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TECHNOLOGY AND LANGUAGE LEARNING: VOCATIONAL HIGH SCHOOL GRADUATE STUDENTS’ PERSPECTIVES ON TOEIC TEST
Corresponding Author(s) : Budi Setiawan
Humanities & Social Sciences Reviews,
Vol. 8 No. 3 (2020): May
Abstract
Purpose of the study: This study aims to investigate graduate vocational high school students' perspectives on the use of technology in language learning (e.g., iPad, Personal Data Assistant, computer tablet, and smartphone) for international language testing. Based on the test-takers' data from 2017-2018, the results of the TOEIC score showed continuous descending or unstable performances.
Methodology: It is mixed-method research as the design by involving twenty-five graduate students of vocational high schools situated in Surakarta city. The convenience sampling was taken to cope with the different English proficiency. Open-ended questions and questionnaires become the primary instruments applied to get comprehensive data from them.
Main Findings: The result of this study shows that a self- study and fun condition are achieved by using mobile learning technology to enhance TOEIC language learning. Conducive learning is created, as stated by 92% of graduate students, to project mobile learning to be able to facilitate them in learning TOEIC language proficiency test.
Applications of this study: These findings from this research bring benefits for the vocational high schools, both state and private, as the reference for a further policy of conducting the instructional process in TOEIC language proficiency test to gain projected score required by related workings industry especially in Surakarta city and Indonesia.
Novelty/Originality of this study: As most of the instructional process of TOEIC learning implemented by speech and teacher-centered in the class, the inclusion of technology brings new perspective and paradigm not only effective and efficient way of achieved passing grade score but also allow them to be independent, confident and gain more their problem-solving skill.
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- 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, 1836-1834. https://doi.org/10.1016/j.sbspro.2014.03.613 DOI: https://doi.org/10.1016/j.sbspro.2014.03.613
- Berk, R. A. (2009). Teaching strategies for the net generation: Transformative dialogues. Teaching & Learning Journal, 3(2), 1-24.
- Billings, E.S., & Mathison, C. (2012). I get to use an iPod in school? Using technology-based advance organizers to support the academic success of English Learners. Journal of Science Education and Technology, 21(4), 494- 503. https://doi.org/10.1007/s10956-011-9341-0 DOI: https://doi.org/10.1007/s10956-011-9341-0
- Chen, Y., Carger, C. L., & Smith, T. J. (2017). Mobile assisted narrative writing practice for young English language learners from a fun of knowledge approach. Language, Learning and Technology, 21(1), 28-41.
- Cho, B.E. (2004). Issues concerning Korean learners of English: English education in Korea and some common difficulties of Korean students. The East Asian Learner, 1, 31-36.
- Choi, I. C. (2008). The Impact of EFL testing on EFL education in Korea. Language Testing, 25, 39-62. https://doi.org/10.1177/0265532207083744 DOI: https://doi.org/10.1177/0265532207083744
- Educational Testing Service (ETS), (2013). User guide listening and reading. Retrieved fromhttps://www.ets.org/Media/Tests/Tst_of_English_for_International_Communication/TOEIC_User_Gd.Pdf. Accessed, 19 October 2019.
- Gobel, 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 DOI: https://doi.org/10.1016/j.tate.2010.05.008
- Godwin- Jones, R. (2008). Emerging technologies mobile- computing needs: Lighter, faster, smarter. Language Learning & Technology, 12(2), 3-9.
- Graddol, D. (2006). English next: Why global English may mean the end of “English as a Foreign Language. London, UK: British Council.
