The Effects of Mobile-Blended Cooperative Learning on EFL Students’ Listening Comprehension in Cambodian Context
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Published:
Jul 20, 2021
Keywords:
listening comprehension mobile-learning cooperative learning blended learning
Main Article Content
Abstract
The integration of advanced technology in education allows students to learn physically and virtually, especially in this turbulent time, the COVID-19 pandemic. Due to the fact that listening is the most challenging skill, EFL students need more time and opportunities to be exposed to listening in the spoken contexts both inside and outside of the classroom. Therefore, this study aims to investigate the effects of Mobile-Blended Cooperative Learning (MBCL) to enhance Cambodian EFL students’ listening comprehension. Both quantitative and qualitative methods were used. A pre-test and post-test were implemented to measure the students’ scores before and after using MBCL. Furthermore, a questionnaire was also used to examine the students’ opinions toward the use of MBCL, semi-structured interviews were also used to gain in-depth information from the questionnaire. The results showed that students enhanced their listening comprehension after learning with MBCL. Additionally, students also had positive opinions toward the use of MBCL on listening comprehension. The reasons for their positive opinions came from the user-friendly website, convenience, fun, motivation as well as improving other skills. During this COVID-19 pandemic, the implementation of MBCL can help students learn the English language conveniently, especially listening comprehension, if the teachers are flexible and are able to offer appropriate materials.
Article Details
How to Cite
Each, N., & Suppasetseree, S. (2021). The Effects of Mobile-Blended Cooperative Learning on EFL Students’ Listening Comprehension in Cambodian Context. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 143–170. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/253265
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Research Articles
References
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Andersson, A., Hatakka, M., Grönlund, Å., & Wiklund, M. (2013). Reclaiming the students – coping with social media in 1:1 schools. Learning, Media and Technology, 39(1), 37–52. https://doi.org/10.1080/17439884.2012.756518
Artyushina, G., & Sheypak, O. (2018). Mobile phones help develop listening skills. Informatics, 5(3), 1-7. https://doi.org/10.3390/informatics5030032
Bader Al Bataineh, K., Abdullah Ahmed Banikalef, A. E., & H. Albashtawi, A. (2019). The effect of blended learning on EFL students’ grammar performance and attitudes: An investigation of Moodle. Arab World English Journal, 10(1), 324–334. https://doi.org/10.24093/awej/vol10no1.27
Banditvilai, C. (2016). Enhancing students’ language skills through
blended learning. The Electronic Journal of e-Learning, 14(3), 220-229.
Brown, H. D. (2007). Principles of language learning and teaching. Pearson Education.
Brown, H. D., & Lee, H. (2015). Teaching by principles: an interactive approach to language pedagogy. Pearson Education.
Bryan, A., & Volchenkova, K. N. (2016). Blended learning: Definition, models, implications for higher education. Education Sciences, 8(2), 24–30. https://doi.org/10.14529/ped160204
Buck, G. (2001). Assessing listening. Cambridge University Press.
Cambridge University Press. (2010). Cambridge preliminary English test 6: with answers: examination papers. Cambridge University Press.
Cambridge University Press. (2012). Cambridge English Preliminary. official examination papers. Cambridge University Press.
Cechova, I., Skybova, D., & Koukalova, R. (2018, November). Blended learning strategies for successful language acquisition. In ECEL 2018 17th European Conference on e-Learning (p. 74-80). Academic Conferences and publishing limited.
Crandall, J. (1999). Cooperative language learning and affective factors. In
J. Arnold (Eds.), Affect in language learning (pp. 226-245). Cambridge University Press.
Djoudi, M. (2009). Listening comprehension of languages with mobile
devices. In R. D. C. V. Marriott & P. L. Torres (Eds), Handbook of research on E-Learning methodologies for language acquisition (pp. 352-366). Information Science Reference Publisher.
El-Desouky, M. (2015). Utilizing mobile assisted language learning (MALL)
to develop EFL listening skills and learner autonomy [Master’s thesis, Mansoura University]. Mansoura University, Egypt.
