Title Page
ABSTRACT
Contents
CHAPTER I. INTRODUCTION 18
1.1. The Current Issues of L2 Listening 18
1.2. The Impact of Mobile-Assisted Language Learning (MALL) and Blended Learning in L2 Listening 20
1.3. Purposes of the Study 23
1.4. Structure of the Study 24
CHAPTER II. LITERATURE REVIEW 25
2.1. Teaching and Learning L2 Listening 25
2.1.1. Pedagogical Issues in L2 Listening 25
2.1.2. Types and Processes of L2 Listening 28
2.1.3. Stages and Activities in L2 Listening 32
2.2. Mobile-Assisted Language Learning (MALL) and Blended Learning in L2 Listening 36
2.2.1. MALL and L2 Listening 36
2.2.2. Blended Learning and L2 Listening 46
2.3. Mobile-Assisted Blended Learning (MABL) in ELT 52
2.3.1. Concept and Definition of MABL 52
2.3.2. Learner Interaction and Collaboration in MABL 53
2.3.3. Instructional Models and Activities for L2 Listening in MABL 56
2.4. Previous Studies on MABL in L2 Listening 60
CHAPTER III. DESIGN OF THE STUDY 62
3.1. Research Questions 62
3.2. Participants 62
3.3. Data Collection Instruments 65
3.3.1. The Experiment 66
3.3.2. Questionnaire for Perspectives of MABL 80
3.3.3. Reflective Journals 82
3.3.4. Interviews 82
3.4. Procedures 83
3.5. Methods of Data Analysis 85
3.5.1. Listening Pre-Test and Post-Test 85
3.5.2. Questionnaires for Perspectives of MABL 86
3.5.3. Reflective Journals 87
3.5.4. Interviews 88
CHAPTER IV. RESULTS AND DISCUSSIONS 90
4.1. MABL and the Improvement of L2 Listening skills 90
4.1.1. The Results from the Listening Pre-Test and Post-Test 90
4.1.2. Students' Voices on the Improvement of L2 listening Skills through MABL 96
4.2. Students' Perspectives on L2 Listening through MABL 100
4.2.1. Students' Experiences on Mobile Learning and MABL 101
4.2.2. Students' Perspectives of Preferred Interaction and Activity Types in MABL 105
4.2.3. Students' Perspectives of Factors Making Listening Difficult 111
4.2.4. Students' Perspectives of MABL Activities and Content 117
4.2.5. The Efficient Degree of Applying MABL in L2 Listening Classes 139
CHAPTER V. CONCLUSION 141
5.1. Main Findings of the Study 141
5.2. Implication of the Study 144
5.3. Limitations and Suggestions of the Study 148
REFERENCES 149
APPENDICES 168
Appendix A. Listening Pre-test 168
Appendix B. Listening Post-test 172
Appendix C. Questionnaire for Perspectives of MABL 176
Appendix D. Reflective Journal (Korean) 179
Appendix E. Interviews 181
국문 초록 182
Table 1. Types of Listening Practice 35
Table 2. The Participants Information 64
Table 3. The Details of Interviewees 65
Table 4. Summary of the Research Methodologies 89
Table 5. Descriptive Statistics of Listening Pre-Test from Two Groups 91
Table 6. Descriptive Statistics of Listening Post-Test from Two Groups 92
Table 7. The Independent Samples T-Test for the Pre-Test 93
Table 8. The Paired Samples T-Test for the Control Group 93
Table 9. The Paired Samples T-Test for the Experimental Group 94
Table 10. The Independent Samples T-Test for the Post-Test 95
Table 11. Previous Mobile App Experiences on the Different Language Skills 102
Table 12. Chi-Square Test for Preferences on Interaction Types by Genders 106
Table 13. Chi-Square Test for Preferences on Activity Types by Genders 109
Table 14. Students' Perspectives of Influencing Factors of Listening Difficulty 111
Table 15. Chi-Square Test for MABL and Listening Barrier Factors by Genders 115
Table 16. The Overall Perspectives of MABL for L2 Listening 117
Table 17. The Overall Perspectives of Convenience for L2 Listening Apps in MABL 118
Table 18. Learner Perspectives of Interest in Mobile Apps 119
Table 19. Learner Perspectives of Usefulness for Mobile Apps 120
Table 20. Learner Perspectives of Difficulty of Mobile Apps 121
Table 21. Learner Perspectives of Satisfaction with Mobile Apps 122
Table 22. Learner Perspectives of Interest in MABL Listening Activities 126
Table 23. Learner Perspectives of Usefulness for MABL Listening Activities 127
Table 24. Learner Perspectives on Difficulty of MABL Listening Activities 128
Table 25. Learner Perspectives on Satisfaction with MABL Listening Activities 129
Table 26. Learner Perspectives on Organization of MABL Listening Activity Content 130
Table 27. Learner Perspectives on Quantity of MABL Listening Activity Content 131
Table 28. Learner Perspectives on Quality of MABL Listening Activity Content 132
Table 29. Learner Perspectives on Effectiveness of MABL Listening Activity Content 133
Figure 1. Cognitive Process and Knowledge Sources in Listening Comprehension 31
Figure 2. The Instructional Model for Listening in Blended Learning 57
Figure 3. An Instructional Model for FonF Instruction through Listening in Blended Learning 58
Figure 4. The Instructional Model for In the Classroom Listening 68
Figure 5. The Specific Instructional Procedures for the Control Group 72
Figure 6. The MABL Instructional Model for the Experimental Group 74
Figure 7. An Example of Teacher Guides through MIM 76
Figure 8. An Example of Students' Interaction on Dictogloss Activity through MIM 78
Figure 9. The Specific Instructional Procedures of the Experimental Group 79
Figure 10. The Entire Data Collection Procedures 84
Figure 11. The Scores on Listening Pre- and Post-tests in Two Groups 95
Figure 12. The Previous Experiences of Using Mobile Apps in Language Classes 101
Figure 13. The Previous Experiences of Using MIM apps in Language Classes 103
Figure 14. The Previous Experiences of MABL in Language Classes 104
Figure 15. Learner Preferences on MABL Interaction Types in L2 Listening 105
Figure 16. Learner Preferences on MABL Activity Types in L2 Listening 108
Figure 17. Learner Perspectives of MABL in Resolving Listening Barrier Factors 114
Figure 18. The Degree of the Efficient Application of MABL in L2 Listening Classes 140