MALL integrated with metacognitive skills to promote preservice English teachers intercultural communicative competence

Haerazi Haerazi

Abstract


Utilizing mobile phones for education, particularly in mobile-assisted language learning (MALL), enhances comprehensive learning, intercultural communication, and metacognitive skill development among preservice teachers. This approach fosters the acquisition of intercultural communicative competence (ICC). Therefore, this study aims to investigate the effect of MALL integrated with metacognitive skills to promote preservice English teachers ICC. This pre-experimental study with one group design involved 28 preservice English teachers at a university in Mataram, Indonesia. The ICC and metacognitive questionnaires were utilized to collect the data, and the collected data were analyzed using descriptive and inferential statistical analysis using IBM SPSS devices. The results show that MALL helped preservice English teachers become autonomous learners and actively engage in self-regulating their cognitive abilities to think critically, adapt, and interact within diverse cultural contexts. MALL integrated with metacognitive skills significantly affected preservice teachers ICC, and the level of metacognitive skills influenced the success of improving their ICC. The implication of MALL can delve into the pedagogical approaches and design principles that optimize MALL interventions within mobile learning environments.

Keywords


intercultural communicative competence (ICC); intercultural competence; intercultural learning; metacognitive skills; mobile-assisted language learning (MALL)

Full Text:

PDF

Article Metrics

Abstract view : 340 times | PDF view : 182 times

References


Abduh, A., & Rosmaladewi, R. (2018). Promoting intercultural competence in bilingual programs in Indonesia. SAGE Open, 8(3), 1–7. https://doi.org/10.1177/2158244018788616

Alkhezzi, F., & Al-Dousari, W. (2016). The impact of mobile learning on ESP learners’ performance. The Journal of Educators Online, 13(2), 17–101. https://doi.org/10.9743/JEO.2016.2.4

Alotaibi, H. M., Alamer, R. A., & Al-Khalifa, H. S. (2015). MLab: a mobile language learning lab system for language learners. JUCS - Journal of Universal Computer Science, 21(10), 1307–1326. https://doi.org/10.3217/JUCS-021-10-1307

Al-Sabbagh, K. W., Bradley, L., & Bartram, L. (2019). Mobile language learning applications for Arabic speaking migrants: a usability perspective. Language Learning in Higher Education, 9(1), 71–95. https://doi.org/10.1515/cercles-2019-0004

Anderson, N. J. (2012). Metacognition: awareness of language learning. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for Language Learning (pp. 169–187). Palgrave Macmillan UK. https://doi.org/10.1057/9781137032829_12

Avci, H., & Adiguzel, T. (2017). A case study on mobile-blended collaborative learning in an English as a foreign language (EFL) context. The International Review of Research in Open and Distributed Learning, 18(7), 45–58. https://doi.org/10.19173/irrodl.v18i7.3261

Azar, A. S., & Nasiri, H. (2014). Learners’ attitudes toward the effectiveness of mobile assisted language learning (MALL) in L2 listening comprehension. Procedia - Social and Behavioral Sciences, 98, 1836–1843. https://doi.org/10.1016/j.sbspro.2014.03.613

Baicchi, A., & Erviti, A. (2018). Genre as cognitive construction: an analysis of discourse connectors in academic lectures. Pragmatics & Cognition, 25(3), 576–601. https://doi.org/10.1075/pc.19006.bai

Barnatt, J., Andries D’Souza, L., Gleeson, A. M., Mitchell Viesca, K., & Wery, J. (2020). Intercultural competence in pre-service teacher candidates. International Journal of Educational Reform, 29(3), 211–235. https://doi.org/10.1177/1056787919896866

Bartosh, O., Kozubovskyi, R., & Shandor, F. (2021). Training in intercultural tolerance for social work students in the multicultural context of Ukraine. Intercultural Education, 32(5), 495–507. https://doi.org/10.1080/14675986.2021.1962106

Beins, B. C. (2018). Research methods: a tool for life (4th ed.). Cambridge University Press. https://doi.org/10.1017/9781108557191

Bicen, H. (2015). The role of social learning networks in mobile assisted language learning: Edmodo as a case Study. JUCS - Journal of Universal Computer Science, 21(10), 1297–1306. https://doi.org/10.3217/JUCS-021-10-1297