- Hlodan, O. (2010). Mobile learning anytime, anywhere. Bioscience, 60(9), 682. https://doi.org/10.1525/bio.2010.60.9.4 DOI: https://doi.org/10.1525/bio.2010.60.9.4
- Huang, J. H., Lin, Y. T., & Cheng, S. C. (2008). Toward interactive mobile synchronous learning environment with context awareness service. Computers & Education, 63, 237 336. https://doi.org/10.1016/j.compedu.2007.11.009 DOI: https://doi.org/10.1016/j.compedu.2007.11.009
- Hwang, W. Y., & Chen, H. S. I. (2013). Users’ familiar situational contexts facilitate the practice of EFL in elementary schools with mobile devices. Computer Assisted Language Learning, 26(2), 101-125. https://doi.org/10.1080/09588221.2011.639783 DOI: https://doi.org/10.1080/09588221.2011.639783
- In’nami, Y. (2006). The effects of test anxiety on listening test performance. System, 34, 317-340. https://doi.org/10.1016/j.system.2006.04.005 DOI: https://doi.org/10.1016/j.system.2006.04.005
- Jeon, M. (2012). Globalization of English teaching and overseas Korean as temporary workers in rural Korea. Journal of Sociolinguistics, 16, 238-254. https://doi.org/10.1111/j.1467-9841.2011.00527.x DOI: https://doi.org/10.1111/j.1467-9841.2011.00527.x
- Kukulksa-Hulme, A. (2010). Charting unknown territory: Models of participation in mobile language learning. Journal of Mobile Learning and Organization, 4(2), 116-129. https://doi.org/10.1504/IJMLO.2010.032632 DOI: https://doi.org/10.1504/IJMLO.2010.032632
- Lan, Y. J., Sung, Y.T., & Chang, K.E. (2007). A mobile-device-supported peer-assisted learning system for collaborative early EFL reading. Language Learning & Technology, 11(3), 130-151.
- Lin, J. M. C., & Wu, Y. J. (2010). Netbooks in sixth- grade English language classrooms. Australian Journal of Educational Technology, 26(7), 1062-1074. https://doi.org/10.14742/ajet.1034 DOI: https://doi.org/10.14742/ajet.1034
- Liu, M., Navarrete, C. C., & Wivagg, J. (2014). Potentials of mobile technology for K-12 Education: An investigation of iPod touch use for English language learners in the United States. Educational Technology & Society, 17(2), 115- 126.
- McDowell, L., & Liardert, L. C. (2019). Japanese materials scientists’ experiences with English for research publication purposes. Journal of English for Academic Purpose, 37(1). 141-153. https://doi.org/10.1016/j.jeap.2018.11.011 DOI: https://doi.org/10.1016/j.jeap.2018.11.011
- Menteri Pendidikan dan Kebudayaan Republik Indonesia. (2016). Revitalisasi Bahasa Inggris SMK. Jakarta, Indonesia: Kementerian Pendidikan dan Kebudayaan Republik Indonesia.
- Menteri Tenaga Kerja dan Transmigrasi Republik Indonesia. (2016). Jumlah Tenaga Kerja Asing di Indonesia. Jakarta, Indonesia: Kementerian Pendidikan dan Kebudayaan Republik Indonesia.
- Miller, M. J. (2018). U.S. history state assessments, discourse demands, and English learners’ achievement: Evidence for the importance of reading and writing instruction in U.S. history for English learners. The Journal of Social Studies Research, 42(4), 375-392. https://doi.org/10.1016/j.jssr.2017.12.001 DOI: https://doi.org/10.1016/j.jssr.2017.12.001
- Norton, A. (2019). ETS to update the TOEIC Listening and Reading Test in May 2019. ETS News. Retrieved from http://news.ets.org/news/ets-to-update-the-toeic-listening-and-reading-test-in-may-2019. Accessed on 1 November 2019.
- Powers, D.E., & Powers, A. (2015). The incremental contribution of TOEIC listening, reading, speaking, and writing tests for predicting performance on real-life English language tasks. Language Testing, 32, 151-167. https://doi.org/10.1016/j.jssr.2017.12.001 DOI: https://doi.org/10.1177/0265532214551855
- Rethinasamy, S., & Kee, M.C. (2011). The Malaysian University English Test (MUET) and its use for placement purposes: A predictive validity study. Electronic Journal of Foreign Language Teaching, 8(2), 234-245. https://doi.org/10.2139/ssrn.2146007 DOI: https://doi.org/10.2139/ssrn.2146007
- Valk, J. H., Rashid, A. T., & Elder, L. (2010). Using mobile phones to improve educational outcomes: An analysis of evidence from Asia. The International Review of Research in Open and Distance Learning, 11(1), 117-140. https://doi.org/10.19173/irrodl.v11i1.794 DOI: https://doi.org/10.19173/irrodl.v11i1.794
- Zare, J., & Keivanloo-Shahrestanaki, Z. (2017). The language of English academic lectures: the case of field study in highlighting the importance. Lingua. 193(1), 36-50. https://doi.org/10.1016/j.lingua.2017.04.005 DOI: https://doi.org/10.1016/j.lingua.2017.04.005
- Zhang, M. (2015). Instructional implications for adopting mobile technology in the teaching and learning of writing in English in international joint educational programs in Wuhan polytechnic. In 2015 (International Conference on Circuits, Power and Computing Technologies ICCPCT-2015), Nagercoil, India.
