| Titre : | The Use of Mobile Assisted Language Learning in the Algerien EFL Context: Case Study of First-Year LMD Student at Saida University |
| Auteurs : | BENOUAOU Messouda, Auteur ; P/LLA Dr. K. ABDELLAOUI, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | SAIDA [ALGERIE] : 1- University of Saida - Dr. Moulay Tahar / Faculty of Letters, Languages and Arts Department of English Language and Literature, 2022-2023 |
| Format : | 50p / 27cm |
| Accompagnement : | CD |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
Declaration of Originality II
Dedication III Acknowledgements IV Abstract V Table of Contents VI List of Tables X List of Figures XI List of Abbreviations List of Appendices XII XIII General Introduction 01 Chapter One: Literature Review Content Page 1.1. Introduction 04 1.2. Technology and Education 04 1.3. Definition of Mobile Assisted Language Learning 05 1.4. History of Mobile Assisted Language Learning 06 1.5. Approaches to Mobile Assisted Language Learning 06 1.5.1. Behaviorist Learning Theory 07 1.5.2. Constructivist Learning Theory 07 1.5.3. Situated Learning Theory 08 1.5.4. Collaborative Learning Theory 08 1.5.5. Informal or Lifelong Learning 08 1.6. Mobile-Learning 09 1.6.1. Technology of M-Learning 10 1.7.Mobile Devices 11 1.7.1. Cell Phones 12 1.7.2. Personal Digital Assistants (PDAs) 12 1.7.3. Podcasts and Media Players 13 VII 1.7.4. MP3 Players 13 1.8. Advantages of The MALL Implementation 14 1.9. Challenges Faced in The MALL Implementation 15 1.9.1. Management and Institutional Challenges 15 1.9.2. Design Challenges 16 1.9.3. Technical Challenges 16 1.9.4. Cultural and Social Challenges 16 1.9.5. Evaluation Challenges 17 1.10. Tutors and Learners’ Attitude towards The Use of MALL 17 1.11. MALL and Learners’ Motivation 18 1.12. Conclusion 19 Chapter Two: Research Methodology 2.1. Introduction 21 2.2. Research Questions and Hypothesis 21 2.3. The Aim of the Study 21 2.4. Methodology 22 2.5. Sample Population 23 2.5.1. Description of the Learners’ Profile 23 2.5.2. Description of the Teachers’ profile 23 2.6. Research Tools 24 2.6.1. Questionnaire 24 2.6.1.1. Advantages of the Questionnaire 24 2.6.1.2. Disadvantages of the Questionnaire 25 2.6.1.3. Description of the Learners’ Questionnaire 25 2.6.2. Interview 26 2.6.2.1. Description of the Teachers’ Interview 26 VIII 2.7. Characteristics of Good Research 27 2.8. Ethical Issues 28 2.9. Limitation of the Study 28 2.10. Conclusion 29 Chapter Three: Data Analysis and Interpretation 3.1. Introduction 31 3.2. Data Analysis 31 3.2.1. Students’ Questionnaire 31 3.2.2. Teachers’ Interview 40 3.3. Descussion and Interpretation 42 3.4. Recommendations 44 3.5. Conclusion 45 General Conclusion 48 References 50 Appendixes 53 |
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