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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 22, No. 0, pp.1175-1198
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2022
Received 24 Sep 2022 Revised 20 Oct 2022 Accepted 30 Oct 2022
DOI: https://doi.org/10.15738/kjell.22..202210.1175

Students’ Perspectives of Mobile-Assisted Blended Learning (MABL) in L2 Listening Classes at the University Level

Pyo, Jihoon ; Lee, Chung Hyun
(1st author) Graduate Student, Department of English Education, Hankuk University of Foreign Studies, Tel: 02-2173-2342 jpyo6296@gmail.com
(corresponding author) Professor, Department of English Education, Hankuk University of Foreign Studies, Tel: 02-2173-3044 chlee04@hufs.ac.kr


© 2022 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium provided the original work is properly cited.

Abstract

Mobile-assisted language learning (MALL) and blended learning have been gaining popularity in alleviating insufficient exposure in the L2 context. Some limitations of MALL and blended learning can be efficiently complemented by combining the two constructs. However, the role of mobile-assisted blended learning (MABL) in L2 listening classes is still inconclusive. This study aimed to examine students’ perspectives of MABL and suggest a MABL instructional model in L2 listening before investigating its effectiveness. The participants in this study were 87 beginning-level students attending a university in Korea. They experienced L2 listening through MABL for 14 weeks and completed questionnaires in the last week of the instruction, and the qualitative data were from reflective journals and interviews. The study findings are as follows: First, the participants found MABL for L2 listening useful, interesting, satisfying, motivating, and not particularly difficult. Second, the students showed their preferences for MABL interaction and activity types and perceptions of the efficiency of applying MABL in L2 listening classes. Lastly, exploring the effects of L2 listening through a specific model for MABL instructional procedure in this study is suggested for future research.

Keywords:

mobile-assisted blended learning, L2 listening, perspectives, efficiency, instructional model

Acknowledgments

This study was supported by Hankuk University of Foreign Studies Research Fund of 2022.

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