Biebricher, C., East, M., Howard, J., & Tolosa, C. (2019). Navigating intercultural language teaching in New Zealand classrooms. Cambridge Journal of Education, 49(5), 605–621. https://doi.org/10.1080/0305764X.2019.1581137

Blilat, A., & Ibriz, A. (2020). Design and implementation of P2P based mobile app for collaborative learning in higher education. International Journal of Interactive Mobile Technologies (IJIM), 14(07), 115–132. https://doi.org/10.3991/ijim.v14i07.13167

Borghetti, C. (2013). Integrating intercultural and communicative objectives in the foreign language class: a proposal for the integration of two models. The Language Learning Journal, 41(3), 254–267. https://doi.org/10.1080/09571736.2013.836344

Bose, P., & Gao, X. (2022). Cultural representations in Indian English language teaching textbooks. SAGE Open, 12(1), 1–10. https://doi.org/10.1177/21582440221082102

Burston, J. (2014). MALL: the pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357. https://doi.org/10.1080/09588221.2014.914539

Cacchione, A., Procter-Legg, E., Petersen, S. A., & Winter, M. (2015). A proposal for an integrated evaluation framework for mobile language learning: Lessons learned from SIMOLA - situated mobile language learning. JUCS - Journal of Universal Computer Science, 21(10), 1248–1268. https://doi.org/10.3217/JUCS-021-10-1248

Cartner, H., & Cameron, D. (2022). Investigating metacognitive strategy awareness for multimodal listening. E-Learning and Digital Media, 204–215. https://doi.org/10.1177/20427530221108014

Carvalho, A. R., & Santos, C. (2021). Developing peer mentors’ collaborative and metacognitive skills with a technology-enhanced peer learning program. Computers and Education Open, 3(2), 1–19. https://doi.org/10.1016/j.caeo.2021.100070

Chamberlin-Quinlisk, C. (2013). Media, technology, and intercultural education. Intercultural Education, 24(4), 297–302. https://doi.org/10.1080/14675986.2013.813656

Chapelle, C. A. (Ed.). (2012). Mobile-assisted language learning. The Encyclopedia of Applied Linguistics, Oxford: Wiley-Blackwell. https://onlinelibrary.wiley.com/doi/10.1002/9781405198431.wbeal0768.pub2

Chen, C.-M., Liu, H., & Huang, H.-B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: a case study of Taiwanese EFL learners. ReCALL, 31(2), 170–188. https://doi.org/10.1017/S0958344018000228

Chun, D. M. (2011). Developing intercultural communicative competence through online exchanges. CALICO Journal, 28(2), 392–419. https://doi.org/10.11139/cj.28.2.392-419

Çiftçi, E. Y., & Sava?, P. (2018). The role of telecollaboration in language and intercultural learning: a Synthesis of studies published between 2010 and 2015. ReCALL, 30(3), 278–298. https://doi.org/10.1017/S0958344017000313

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.

De Backer, L., Van Keer, H., Moerkerke, B., & Valcke, M. (2016). Examining Evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups. Metacognition and Learning, 11(2), 187–213. https://doi.org/10.1007/s11409-015-9141-7

de Hei, M., Tabacaru, C., Sjoer, E., Rippe, R., & Walenkamp, J. (2020). Developing intercultural competence through collaborative learning in international higher education. Journal of Studies in International Education, 24(2), 190–211. https://doi.org/10.1177/1028315319826226

Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002

Dettori, G., & Persico, D. (Eds.). (2011). Fostering self-regulated learning through ICT. IGI Global. https://doi.org/10.4018/978-1-61692-901-5

Drew, C., & Mann, A. (2018). Unfitting, uncomfortable, unacademic: a sociological reading of an interactive mobile phone app in university lectures. International Journal of Educational Technology in Higher Education, 15(1), 43–58. https://doi.org/10.1186/s41239-018-0125-y

Elboubekri, A. (2017). The intercultural communicative competence and digital education: the case of Moroccan university students of English in Oujda. Journal of Educational Technology Systems, 45(4), 520–545. https://doi.org/10.1177/0047239516670994