El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining mobile learning in
the higher education landscape. Educational Technology & Society, 13 (3), 12–21.
Fraser, J., Fahlman, D. (W., Arscott, J., & Guillot, I. (2018). Pilot testing for feasibility in a study of student retention and attrition in online undergraduate programs. The International Review of Research in Open and Distributed Learning, 19(1), 260-278. https://doi.org/10.19173/irrodl.v19i1.3326
Fulcher, G., & Davidson, F. (2007). Language testing and assessment: An
advanced resource book. Routledge.
Gholami, J., & Azarmi, G. (2012). An introduction to mobile assisted
language learning. International Journal of Management, IT and Engineering, 2(8), 1-9.
Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners' English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977-988. https://doi.org/10.4304/jltr.2.5.977-988
Ginaya, G., Rejeki, I. N. M., & Astuti, N. N. S. (2018). The effects of
blended learning to students’ speaking ability: A study of utilizing technology to strengthen the conventional instruction. International Journal of Linguistics, Literature and Culture, 4(3), 1-14. http://dx.doi.org/10.21744/ijllc.v0i0.000
Gozcu, E., & Caganaga, C. K. (2016). The importance of using games in EFL classrooms. Cypriot Journal of Educational Sciences, 11(3), 126-135. https://doi.org/10.18844/cjes.v11i3.625
Hadijah, S., & Shalawati, S. (2016). A study on listening skills and perspectives to first year students at English Department of academic year 2015/2016. J-SHMIC: Journal of English for Academic, 3(2), 70–80. https://doi.org/10.25299/jshmic.2016.vol3(2).527
Hamouda, A. (2013). An investigation of listening comprehension
problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 133-155.
Holmes, B., & Gardner, J. (2006). E-learning: Concepts and practice.
SAGE Publications.
Hosseinpour, N., Biria, R., & Rezvani, E. (2019). Promoting academic writing proficiency of Iranian EFL learners through blended learning. Turkish Online Journal of Distance Education, 20(4), 99–116. https://doi.org/10.17718/tojde.640525
Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted language learning: A cross-national study. Computer Assisted Language Learning, 26(3), 197–213. https://doi.org/10.1080/09588221.2011.649485
Igawa, K. (2008). English language and its education in Cambodia, a country in transition. Shitennoji University Bulletin, 46(1), 343-369.
iNACOL (2015). Blending learning: The evolution of online and face-to-face education from 2008–2015 (ED560788). ERIC. https://files.eric.ed.gov/fulltext/ED560788.pdf
Jacobs, G. M., Lee, C., & Ng, M. (1997, June). Cooperative learning in the
thinking classroom. [Paper presented]. The International
Conference on Thinking, Singapore.
Jibrin, M. A., Musa, M. N. & Shittu, T. (2017). Effects of internet on the
academic performance of tertiary institutions’ students in Niger State, Nigeria. International Journal of Education, Learning and Training, 2(2), 57-69.
Keezhatta, M. S., & Omar, A. (2019). Enhancing reading skills for Saudi secondary school students through Mobile Assisted Language Learning (MALL): An experimental study. International Journal of English Linguistics, 9(1), 437-447. https://doi.org/10.5539/ijel.v9n1p437
Kim, H. S. (2014). Effects of using mobile devices in blended learning for
English reading comprehension. Multimedia-Assisted Language Learning, 17(2), 64-85.
Kirbaş, A. (2017). Effects of cooperative learning method on the development of listening comprehension and listening skills. International Journal of Languages' Education, 5(1), 1–17. https://doi.org/10.18298/ijlet.1712
Kodir Al-Baekani, A., & Ridwan, I. (2018). Integrated of mobile phone as interactive media in extensive listening. SHS Web of Conferences, 42, 1-7. https://doi.org/10.1051/shsconf/20184200006
Lalima, L., & Dangwal, K., L. (2017). Blended learning: An innovative
approach. Universal Journal of Educational Research, 5(1), 129-136.
