswwwyoutubecomwatchv=mvn2yudjzca

SharplesMdeRoockRFergusonRGavedMHerodotouCKohEampWongLH(2016)Innovating Pedagogy 2016 Open University Innovation Report 5MiltonKeynesTheOpenUniversity

SteelC(2012)FittinglearningintolifeLanguagestudentsrsquoperspectivesonbenefitsofusingmobileappsInMBrownMHartnettampTStewart(Eds)Future Challenges(pp875ndash880)SustainableFutures

Stockwell G (2015) Mobile learning for language learning - Trends issues and way forward [YouTubevideo] Presented at Digital Education Show Asia 2015 Retrieved from httpswwwyoutubecomwatchv=f_0rRXHWsb0

StockwellG (2010)UsingmobilephonesforvocabularyactivitiesExamining theeffectof theplatformLanguage Learning amp Technology14(2)95ndash110

ThorntonPampHouserC(2005)UsingmobilephonesinEnglisheducationinJapanJournal of Computer Assisted Language Learning21(3)217ndash228doi101111j1365-2729200500129x

VanMarsenilleA(2015)InformallanguagelearningtheperspectiveofhighereducationstudentsinBrusselsAcasestudy[Doctoralthesis]TheOpenUniversity

WangSampSmithS(2013)ReadingandgrammarlearningthroughmobilephonesLanguage Learning amp Technology17(3)117ndash134

WangWZhongSCampLvSL(2009)Empiricalresearchonmobilelearningofcollegestudents[inChinese]Open Education Research15(2)81ndash86

WuYirsquoan(2001)EnglishlanguageteachinginChinaTrendsandchallengesTESOL Quarterly 35(1)191-94

XiaoJHampHurdS(2007)LanguagelearningstrategiesindistanceEnglishlearningAstudyoflearnersatShantouRadioandTelevisionUniversityChinaThe Journal of Asia TEFL4(2)141ndash164

YanJXampHorwitzEK(2008)LearnersrsquoperceptionsofhowanxietyinteractswithpersonalandinstructionalfactorstoinfluencetheirachievementinEnglishAqualitativeanalysisofEFLlearnersinChinaLanguage Learning 58(1)151-183

YouCampDoumlrnyeiZ(2016)LanguagelearningmotivationinChinaResultsofalarge-scalestratifiedsurveyApplied Linguistics37(4)495ndash519

ZhangXY(2017)ResearchingintoaMOOCembeddedflippedclassroommodelforcollegeEnglishReadingandWritingcourseInKanampBax(Eds)Beyond the Language Classroom Researching MOOCs and Other Innovations(pp15-27)DublinIrelandResearchpublishingnet1014705rpnet2017mooc2016668


22

ZhaoCYampLiuYQ(2012)AnexplorationondistanceEnglishoraltestmdashAnempiricalstudyonEnglishoraltestthroughWebphoneSkype[inChinese]ModernEducational Technology2295ndash98


23

APPENDIX

Questionnaire on Mobile English Language LearningNote that this is the English translation of the original questionnaire which was in ChineseDue to limited space we only provide the English version here

Pleasetellusyourhellip

AgeA Under25B 26-35C 36-45D 46-66E Over56

GenderA MaleB Female

OccupationA CorporatestaffB TeachersC Non-corporatestaffD Otherspleasespecify

EducationalbackgroundA HighschooldiplomaB DiplomaC BAdegreeD MAdegreeorabove

Q1aDoyouuseamobiledevice(suchasatabletoraphone)forEnglishlearning(egchecknewwordspracticepronunciation)A YesB No

[IfBisselecteddirecttoQ1b]Q1bPleasetelluswhyyoudonotuseamobiledeviceforEnglishlearning(Pleaseselectallthatapply)

A IdonotownamobiledeviceB IonlyusemymobiletomakephonecallsorsendtextmessagesetcnotforEnglishlearningC MymobiledevicedoesnotallowmetoconnecttotheInternetD IamnotawareofhowIcouldusemymobiledeviceforEnglishlearningE IhavetriedtousemymobiledeviceforEnglishlearningbutIhavenotfoundanyuseful

applicationsF MymobiledevicedoesnothaveenoughdatasoIkeepitforessentialuseG IpreferusingmycomputerorlaptopH IpreferusingprintmaterialsforEnglishlearningI Otherpleasespecify____________________