- Zhang, X., Ardasheva, Y., & Bruce, W. A. (2020). Self-efficacy and English public speaking performance: A mixed-method approach. English for Specific Purposes, 59(1), 1-16. https://doi.org/10.1016/j.esp.2020.02.001 DOI: https://doi.org/10.1016/j.esp.2020.02.001
References
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, 1836-1834. https://doi.org/10.1016/j.sbspro.2014.03.613 DOI: https://doi.org/10.1016/j.sbspro.2014.03.613
Berk, R. A. (2009). Teaching strategies for the net generation: Transformative dialogues. Teaching & Learning Journal, 3(2), 1-24.
Billings, E.S., & Mathison, C. (2012). I get to use an iPod in school? Using technology-based advance organizers to support the academic success of English Learners. Journal of Science Education and Technology, 21(4), 494- 503. https://doi.org/10.1007/s10956-011-9341-0 DOI: https://doi.org/10.1007/s10956-011-9341-0
Chen, Y., Carger, C. L., & Smith, T. J. (2017). Mobile assisted narrative writing practice for young English language learners from a fun of knowledge approach. Language, Learning and Technology, 21(1), 28-41.
Cho, B.E. (2004). Issues concerning Korean learners of English: English education in Korea and some common difficulties of Korean students. The East Asian Learner, 1, 31-36.
Choi, I. C. (2008). The Impact of EFL testing on EFL education in Korea. Language Testing, 25, 39-62. https://doi.org/10.1177/0265532207083744 DOI: https://doi.org/10.1177/0265532207083744
Educational Testing Service (ETS), (2013). User guide listening and reading. Retrieved fromhttps://www.ets.org/Media/Tests/Tst_of_English_for_International_Communication/TOEIC_User_Gd.Pdf. Accessed, 19 October 2019.
Gobel, 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 DOI: https://doi.org/10.1016/j.tate.2010.05.008
Godwin- Jones, R. (2008). Emerging technologies mobile- computing needs: Lighter, faster, smarter. Language Learning & Technology, 12(2), 3-9.
Graddol, D. (2006). English next: Why global English may mean the end of “English as a Foreign Language. London, UK: British Council.
Hlodan, O. (2010). Mobile learning anytime, anywhere. Bioscience, 60(9), 682. https://doi.org/10.1525/bio.2010.60.9.4 DOI: https://doi.org/10.1525/bio.2010.60.9.4
Huang, J. H., Lin, Y. T., & Cheng, S. C. (2008). Toward interactive mobile synchronous learning environment with context awareness service. Computers & Education, 63, 237 336. https://doi.org/10.1016/j.compedu.2007.11.009 DOI: https://doi.org/10.1016/j.compedu.2007.11.009
Hwang, W. Y., & Chen, H. S. I. (2013). Users’ familiar situational contexts facilitate the practice of EFL in elementary schools with mobile devices. Computer Assisted Language Learning, 26(2), 101-125. https://doi.org/10.1080/09588221.2011.639783 DOI: https://doi.org/10.1080/09588221.2011.639783
In’nami, Y. (2006). The effects of test anxiety on listening test performance. System, 34, 317-340. https://doi.org/10.1016/j.system.2006.04.005 DOI: https://doi.org/10.1016/j.system.2006.04.005
Jeon, M. (2012). Globalization of English teaching and overseas Korean as temporary workers in rural Korea. Journal of Sociolinguistics, 16, 238-254. https://doi.org/10.1111/j.1467-9841.2011.00527.x DOI: https://doi.org/10.1111/j.1467-9841.2011.00527.x
Kukulksa-Hulme, A. (2010). Charting unknown territory: Models of participation in mobile language learning. Journal of Mobile Learning and Organization, 4(2), 116-129. https://doi.org/10.1504/IJMLO.2010.032632 DOI: https://doi.org/10.1504/IJMLO.2010.032632
Lan, Y. J., Sung, Y.T., & Chang, K.E. (2007). A mobile-device-supported peer-assisted learning system for collaborative early EFL reading. Language Learning & Technology, 11(3), 130-151.