Elfeky, A. I. M., & Masadeh, T. S. Y. (2016). The effect of mobile learning on students’ achievement and conversational skills. International Journal of Higher Education, 5(3), 20–31. https://doi.org/10.5430/ijhe.v5n3p20

Erickson, E. (2022). An analysis of writers’ errors in producing descriptive texts; intercultural studies. Journal of Languages and Language Teaching, 10(3), 444–452. https://doi.org/10.33394/jollt.v10i3.5389

Fantini, A. E. (2020). Reconceptualizing intercultural communicative competence: a multinational perspective. Research in Comparative and International Education, 15(1), 52–61. https://doi.org/10.1177/1745499920901948

Galleguillos, M. L. R, Eloiriachi, A., Serdar, B., & Co?kun, A. (2022). Design Strategies to promote intercultural meaningful social interactions. Proceedings of the Design Society, 2 (pp. 2203–2212). Cambridge University Press. https://doi.org/10.1017/pds.2022.223

Garrett, J., Alman, M., Gardner, S., & Born, C. T. (2007). Assessing students’ metacognitive skills. American Journal of Pharmaceutical Education, 71(1), 1-7. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1847545/

Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18–26. https://doi.org/10.1016/j.iheduc.2013.06.002

Göbel, K., & Helmke, A. (2010). Intercultural learning in English as foreign language instruction: the importance of teachers’ intercultural experience and the usefulness of precise instructional directives. Teaching and Teacher Education, 26(8), 1571–1582. https://doi.org/10.1016/j.tate.2010.05.008

Haerazi, H., & Irawan, L. A. (2020). Developing intercultural language learning (ILL) model to teach writing skills at Indonesian private universities. EduLite: Journal of English Education, Literature and Culture, 5(1), 43–54. https://doi.org/10.30659/e.5.1.43-54

Haerazi, H., Irwansyah, D., Juanda, J., & Azis, Y. A. (2018). Incorporating intercultural competences in developing English materials for writing classes. Journal of Language Teaching and Research, 9(3), 540–551. https://doi.org/10.17507/jltr.0903.13

Haerazi, H., & Kazemian, M. (2021). Self-regulated writing strategy as a moderator of metacognitive control in improving prospective teachers’ writing skills. Journal of Language and Literature Studies, 1(1), 1–14. https://doi.org/10.36312/jolls.v1i1.498

Haerazi, H., Utama, I. M. P., & Hidayatullah, H. (2020). Mobile applications to improve English writing skills viewed from critical thinking ability for pre-service teachers. International Journal of Interactive Mobile Technologies (IJIM), 14(07), 58–72. https://doi.org/10.3991/ijim.v14i07.11900

Heggernes, S. L. (2021). A critical review of the role of texts in fostering intercultural communicative competence in the English language classroom. Educational Research Review, 3(3), 1–12. https://doi.org/10.1016/j.edurev.2021.100390

Inpeng, S., & Nomnian, S. (2022). Facebook as a promotional tool for learner autonomy: Thai pre-service EFL teachers’ voices. TEFLIN Journal, 33(2), 292-311. https://doi.org/10.15639/teflinjournal.v33i2/292-309

Kane, S., Lear, M., & Dube, C. M. (2014). Reflections on the role of metacognition in student reading and learning at higher education level. Africa Education Review, 11(4), 512–525. https://doi.org/10.1080/18146627.2014.935001

Kazemian, M., Irawan, L. A., & Haerazi, H. (2021). Developing metacognitive writing strategy to enhance writing skills viewed from prospective teachers’ critical thinking skills. Journal of Language and Literature Studies, 1(1), 14–28. https://doi.org/10.36312/ejolls.v1i1.499

Kazemian, M., Khodareza, M. R., Khonamri, F., & Rahimy, R. (2022). Problematizing language testing and assessment syllabi through intercultural competence assessment perspective in an EFL context. The Journal of AsiaTEFL, 19(1), 309–316. https://doi.org/10.18823/asiatefl.2022.19.1.23.309

Kazemian, M., Khodareza, M. R., Khonamri, F., & Rahimy, R. (2023). ELT scholars’ attitudes towards inclusion of intercultural competence assessment in language proficiency tests. Teaching English as a Second or Foreign Language--TESL-EJ, 26(4), 1–21. https://doi.org/10.55593/ej.26104a6