[AfteransweringQ1bdirecttothefollowingpage

ThankyouforlettingusknowyoudonotusemobiledevicesforyourEnglishlearningTherearenomorequestionsforyouPleaseclickonthelsquorsquobuttonbelowtorecordyourresponse]

Q2Whichmobiledevice(s)doyouuseforEnglishlearning(Pleaseselectallthatapply)A Asmartphone(egAndroidiPhone)aniPadortablet


24

B AkindleC Otherpleasesaywhich____________________

Q3Whatwasyour initialmotivationforusingyourmobiledeviceforEnglish learning(Please select one only)A Outofcuriositybecauseyouhadacquiredthedeviceandwereinterestedinwhatitcould

doB Youalreadyusedyourdeviceregularlyandwantedtoseeifyoucouldusethetoolsapps

(eggames)orservicesforEnglishlearningC YouusedmobileBeiwaiOnlinetocheckcoursenoticesandassignmentsD YouwereinstructedbyyourtutortouseanAppaspecificresourceorfunctionalityE YouwereinspiredbyafellowstudentorafriendwhopointedoutanAppaspecificresource

orfunctionalityF Youwantedtofill in maximizegaps(egwhilstwaitingforyourflight) inyourdaily

scheduletopracticeyourlanguageskillsG Otherpleasesaywhat____________________

Q4aWhichresourcessocialmediaorappsdoyouusemostforEnglishlearning(Pleaseselectallthatapply)A Communicationapps(egSkypeWeChatQQWhatsAppetc)B Forumsorsocialnetworks(egWeiboLinkedInWeChatgroups)C Englishlearningwebsitesandapps(egPlecoDuolinguoBusuuMemriseQuizletetc)D Authenticaudio-visualresources(egTVprogrammesTEDTalksYouKufilmsaudio-

bookssongs)E Authenticreadingmaterialonline(egonlinenewspapersmagazinesnovelsetc)F Referencematerial(egWikipediaBaidudictionariesonlinetranslationtoolsetc)G Otherpleasespecify____________________

Q4bNameoneofyourmostfavouriteappswebsitesorresourcesthatyouaccessviayourmobiledeviceforEnglishlearningandbrieflyexplainwhyyoulikeit(Maximum200words)

Q5aWhichlanguageskill(s)knowledgedoyoupracticeacquiremostwithyourmobiledevice(s)(Pleaseselectmaximumofthree)A SpeakingandpronunciationB ListeningC WritingD ReadingE BuildingupvocabularyF BuildingupgrammarG TranslatingH Otherpleasespecify____________________

[IfASpeakingandpronunciationisselecteddirecttoQ5b]

Q5bPleasetellusthetopresources(egappsoftwaresocialmediawebsite)youuseforpracticingspeakingandpronunciation(namemaximumthree)

[IfBListeningisselecteddirecttoQ5c]

Q5cPleasetellusthetopresources(egappsoftwaresocialmediawebsite)youuseforpracticinglistening(namemaximumthree)

[IfCWritingisselecteddirecttoQ5d]


25

Q5dPleasetellusthetopresources(egappsoftwaresocialmediawebsite)youuseforpracticingwriting(namemaximumthree)

[IfDReadingIsSelecteddirectto

Q5ePleasetellusthetopresources(egappsoftwaresocialmediawebsite)youuseforpracticingreading(namemaximum3)

[IfEBuildingupvocabularyisselecteddirecttoQ5f]

Q5fPleasetellusthetopresources(egappsoftwaresocialmediawebsite)youuseforbuildingupvocabulary(namemaximumthree)

[IfFBuildingupgrammarisselecteddirecttoQ5g]

Q5gPleasetellusthetopresources(egappsoftwaresocialmediawebsite)youuseforbuildingupgrammar(namemaximumthree)

[IfGTranslatingisselecteddirecttoQ5h]

Q5hPleasetellusthetopresources(egappsoftwaresocialmediawebsite)youuseforpracticingtranslating(namemaximumthree)

Q6ApartfrompracticingacquiringthelanguageskillsknowledgelistedinQ5abovewhatotheractivitiesdoyouusuallydoforEnglishlearningonmobiledevice(s)(Pleaseselectmaximumoftwo)A Youmakeshortvideoclips(egaspeechcompetition)andsharewithothersviasocial

mediacommunicationappsB Youtakephotos(egsignsmenus)andsharewithothersviasocialmediacommunication

appsC You collect new wordsinteresting phrases and share with others via social media

communicationappsD Otherpleasespecify____________________

Q7aDoyouusemobiledevice(s) tosupport theuniversitycoursesyouarestudying(egdoingcourseworkpractisingnewwordstakingnotesaccessingcoursematerials)A YesB No