Martin, R., J. Mcgill, T., & Sudweeks, F. (2013). Learning anywhere, anytime: Student motivators for M-learning. Journal of Information Technology Education: Research, 12, 51–67. https://doi.org/10.28945/1771
McMullin, M. (1992). ESL techniques: Lesson planning-teacher training
through video. Longman.
Meng, J. (2010). Cooperative learning method in the practice of English
reading and speaking. Journal of Language Teaching and Research, 1(5), 701-703. https://doi.org/10.4304/jltr.1.5.701-703
Miangah, T. M., & Nezarat, A. (2012). Mobile assisted language learning.
IJDPS: International Journal of Distributed and Parallel Systems, 3(1), 309-319.
Mubarok, H. (2015). The implementation of blended learning model in improving
students’ listening comprehension. Jurnal Tarbawi, 12(1), 1-24.
Muneerat, P. & Chinokul, S. (2014). The development of English reading
materials using inference strategies instruction to enhance English reading comprehension ability of upper secondary students: A case study of tenth grade students of Chonkanyanukoon school. OJED: An Online Journal of Education, 9(1), 521-533.
Nadig A. (2013). Listening comprehension. In F.R. Volkmar (eds),
Encyclopedia of autism spectrum disorders (pp.70-139). Springer.
Nariyati, N. P., Sudirman, S., & Pratiwi, N. P. (2020). EFL pre-service teachers’ perception toward the use of Mobile Assisted Language Learning in teaching English. International Journal of Language Education, 4(2), 38-47. https://doi.org/10.26858/ijole.v4i2.10052
Nuraeni, C., Carolina, I., Supriyatna, A., Widiati, W., & Bahri, S. (2020). Mobile-Assisted Language Learning (MALL): Students’ perception and problems towards mobile learning in English language. Journal of Physics: Conference Series, 1641, 012027. https://doi.org/10.1088/1742-6596/1641/1/012027
Osman, M. (2013). Evaluation of mobile and communication technologies
for language learning [Master’s Thesis, Loughborough University, England]. Loughborough University, England.
Read, T., & Kukulska-Hulme, A. (2015). The Role of a mobile app for
listening comprehension training in distance learning to sustain student motivation. Journal of Universal Computer Science, 21(10), 1327–1338.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in
language teaching. Cambridge University Press.
Rost, M. (2011). Teaching and researching listening. Pearson Education Limited.
Saliba, G., Rankine, L., & Cortez, H. (2013). Fundamentals of blended
learning. University of Western Sydney.
Sejdiu, S. (2017). Are listening skills best enhanced through the use of
multimedia technology. Digital Education Review, 32, 60-72.
Shyamlee, S. D., & Phil, M. (2012). Use of technology in English language
teaching and learning: An analysis. International Conference on Language, Medias and Culture, 33, 150-156.
Soumia, B. (2016). The use of cooperative learning strategies to enhance
students’ writing skill [Master’s Thesis, University of Biskra, Italy]. University of Biskra, Italy.
Solak, E. & Erdem, G. (2016). Teaching listening skills. In E. Solak (Eds), Teaching
language skills for prospective English teachers (pp. 29-44). Pelikan.
Sulisworo, D., Agustin, S.P., & Sudarmiyati, E. (2016). Cooperative-
blended learning using Moodle as an open-source learning platform. Int. J. Technology Enhanced Learning, 8(2), 187–198.
Sulisworo, D. & Toifur, M. (2016). The role of mobile learning on the
learning environment shifting at high school in Indonesia. Int. J. Mobile Learning and Organization, 10 (3), 159–170.
Thorne, K. (2003). Blended learning: How to integrate online and
traditional learning. Kaye Thorne.
Traxler, J. (2009). Learning in a mobile age. International Journal of
Mobile and Blended learning, 1(1), 1-12.
