The Impact of Mobile Resources on Enhancing Lifelong Learning Among Chinese Undergraduate EFL Students: A Gender-Based Exploration

The Impact of Mobile Resources on Enhancing Lifelong Learning Among Chinese Undergraduate EFL Students: A Gender-Based Exploration

Li Liu, Shaidatul Akma Adi Kasuma, Salasiah Che Lah
DOI: 10.4018/IJVPLE.331081
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The COVID-19 pandemic has accelerated the adoption of online education, including mobile-assisted language learning (MALL). Extensive research has examined various aspects of MALL; there remains a gap in understanding the preferred mobile resources that promote lifelong learning ability, particularly in relation to gender differences. This study focuses on Chinese EFL learners' preferences for mobile resources in promoting lifelong learning. Employing a quantitative questionnaire, the researchers examine the relationship between mobile learning efficacy and lifelong learning ability. The findings indicate no significant differences in mobile resource preferences among male and female students. However, a moderately positive relationship between mobile learning efficacy and lifelong learning ability was discovered. Notably, this study identifies that Chinese EFL students preferred mobile resources that may act as a platform to enhance mobile learning efficacy and support lifelong learning.
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The field of mobile-assisted language learning (MALL) has rapidly expanded over the past decade, integrating mobile resources into language learning (Rajendran et al., 2020). While previous research has extensively explored various aspects of MALL, a critical research gap remains in understanding how MALL resources can effectively promote lifelong learning (LL) values among Chinese undergraduate EFL students.

This research gap is of paramount importance due to the transformative impact of LL on individuals’ personal and professional growth. LL is crucial not only for enhancing employability but also for fostering active citizenship, social inclusion, and continuous personal development (Rajendran et al., 2020). However, despite the recognized potential of MALL to promote LL values (Ermerawati, 2019), there exists a need to investigate the specific MALL resources preferred by Chinese undergraduate EFL students in advancing their LL abilities.

This study bridges this research gap by shedding light on the MALL resources that resonate with Chinese undergraduate EFL learners’ LL goals. By examining the preferred MALL resources that contribute to LL values, this research contributes significantly to the existing literature on MALL. The investigation not only offers insights into effective language learning strategies, but also provides practical implications for educators and curriculum designers aiming to harness the power of mobile technology to foster sustainable and impactful English language education. Furthermore, in a dynamically evolving educational landscape, this study empowers educators and learners to leverage MALL resources effectively, thereby enhancing the overall mobile learning experience for Chinese EFL undergraduates. Particularly in the context of the post-pandemic era, findings of this research offer a timely perspective on combining pedagogical approaches with mobile technology, ensuring that English language education remains adaptive, relevant, and capable of cultivating LL abilities.

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