[IfAisselecteddirecttoQ7b]

Q7bHowdoyouuseyourmobiledevice(s) tosupport theuniversitycoursesyouarestudying(Pleaseselectmaximumthree)A PractisingthenewvocabularyinthecoursematerialsB CheckingthegrammarpointsinthecoursematerialsC ListeningtotheaudioclipsinthecoursematerialsD PractisingdialoguesinthecoursematerialswithfellowstudentsE TranslatingthetextsinthecoursematerialsF TakingnotesofdifficultpointsyoudonotunderstandsoyoucanaskyourtutorlaterG Completingcoursework(egdraftinganessayoranypieceofwritingwork)


26

H FindingoutmoreabouttheculturalpointsinthecoursematerialsI Otherpleasespecify__________________

Q8aWithwhomdoyouusuallydotheaboveEnglishlearningactivitiesonyourmobiledeviceA YoumostlyengageintheactivitiesonyourownB Youengageinsomeoftheactivitieswithotherpeople

[IfBisselecteddirecttoQ8b]

Q8bBrieflydescribeoneactivityyouusuallydowithothersNametheactivityandsaywithwhomwhereandwhenyoudothisactivitywith(egmakingvideoclipwithmyfellowstudents)

Q9Howoftendoyouuseyourmobiledevice(s)tocarryoutEnglishlearningactivities(Pleaseselectoneonly)A SeveraltimesadayB OnceadayC OnceaweekD SeveraltimesaweekE Lessoften

Q10Howdoyouuseyourmobiledevice(s)toengageinEnglishlearningactivities(Pleaseselectoneonly)A Inplannedlearningsessions(eg routineeveningsessionsatafixed timetoworkwith

coursematerialsoronregularjourneys)B MoreinformallyinshortburstsoftimeaswhenandwheretheopportunityarisesC Bothoftheabove

Q11Whenisyourfavouritetimetoengageinlanguageactivitiesonyourmobiledevice(s)(Pleaseselectoneonly)A AtbreakfastB CommutingtoworkC AtlunchbreaksD DailywalksjoggingE LastthingatnightF WeekendsG Othertimepleasespecify_____

Q12Wheredoyouusuallyengage inEnglish learningonyourmobiledevice(s) (Please selectmaximumofthree)A DuringalectureorclasswhentutorsgiveyouworktodoB Onthemove(egtravellingonthetrainbusjoggingdriving)C InapublicplaceinbetweenmeetingsorwaitingforothersformeetingsD Inplaceswherefreewi-fiisavailableE Inaquietprivateplaceonyourown(eghome)F Inaprivateplacewhilstdoingsomethingelse(egcleaningyourroompreparingfood)G WhenyousocializewithfriendsandfellowstudentsH WheneverthereistheneedortheopportunityarisesI Otherpleasesaywhere

Q13GiveanexampleifyoucanofatypicalEnglishlearningactivityyouengageinandsaywhereandwhenyoudoit(Maximum200words)(optional)

Q14WhatisyourcurrentmainmotivationforusingyourmobiledeviceforEnglishlearning(Pleaseselectoneonly)A Youwanttofillinmaximisegaps(egwhilstwaitingforyourflight)inyourdailyschedule

topracticeyourlanguageskillsB Youwanttoachievehighscoresintheexam


27

C YouuseittocompletehomeworksetupbyyourtutorD YouuseittoenrichyourEnglishculturalknowledgeE YoufinditusefulwhenworkingonagroupprojecthomeworkwithotherstudentsF YouuseittoplaylanguagegamesG Otherpleasesaywhat____________________

Q15aHastheuseofamobiledeviceenabledyoutostudyattimesorinplacesyouwouldnothavenormallystudiedinthepastA YesB No


Q15bDoyouthinkyouarespendingmoretimeonEnglishlearningasaresultA YesB NoC Donrsquotknow

Q16Arethereanyotherwaysyouwouldliketobeabletouseyourmobiledevice(s)forEnglishlearning(Maximum200words)(optional)

