원문정보
초록
영어
Research has acknowledged Mobile-assisted language learning (MALL) as one efficacious method for leveraging language proficiency across skills and components, leaving the investigation on language learners’ motivation and emotional intelligence of peripheral focus, albeit being essential drives for academic success. This study seeks to fill the gaping void by investigating the impact of team-based mobile learning (TBML) as an instructional framework to leverage EFL learners’ online learning engagement (OLE), trait emotional intelligence (TEI), and EFL learning motivation. This instructional framework involves a mobile instant messenger (MIM), Telegram, to support collaborative learning both within and beyond class hours. Employing a quasi-experimental approach, the study involved 475 undergraduate students at an Indonesian state university across majors, including nursing, management, science education, and non-formal education, with ages ranging from 18 to 22 years. The findings corroborate significant increment in the abovementioned dimensions resulting from TBML, as opposed to the unworthy increase associated with computer-based LMS. Moderate positive correlations also exist among three pertinent variables. Implications suggest how TBML accords English learners with the authentic learning community armed with myriads discourse resources to empower their multidimensional engagement in meaningful literacy practices.
목차
Introduction
Theoretical Frameworks and Research Hypotheses
MIM for English Learning
A Sociocultural Framework to Mobile Language Learning
Team-based Mobile Learning via MIM
The Current Portraits of EFL Learners’ Learning Engagement, Motivation, and Emotional Intelligence in Online Setting
Research Method
Setting and Participants
Instructional Procedure: Differentiating Experimental and Control Groups
Data Collection
Data Analysis
Findings
RQ 1: TBML Significantly Improves Indonesian EFL Learners’ Learning Motivation
RQ 2: TBML Significantly Improves Indonesian EFL Learners’ Online Learning Engagement
RQ 3: TBML Significantly Improves Indonesian EFL learners’ Trait Emotional Intelligence
RQ 4: Significant correlations exist between TEI, OLE, and EFL Learning Motivation
Conclusion
The Authors
References