Kim, H. S. (2013). Emerging mobile apps to improve English listening skills. Multimedia-Assisted Language Learning, 16(2), 11–30. https://doi.org/10.15702/MALL.2013.16.2.11

Kohnke, L., Zhang, R., & Zou, D. (2019). Using mobile vocabulary learning apps as aids to knowledge retention: business vocabulary acquisition. The Journal of AsiaTEFL, 16(2), 683–690. https://doi.org/10.18823/asiatefl.2019.16.2.16.683

Krull, G., & Duart, J. M. (2017). Research trends in mobile learning in higher education: a systematic review of articles (2011 – 2015). The International Review of Research in Open and Distributed Learning, 18(7). 1-23. https://doi.org/10.19173/irrodl.v18i7.2893

Kukulska-Hulme, A., & Read, T. (2015). The role of a mobile app for listening comprehension training in distance learning to sustain student motivation. JUCS - Journal of Universal Computer Science, 21(10), 1327–1338. https://doi.org/10.3217/JUCS-021-10-1327

Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299–318. https://doi.org/10.1017/S0958344017000258

Lai, C.-H., Jong, B.-S., Hsia, Y.-T., & Lin, T.-W. (2020). Integrating flash cards with narratives for mobile learning of English vocabulary. International Journal of Interactive Mobile Technologies (IJIM), 14(04), 140-178. https://doi.org/10.3991/ijim.v14i04.11723

Land, S. M., & Zimmerman, H. T. (2015). Socio-technical dimensions of an outdoor mobile learning environment: a three-phase design-based research investigation. Educational Technology Research and Development, 63(2), 229–255. https://doi.org/10.1007/s11423-015-9369-6

Lawrence, G. (2013). A working model for intercultural learning and engagement in collaborative online language learning environments. Intercultural Education, 24(4), 303–314. https://doi.org/10.1080/14675986.2013.809247

Lázár, I. (2015). EFL Learners’ intercultural competence development in an international web collaboration project. The Language Learning Journal, 43(2), 208–221. https://doi.org/10.1080/09571736.2013.869941

Lee, J., & Song, J. (2020). The impact of group composition and task design on foreign language learners’ interactions in mobile-based intercultural exchanges. ReCALL, 32(1), 63–84. https://doi.org/10.1017/S0958344019000119

Leelamma, S., & Indira, U. D. (2017). My pocket technology: introducing a mobile assisted inquiry learning environment (MAILE) to promote inquiries among secondary students. Journal of Education and Learning, 6(3), 107–117. https://doi.org/10.5539/jel.v6n3p107

Liddicoat, A. J. (2008). Pedagogical practice for integrating the intercultural in language teaching and learning. Japanese Studies, 28(3), 277–290. https://doi.org/10.1080/10371390802446844

Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: a Duolingo case study. ReCALL, 31(3), 293–311. https://doi.org/10.1017/S0958344019000065

Miles, M. B., Huberman, A. M., & Saldana, J. (2016). Quantitative data analysis: a methods sourcebook (3rd ed.). Sage Publication.

Moreno, A. I., & Vermeulen, A. (2015). Profiling a MALL app for English oral practice: a case study. JUCS - Journal of Universal Computer Science, 21(10), 1339–1361. https://doi.org/10.3217/JUCS-021-10-1339

Nadeem, M. U. (2022). An extension of the integrated model of intercultural communication competence (IMICC) with religiosity: an international students’ perspective. SAGE Open, 12(1), 1-12. https://doi.org/10.1177/21582440221082139

Naylor, A., & Gibbs, J. (2018). Deep learning: enriching teacher training through mobile technology and international collaboration. International Journal of Mobile and Blended Learning, 10(1), 62–77. https://doi.org/10.4018/IJMBL.2018010105

Ngai, P. B., Yoshimura, S. M., & Doi, F. (2020). Intercultural competence development via online social networking: the Japanese students’ experience with internationalisation in U.S. higher education. Intercultural Education, 31(2), 228–243. https://doi.org/10.1080/14675986.2019.1702289

Ohtani, K., & Hisasaka, T. (2018). Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance. Metacognition and Learning, 13(2), 179–212. https://doi.org/10.1007/s11409-018-9183-8