Watson, J. (2008). Blending Learning: The convergence of online and face-to-face Education (ED509636). ERIC. https://files.eric.ed.gov/fulltext/ED509636.pdf
Yang, Y. F. (2012). Blended learning for college students with English reading
difficulties. Computer Assisted Language Learning, 25(5), 393-410.
Yavuz, O., & Arslan, A. (2018). Cooperative learning in acquisition of the English
language skills. European Journal of Educational Research, 7(3), 591-600.
Zhang, Y. (2010). Cooperative language learning and foreign language learning and teaching. Journal of Language Teaching and Research, 1(1), 81-83. https://doi.org/10.4304/jltr.1.1.81-83
Ali, M. M., Mahmood, M. A., Anwar, M. N., Khan, L. A., & Hussain, A. (2019). Pakistani learners’ perceptions regarding mobile assisted language learning in ESL classroom. International Journal of English Linguistics, 9(4), 386-398. https://doi.org/10.5539/ijel.v9n4p386
Altuwairesh, N. (2013). Expertise in L2 listening: Metacognitive instruction and deliberate practice in a Saudi university context [Doctoral dissertation, University of Leeds]. https://etheses.whiterose.ac.uk/
Andersson, A., Hatakka, M., Grönlund, Å., & Wiklund, M. (2013). Reclaiming the students – coping with social media in 1:1 schools. Learning, Media and Technology, 39(1), 37–52. https://doi.org/10.1080/17439884.2012.756518
Artyushina, G., & Sheypak, O. (2018). Mobile phones help develop listening skills. Informatics, 5(3), 1-7. https://doi.org/10.3390/informatics5030032
Bader Al Bataineh, K., Abdullah Ahmed Banikalef, A. E., & H. Albashtawi, A. (2019). The effect of blended learning on EFL students’ grammar performance and attitudes: An investigation of Moodle. Arab World English Journal, 10(1), 324–334. https://doi.org/10.24093/awej/vol10no1.27
Banditvilai, C. (2016). Enhancing students’ language skills through
blended learning. The Electronic Journal of e-Learning, 14(3), 220-229.
Brown, H. D. (2007). Principles of language learning and teaching. Pearson Education.
Brown, H. D., & Lee, H. (2015). Teaching by principles: an interactive approach to language pedagogy. Pearson Education.
Bryan, A., & Volchenkova, K. N. (2016). Blended learning: Definition, models, implications for higher education. Education Sciences, 8(2), 24–30. https://doi.org/10.14529/ped160204
Buck, G. (2001). Assessing listening. Cambridge University Press.
Cambridge University Press. (2010). Cambridge preliminary English test 6: with answers: examination papers. Cambridge University Press.
Cambridge University Press. (2012). Cambridge English Preliminary. official examination papers. Cambridge University Press.
Cechova, I., Skybova, D., & Koukalova, R. (2018, November). Blended learning strategies for successful language acquisition. In ECEL 2018 17th European Conference on e-Learning (p. 74-80). Academic Conferences and publishing limited.
Crandall, J. (1999). Cooperative language learning and affective factors. In
J. Arnold (Eds.), Affect in language learning (pp. 226-245). Cambridge University Press.
Djoudi, M. (2009). Listening comprehension of languages with mobile
devices. In R. D. C. V. Marriott & P. L. Torres (Eds), Handbook of research on E-Learning methodologies for language acquisition (pp. 352-366). Information Science Reference Publisher.
El-Desouky, M. (2015). Utilizing mobile assisted language learning (MALL)
to develop EFL listening skills and learner autonomy [Master’s thesis, Mansoura University]. Mansoura University, Egypt.
El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining mobile learning in
the higher education landscape. Educational Technology & Society, 13 (3), 12–21.
Fraser, J., Fahlman, D. (W., Arscott, J., & Guillot, I. (2018). Pilot testing for feasibility in a study of student retention and attrition in online undergraduate programs. The International Review of Research in Open and Distributed Learning, 19(1), 260-278. https://doi.org/10.19173/irrodl.v19i1.3326
Fulcher, G., & Davidson, F. (2007). Language testing and assessment: An
advanced resource book. Routledge.