Q17DoyourteachersrecommendmobilelearningappsandresourcesforyourEnglishlearningA YesB No

[IfAisselecteddirecttothefollowingopentextbox]Pleaselistthemobilelearningappsandresourcesrecommendedbyyourteacher(maximumthree)

Q18aDoyourteachersmonitoryouruseofmobilelearningresources

A YesB No


Q18bPleasetellushowyourteachermonitorsyouruseA SettinguphomeworkwhichrequirestheuseofappsoronlineresourcesB AskingyouquestionsregardingyourmobileEnglishlearningC CheckingyourprogressthroughthemobileplatformD Otherspleasespecify__________________

Q19Whatdoyouthinkoftutorroleinout-of-classmobileEnglishlearning(Pleaseselectoneonly)A MobilelearningismyownbusinessandIdonrsquotwantmytutortogetintoitB TutorsdonotneedtodoanythingexceptrecommendingsomeresourcesC Tutorsguideout-of-classmobilelearningincludingrecommendingresourcesandmonitoring

learningefficacyD Tutorsprovidefullsupportforout-of-classmobilelearningincludingparticipatinginonline

forumdiscussionssuchasexpressingopinionsintheWeChatgroupE Otherspleasespecify__________________

Q20Whatare thekeyfactors thatsometimespreventyoufromengaging inEnglish learningonmobiledevice(s)(Pleaseselectmaximumofthree)A NotusedtothesmallscreenofmymobilephoneB Notenoughstorageonyourmobile


28

C SlowdownloadspeedD LackofprivacyE Nofreewi-fiF NothavingsufficienttimeG LikelihoodofbeinginterruptedH Otherpleasesaywhat_________________________________

Kan Qian is a Senior Lecturer in the School of Languages and Applied Linguistics The Open University (UK) She has a PhD in Linguistics from Lancaster University and is Senior Fellow of the British Higher Education Academy She led the development of the lsquoChinese Characters First Stepsrsquo (CCFS) app which won the Ed20Work Network European Competition 20 - Using Internet amp mobile apps in education in 2014 Her research focuses on the use of technologies for the learning and teaching of languages mobile language learning mobile-assisted Chinese language learning interactions in online discussion forums and online language learning design including MOOC design lsquoKanrsquo is her surname

Jinlan Tang is the Deputy Dean and Professor of English in the School of Online and Continuing Education Beijing Foreign Studies University China Her research has covered the areas of language assessment tutor feedback EFL teaching and learning in the e-learning environment She has published over 30 research papers in academic journals two books and served as the principal investigator on a number of research projects She is also the Secretary-General of the China Computer-Assisted Language Learning Association (2016ndash2020) (ChinaCALL wwwchinacallorgcn) and a researcher of the China Language Assessment Centre Beijing Foreign Studies University She holds a PhD from the University of Nottingham in the area of EFL assessment in the e-learning environment

DOI 104018IJCALLT2018070101


Copyrightcopy2018IGIGlobalCopyingordistributinginprintorelectronicformswithoutwrittenpermissionofIGIGlobalisprohibited

1

Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in ChinaEmerging Practices and Learner Perception of Teacher RoleKan Qian The Open University Milton Keynes UK

Jinlan Tang Beijing Foreign Studies University Beijing China

ABSTRACT

Guidedbytheconceptualframeworkfornextgenerationdesignsformobile-assistedlanguagelearning(MALL)ininformalsettingourstudyinvestigateshowmobiledevicesimpactthelearningpracticesandhabitsamongstadultdistantlearnersofEnglishatahighereducationinstitutioninChinaDatasourcesincludequantitativedataof148completedresponsestoanonlinesurveyandqualitativedatafromfollow-upemailinterviewsThestudydemonstratesthatstudentsrsquomainmotivationforengaginginmobileassistedEnglishlearningistofillinthegapsintheirdailyscheduleinordertomaximizeavailabletimeandthemajorityusemobiledevicestosupportformalcourselearningTheskillsandknowledgeareaspracticedwithmobiledevicesarelisteningfollowedbyspeakingandpronunciationvocabularyreadingandtranslationOurstudyalsorevealsthatteachersplayaverylimitedroleasperceivedbystudentswhilestudentsexpectmoresupportfromteachersfortheirout-of-classhourmobileassistedlanguagelearningTheresearchfindingsbearsignificantpedagogicalimplicationsintermsofintegratingMALLintolanguagelearningcurriculumlearnersupportandtheneedforcontinuousteachertraining