Pandey, K., & Singh, N. (2015). Mobile learning: critical pedagogy to education for all. In Y. Zhang (Ed.), Handbook of Mobile Teaching and Learning (pp. 107–132). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-54146-9_6

Pi?tkowska, K. (2015). From cultural knowledge to intercultural communicative competence: Changing perspectives on the role of culture in foreign language teaching. Intercultural Education, 26(5), 397–408. https://doi.org/10.1080/14675986.2015.1092674

Poort, I., Jansen, E., & Hofman, A. (2021). Cultural Intelligence and openness to experiences pave the way for cognitive engagement in intercultural group work. Journal of Studies in International Education, 27(2), 277–297. https://doi.org/10.1177/10283153211042091

Rivers, M. L., Dunlosky, J., & Persky, A. M. (2020). Measuring metacognitive knowledge, monitoring, and control in the pharmacy classroom and experiential settings. American Journal of Pharmaceutical Education. 11(3). 21-29. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7298225/

Sha, L., Looi, C.-K., Chen, W., & Zhang, B. H. (2012). Understanding mobile learning from the perspective of self-regulated learning: self-regulation in mobile learning. Journal of Computer Assisted Learning, 28(4), 366–378. https://doi.org/10.1111/j.1365-2729.2011.00461.x

Shi, Z., Luo, G., & He, L. (2017). Mobile-assisted language learning using WeChat instant messaging. International Journal of Emerging Technologies in Learning (IJET), 12(02), 16–26. https://doi.org/10.3991/ijet.v12i02.6681

Situmorang, K. M., & Simanjuntak, D. C. (2023). EFL teachers' perceptions of Kahoot as an online learning platform in promoting basic English vocabulary. Journal of Languages and Language Teaching, 11(2), 251–262. https://doi.org/10.33394/jollt.v11i2.7525

Teng, M. F., & Zhang, D. (2021). Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition. Language Teaching Research, 11(2), 54–75. https://doi.org/10.1177/13621688211008798

Traxler, J., Barcena, E., & Laborda, J. G. (2015). Mobile technology for foreign language teaching: building bridges between non-formal and formal scenarios. JUCS - Journal of Universal Computer Science, 21(10), 1234–1247. https://doi.org/10.3217/JUCS-021-10

Tuysuzoglu, B. B., & Greene, J. A. (2015). An investigation of the role of contingent metacognitive behavior in self-regulated learning. Metacognition and Learning, 10(1), 77–98. https://doi.org/10.1007/s11409-014-9126-y

Wang, J., Spencer, K., & Xing, M. (2009). Metacognitive beliefs and strategies in learning Chinese as a foreign language. System, 37(1), 46–56. https://doi.org/10.1016/j.system.2008.05.001

Wang, J., Zou, B., Wang, D., & Xing, M. (2013). Students’ perception of a Wiki platform and the impact of Wiki engagement on intercultural communication. System, 41(2), 245–256. https://doi.org/10.1016/j.system.2013.04.004

Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The impact of mobile learning on students’ learning behaviours and performance: report from a large blended classroom. British Journal of Educational Technology, 40(4), 673–695. https://doi.org/10.1111/j.1467-8535.2008.00846.x

Williamson, J. (2022). Participation styles, turn-taking strategies, and marginalization in intercultural decision-making discourse. Business and Professional Communication Quarterly, 85(4), 445–467. https://doi.org/10.1177/23294906221114830

Xu, Q., Dong, X., & Jiang, L. (2017). EFL Learners’ perceptions of mobile-assisted feedback on oral production. TESOL Quarterly, 51(2), 408–417. https://doi.org/10.1002/tesq.335

Zieni, H. A. (2019). The effect of mobile learning on learner autonomy: a suggested measurement tool to assess the development of learner autonomy. The Journal of AsiaTEFL, 16(3), 1020–1031. https://doi.org/10.18823/asiatefl.2019.16.3.19.1020




DOI: https://doi.org/10.23971/jefl.v13i2.6536

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 THE AUTHOR(S)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JEFL is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU manuscript].

Editor and Administration Address:

Department of English Language EducationFaculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email: [email protected], Website: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl

OAI address of JEFL is available at http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/oai



Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

web
stats View My Stats


Flag Counter