Abstract

A digital media platform can enhance students’ motivation and help them learn new abilities to further their English communication skills. They can utilize it to improve their English communication skills through their mobile phones for lifelong learning and to integrate digital media technology into their study and work worldwide, developing 21st-century abilities and skills. This study aimed to create a digital media platform, improve students’ English communication skills, and study students’ satisfaction with using the digital media platform through mobile language learning. A sample of 107 students participated in the self-learning of English for Daily Life Communication course, which was selected using a simple random sampling technique. The digital media platform included videos and practices of 20 contents about English communication for daily life. The experiment was carried out for five weeks. The research instruments included digital media platform, a pre-and post-test, and a satisfaction questionnaire. The data were statistically analyzed by mean and standard deviation. The results revealed that the students improved their English communication skills at the .005 significance and were satisfied at a mean of 4.31. It concludes that the digital media platform benefits by enhancing the students based on their findings on improving their English communication skills and overall satisfaction. Additionally, both the educators and students are supported in achieving successful foreign language learning through mobile technology. 

Keywords: 

Digital Media Platform, English Communication, Mobile Language Learning

Boonyopakorn, J., Tasatanattakool, P., Nilsook, P., & Wannapiroon, P. (2024). Mobile Language Learning: A Digital Approach to Improving English Communication. International Journal of Interactive Mobile Technologies (iJIM), 18(22), pp. 159–173. https://doi.org/10.3991/ijim.v18i22.50001

ABSTRACT

The research aimed to; 1) study the expectations of teachers on the behavioral conditions of vocational education learners, 2) Study the ability of teachers to achieve the expected behavioral conditions of vocational education, 3) Comparison of the use of digital technology in teaching by teachers to recover the learning loss of vocational learners during the New Normal and Next Normal periods, 4) Study the teachers need to use digital technology in teaching to recover the learning loss of vocational learners during the New Normal and Next Normal  periods, and 5) Create digital technology landscape for learning loss recovery on vocational education. Data were collected with an online questionnaire that passed the validity and reliability with 301 vocational teachers. The results of the research showed teachers have higher expectations of learners’ behavioral conditions. Teachers can make vocational learners experience the expected behavioral conditions to a greater extent. Teachers use digital technology to organize teaching to recover the learning loss of vocational learners during the New Normal rather than during the Next Normal. However, the demand for digital technology for teaching to recover the learning loss problem of learners during the Next Normal is increasing more than during the New Normal. The study suggests improving the knowledge and ability of teachers to use digital technology for teaching to recover the problem of learning loss among learners.  

jitsupa, jira, Skunhom, V., Nilsook, P., Hinon, K., Sangboonraung, W., Daungtod, S., Phumee, W., & Promsron, K. (2024).
Digital Technology Landscape for Vocational Education: Learning Loss Recovery. Journal of Technical Education and Training, 16(1), 56-70.
https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/16613