KEywoRDSAdult Distant Learners in China English Learning Informal Learning MALL Design Pedagogy Mobile Assisted Language Learning (MALL) Tutor Role

1 INTRoDUCTIoN

Theever-increasingaffordabilityaccessibilityandsophisticationofmobilecommunicationtechnologyhasinfiltratedtheeducationmarket(HaoDennienampLi2017)Theubiquitousnatureofmobiletechnologyenableslearnerstohaveaccesstoresourceslsquoappropriatetotheirimmediatesituationrsquo(ReadBaacutercenaampKukulska-Hulme2016)whichoffersenormousopportunitiestosupportlearningandteachingbothinsideandoutsidetheclassroom(MartinampErtzberger2013)

Inthefieldofsecondlanguagelearning(L2)mobiledeviceshavetrulybecomelanguagelearnersrsquopersonaldigitalassistants(PDAs)(Godwin-Jones2011)Thewiderangeoflanguagelearningmobileapplicationsencourageslearnerstobemorelearner-centred(Burston2014)Asaresultthepracticesandbehavioursoflanguagelearnersarechanging(Kukulska-Hulme2012aArvanitisKrystalliamp


2





2 LITERATURE REVIEw




3







4







5







6









7














8





9







Gender Male 25

Female 75

Age Under25 2162

26ndash35 5338

36ndash45 223

46ndash55 27

Over56 0


Diploma 50

BAdegree 2703

MAdegreeorabove 338


Teachers 1081




10











11








COnceaday 27 203

DLessoften 14 1053

EOnceaweek 6 451






DWeekends 27 203













12













16 1203



13




















63 4737







14















15









cidianyoudaocom




wwwbaicizhancom




wwwhujiangcom



wwwbbccouk

5 Shanbei(扇贝)



wwwshanbaycom


16


















17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





2





2 LITERATURE REVIEw




3







4







5







6









7














8





9







Gender Male 25

Female 75

Age Under25 2162

26ndash35 5338

36ndash45 223

46ndash55 27

Over56 0


Diploma 50

BAdegree 2703

MAdegreeorabove 338


Teachers 1081




10











11








COnceaday 27 203

DLessoften 14 1053

EOnceaweek 6 451






DWeekends 27 203













12













16 1203



13




















63 4737







14















15









cidianyoudaocom




wwwbaicizhancom




wwwhujiangcom



wwwbbccouk

5 Shanbei(扇贝)



wwwshanbaycom


16


















17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





3







4







5







6









7














8





9







Gender Male 25

Female 75

Age Under25 2162

26ndash35 5338

36ndash45 223

46ndash55 27

Over56 0


Diploma 50

BAdegree 2703

MAdegreeorabove 338


Teachers 1081




10











11








COnceaday 27 203

DLessoften 14 1053

EOnceaweek 6 451






DWeekends 27 203













12













16 1203



13




















63 4737







14















15









cidianyoudaocom




wwwbaicizhancom




wwwhujiangcom



wwwbbccouk

5 Shanbei(扇贝)



wwwshanbaycom


16


















17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





4







5







6









7














8





9







Gender Male 25

Female 75

Age Under25 2162

26ndash35 5338

36ndash45 223

46ndash55 27

Over56 0


Diploma 50

BAdegree 2703

MAdegreeorabove 338


Teachers 1081




10











11








COnceaday 27 203

DLessoften 14 1053

EOnceaweek 6 451






DWeekends 27 203













12













16 1203



13




















63 4737







14















15









cidianyoudaocom




wwwbaicizhancom




wwwhujiangcom



wwwbbccouk

5 Shanbei(扇贝)



wwwshanbaycom


16


















17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





5







6









7














8





9







Gender Male 25

Female 75

Age Under25 2162

26ndash35 5338

36ndash45 223

46ndash55 27

Over56 0


Diploma 50

BAdegree 2703

MAdegreeorabove 338


Teachers 1081




10











11








COnceaday 27 203

DLessoften 14 1053

EOnceaweek 6 451






DWeekends 27 203













12













16 1203



13




















63 4737







14















15









cidianyoudaocom




wwwbaicizhancom




wwwhujiangcom



wwwbbccouk

5 Shanbei(扇贝)



wwwshanbaycom


16


















17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





6









7














8





9







Gender Male 25

Female 75

Age Under25 2162

26ndash35 5338

36ndash45 223

46ndash55 27

Over56 0


Diploma 50

BAdegree 2703

MAdegreeorabove 338


Teachers 1081




10











11








COnceaday 27 203

DLessoften 14 1053

EOnceaweek 6 451






DWeekends 27 203













12













16 1203



13




















63 4737







14















15









cidianyoudaocom




wwwbaicizhancom




wwwhujiangcom



wwwbbccouk

5 Shanbei(扇贝)



wwwshanbaycom


16


