Gholami, J., & Azarmi, G. (2012). An introduction to mobile assisted
language learning. International Journal of Management, IT and Engineering, 2(8), 1-9.
Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners' English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977-988. https://doi.org/10.4304/jltr.2.5.977-988
Ginaya, G., Rejeki, I. N. M., & Astuti, N. N. S. (2018). The effects of
blended learning to students’ speaking ability: A study of utilizing technology to strengthen the conventional instruction. International Journal of Linguistics, Literature and Culture, 4(3), 1-14. http://dx.doi.org/10.21744/ijllc.v0i0.000
Gozcu, E., & Caganaga, C. K. (2016). The importance of using games in EFL classrooms. Cypriot Journal of Educational Sciences, 11(3), 126-135. https://doi.org/10.18844/cjes.v11i3.625
Hadijah, S., & Shalawati, S. (2016). A study on listening skills and perspectives to first year students at English Department of academic year 2015/2016. J-SHMIC: Journal of English for Academic, 3(2), 70–80. https://doi.org/10.25299/jshmic.2016.vol3(2).527
Hamouda, A. (2013). An investigation of listening comprehension
problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 133-155.
Holmes, B., & Gardner, J. (2006). E-learning: Concepts and practice.
SAGE Publications.
Hosseinpour, N., Biria, R., & Rezvani, E. (2019). Promoting academic writing proficiency of Iranian EFL learners through blended learning. Turkish Online Journal of Distance Education, 20(4), 99–116. https://doi.org/10.17718/tojde.640525
Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted language learning: A cross-national study. Computer Assisted Language Learning, 26(3), 197–213. https://doi.org/10.1080/09588221.2011.649485
Igawa, K. (2008). English language and its education in Cambodia, a country in transition. Shitennoji University Bulletin, 46(1), 343-369.
iNACOL (2015). Blending learning: The evolution of online and face-to-face education from 2008–2015 (ED560788). ERIC. https://files.eric.ed.gov/fulltext/ED560788.pdf
Jacobs, G. M., Lee, C., & Ng, M. (1997, June). Cooperative learning in the
thinking classroom. [Paper presented]. The International
Conference on Thinking, Singapore.
Jibrin, M. A., Musa, M. N. & Shittu, T. (2017). Effects of internet on the
academic performance of tertiary institutions’ students in Niger State, Nigeria. International Journal of Education, Learning and Training, 2(2), 57-69.
Keezhatta, M. S., & Omar, A. (2019). Enhancing reading skills for Saudi secondary school students through Mobile Assisted Language Learning (MALL): An experimental study. International Journal of English Linguistics, 9(1), 437-447. https://doi.org/10.5539/ijel.v9n1p437
Kim, H. S. (2014). Effects of using mobile devices in blended learning for
English reading comprehension. Multimedia-Assisted Language Learning, 17(2), 64-85.
Kirbaş, A. (2017). Effects of cooperative learning method on the development of listening comprehension and listening skills. International Journal of Languages' Education, 5(1), 1–17. https://doi.org/10.18298/ijlet.1712
Kodir Al-Baekani, A., & Ridwan, I. (2018). Integrated of mobile phone as interactive media in extensive listening. SHS Web of Conferences, 42, 1-7. https://doi.org/10.1051/shsconf/20184200006
Lalima, L., & Dangwal, K., L. (2017). Blended learning: An innovative
approach. Universal Journal of Educational Research, 5(1), 129-136.
Martin, R., J. Mcgill, T., & Sudweeks, F. (2013). Learning anywhere, anytime: Student motivators for M-learning. Journal of Information Technology Education: Research, 12, 51–67. https://doi.org/10.28945/1771
McMullin, M. (1992). ESL techniques: Lesson planning-teacher training
through video. Longman.
Meng, J. (2010). Cooperative learning method in the practice of English
reading and speaking. Journal of Language Teaching and Research, 1(5), 701-703. https://doi.org/10.4304/jltr.1.5.701-703
Miangah, T. M., & Nezarat, A. (2012). Mobile assisted language learning.