Lin, J. M. C., & Wu, Y. J. (2010). Netbooks in sixth- grade English language classrooms. Australian Journal of Educational Technology, 26(7), 1062-1074. https://doi.org/10.14742/ajet.1034 DOI: https://doi.org/10.14742/ajet.1034
Liu, M., Navarrete, C. C., & Wivagg, J. (2014). Potentials of mobile technology for K-12 Education: An investigation of iPod touch use for English language learners in the United States. Educational Technology & Society, 17(2), 115- 126.
McDowell, L., & Liardert, L. C. (2019). Japanese materials scientists’ experiences with English for research publication purposes. Journal of English for Academic Purpose, 37(1). 141-153. https://doi.org/10.1016/j.jeap.2018.11.011 DOI: https://doi.org/10.1016/j.jeap.2018.11.011
Menteri Pendidikan dan Kebudayaan Republik Indonesia. (2016). Revitalisasi Bahasa Inggris SMK. Jakarta, Indonesia: Kementerian Pendidikan dan Kebudayaan Republik Indonesia.
Menteri Tenaga Kerja dan Transmigrasi Republik Indonesia. (2016). Jumlah Tenaga Kerja Asing di Indonesia. Jakarta, Indonesia: Kementerian Pendidikan dan Kebudayaan Republik Indonesia.
Miller, M. J. (2018). U.S. history state assessments, discourse demands, and English learners’ achievement: Evidence for the importance of reading and writing instruction in U.S. history for English learners. The Journal of Social Studies Research, 42(4), 375-392. https://doi.org/10.1016/j.jssr.2017.12.001 DOI: https://doi.org/10.1016/j.jssr.2017.12.001
Norton, A. (2019). ETS to update the TOEIC Listening and Reading Test in May 2019. ETS News. Retrieved from http://news.ets.org/news/ets-to-update-the-toeic-listening-and-reading-test-in-may-2019. Accessed on 1 November 2019.
Powers, D.E., & Powers, A. (2015). The incremental contribution of TOEIC listening, reading, speaking, and writing tests for predicting performance on real-life English language tasks. Language Testing, 32, 151-167. https://doi.org/10.1016/j.jssr.2017.12.001 DOI: https://doi.org/10.1177/0265532214551855
Rethinasamy, S., & Kee, M.C. (2011). The Malaysian University English Test (MUET) and its use for placement purposes: A predictive validity study. Electronic Journal of Foreign Language Teaching, 8(2), 234-245. https://doi.org/10.2139/ssrn.2146007 DOI: https://doi.org/10.2139/ssrn.2146007
Valk, J. H., Rashid, A. T., & Elder, L. (2010). Using mobile phones to improve educational outcomes: An analysis of evidence from Asia. The International Review of Research in Open and Distance Learning, 11(1), 117-140. https://doi.org/10.19173/irrodl.v11i1.794 DOI: https://doi.org/10.19173/irrodl.v11i1.794
Zare, J., & Keivanloo-Shahrestanaki, Z. (2017). The language of English academic lectures: the case of field study in highlighting the importance. Lingua. 193(1), 36-50. https://doi.org/10.1016/j.lingua.2017.04.005 DOI: https://doi.org/10.1016/j.lingua.2017.04.005
Zhang, M. (2015). Instructional implications for adopting mobile technology in the teaching and learning of writing in English in international joint educational programs in Wuhan polytechnic. In 2015 (International Conference on Circuits, Power and Computing Technologies ICCPCT-2015), Nagercoil, India.
Zhang, X., Ardasheva, Y., & Bruce, W. A. (2020). Self-efficacy and English public speaking performance: A mixed-method approach. English for Specific Purposes, 59(1), 1-16. https://doi.org/10.1016/j.esp.2020.02.001 DOI: https://doi.org/10.1016/j.esp.2020.02.001