17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





7














8





9







Gender Male 25

Female 75

Age Under25 2162

26ndash35 5338

36ndash45 223

46ndash55 27

Over56 0


Diploma 50

BAdegree 2703

MAdegreeorabove 338


Teachers 1081




10











11








COnceaday 27 203

DLessoften 14 1053

EOnceaweek 6 451






DWeekends 27 203













12













16 1203



13




















63 4737







14















15









cidianyoudaocom




wwwbaicizhancom




wwwhujiangcom



wwwbbccouk

5 Shanbei(扇贝)



wwwshanbaycom


16


















17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





8





9







Gender Male 25

Female 75

Age Under25 2162

26ndash35 5338

36ndash45 223

46ndash55 27

Over56 0


Diploma 50

BAdegree 2703

MAdegreeorabove 338


Teachers 1081




10











11








COnceaday 27 203

DLessoften 14 1053

EOnceaweek 6 451






DWeekends 27 203













12













16 1203



13




















63 4737







14















15









cidianyoudaocom




wwwbaicizhancom




wwwhujiangcom



wwwbbccouk

5 Shanbei(扇贝)



wwwshanbaycom


16


















17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





9







Gender Male 25

Female 75

Age Under25 2162

26ndash35 5338

36ndash45 223

46ndash55 27

Over56 0


Diploma 50

BAdegree 2703

MAdegreeorabove 338


Teachers 1081




10











11








COnceaday 27 203

DLessoften 14 1053

EOnceaweek 6 451






DWeekends 27 203













12













16 1203



13




















63 4737







14















15









cidianyoudaocom




wwwbaicizhancom




wwwhujiangcom



wwwbbccouk

5 Shanbei(扇贝)



wwwshanbaycom


16


















17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





10











11








COnceaday 27 203

DLessoften 14 1053

EOnceaweek 6 451






DWeekends 27 203













12













16 1203



13




















63 4737







14















15









cidianyoudaocom




wwwbaicizhancom




wwwhujiangcom



wwwbbccouk

5 Shanbei(扇贝)



wwwshanbaycom


16


















17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





11








COnceaday 27 203

DLessoften 14 1053

EOnceaweek 6 451






DWeekends 27 203













12













16 1203



13




















63 4737







14















15









cidianyoudaocom




wwwbaicizhancom




wwwhujiangcom



wwwbbccouk

5 Shanbei(扇贝)



wwwshanbaycom


16


















17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





12













16 1203



13




















63 4737







14















15









cidianyoudaocom




wwwbaicizhancom




wwwhujiangcom



wwwbbccouk

5 Shanbei(扇贝)



wwwshanbaycom


16


















17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





13




















63 4737







14















15









cidianyoudaocom




wwwbaicizhancom




wwwhujiangcom



wwwbbccouk

5 Shanbei(扇贝)



wwwshanbaycom


16


















17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





14















15









cidianyoudaocom




wwwbaicizhancom




wwwhujiangcom



wwwbbccouk

5 Shanbei(扇贝)



wwwshanbaycom


16


















17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





15









cidianyoudaocom




wwwbaicizhancom




wwwhujiangcom



wwwbbccouk

5 Shanbei(扇贝)



wwwshanbaycom


16


















17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





16


















17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





17










BNofreewifi 41 3083







18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





18



ACKNowLEDGMENT



19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





19

REFERENCES






















20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





20





















21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





21























22



23

APPENDIX















24

















25


















26














27









A YesB No








28





22



23

APPENDIX















24

















25


















26














27









A YesB No








28





23

APPENDIX















24

















25


















26














27









A YesB No








28





24

















25


















26














27









A YesB No








28





25


















26














27









A YesB No








28





26














27









A YesB No








28





27









A YesB No








28





28




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