IJDPS: International Journal of Distributed and Parallel Systems, 3(1), 309-319.
Mubarok, H. (2015). The implementation of blended learning model in improving
students’ listening comprehension. Jurnal Tarbawi, 12(1), 1-24.
Muneerat, P. & Chinokul, S. (2014). The development of English reading
materials using inference strategies instruction to enhance English reading comprehension ability of upper secondary students: A case study of tenth grade students of Chonkanyanukoon school. OJED: An Online Journal of Education, 9(1), 521-533.
Nadig A. (2013). Listening comprehension. In F.R. Volkmar (eds),
Encyclopedia of autism spectrum disorders (pp.70-139). Springer.
Nariyati, N. P., Sudirman, S., & Pratiwi, N. P. (2020). EFL pre-service teachers’ perception toward the use of Mobile Assisted Language Learning in teaching English. International Journal of Language Education, 4(2), 38-47. https://doi.org/10.26858/ijole.v4i2.10052
Nuraeni, C., Carolina, I., Supriyatna, A., Widiati, W., & Bahri, S. (2020). Mobile-Assisted Language Learning (MALL): Students’ perception and problems towards mobile learning in English language. Journal of Physics: Conference Series, 1641, 012027. https://doi.org/10.1088/1742-6596/1641/1/012027
Osman, M. (2013). Evaluation of mobile and communication technologies
for language learning [Master’s Thesis, Loughborough University, England]. Loughborough University, England.
Read, T., & Kukulska-Hulme, A. (2015). The Role of a mobile app for
listening comprehension training in distance learning to sustain student motivation. Journal of Universal Computer Science, 21(10), 1327–1338.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in
language teaching. Cambridge University Press.
Rost, M. (2011). Teaching and researching listening. Pearson Education Limited.
Saliba, G., Rankine, L., & Cortez, H. (2013). Fundamentals of blended
learning. University of Western Sydney.
Sejdiu, S. (2017). Are listening skills best enhanced through the use of
multimedia technology. Digital Education Review, 32, 60-72.
Shyamlee, S. D., & Phil, M. (2012). Use of technology in English language
teaching and learning: An analysis. International Conference on Language, Medias and Culture, 33, 150-156.
Soumia, B. (2016). The use of cooperative learning strategies to enhance
students’ writing skill [Master’s Thesis, University of Biskra, Italy]. University of Biskra, Italy.
Solak, E. & Erdem, G. (2016). Teaching listening skills. In E. Solak (Eds), Teaching
language skills for prospective English teachers (pp. 29-44). Pelikan.
Sulisworo, D., Agustin, S.P., & Sudarmiyati, E. (2016). Cooperative-
blended learning using Moodle as an open-source learning platform. Int. J. Technology Enhanced Learning, 8(2), 187–198.
Sulisworo, D. & Toifur, M. (2016). The role of mobile learning on the
learning environment shifting at high school in Indonesia. Int. J. Mobile Learning and Organization, 10 (3), 159–170.
Thorne, K. (2003). Blended learning: How to integrate online and
traditional learning. Kaye Thorne.
Traxler, J. (2009). Learning in a mobile age. International Journal of
Mobile and Blended learning, 1(1), 1-12.
Watson, J. (2008). Blending Learning: The convergence of online and face-to-face Education (ED509636). ERIC. https://files.eric.ed.gov/fulltext/ED509636.pdf
Yang, Y. F. (2012). Blended learning for college students with English reading
difficulties. Computer Assisted Language Learning, 25(5), 393-410.
Yavuz, O., & Arslan, A. (2018). Cooperative learning in acquisition of the English
language skills. European Journal of Educational Research, 7(3), 591-600.
Zhang, Y. (2010). Cooperative language learning and foreign language learning and teaching. Journal of Language Teaching and Research, 1(1), 81-83. https://doi.org/10.4304/jltr.1.1.81-83