STUDENTS’ PERCEPTIONS ON LEXICAL BUNDLE MOBILE APPLICATION FOR GROUP DISCUSSION
Keywords:
Lexical bundle, Group discussion, Mobile ApplicationAbstract
Group discussion is an important discourse for students in universities and colleges. It is used widely
for pedagogical and assessment purposes especially in English language classes. Albeit the important
status, some students are struggling with group discussion. It is suggested for the students to be equipped
with relevant lexical bundles. As such this study aims to present the perceptions of sixteen
undergraduate students on the usage of lexical bundle mobile application. They were instructed to
complete a task using the application. Later, their perceptions towards the application were recorded.
Thematic analysis was used to analyse the feedbacks. Three themes emerged from the analysis of
feedbacks namely benefits, usage, and recommendations. It was found that majority of the students
viewed the utilisation of the lexical bundle mobile application as beneficial. Similarly, many of them
said that the application was easy to be used. Although there were negative feedbacks on the usage, it
only represented a little percentage from the total number of the students. Additionally, the students
provided constructive recommendations for future improvement. In brief, the findings of this study
could be used as reference for the development and usage of lexical bundle mobile application as mobile
application could be one of the instruments utilised in language classes.
References
Al-Fahad, F.N. (2009). Students' attitudes and perceptions towards the effectiveness of mobile learning in King
Saud University, Saudi Arabia. Turkish Online Journal of Educational Technology, 8(2).
Azli, W. U. A. W., Shah, P. M., & Mohamad, M. (2018). Perception on the usage of mobile assisted language
learning (MALL) in English As A Second Language (ESL) learning among vocational college students. Creative
Education, 9(1), 84–98. https://doi.org/10.4236/ce.2018.91008
Bieber, D, & Barbieri, F. (2007). Lexical bundles in university spoken and written registers. English for Specific
Purposes. 26. 263-286. https://doi.org/10.1016/j.esp.2006.08.003
Braun, V. & Clarke, V. (2012). Thematic analysis. In Cooper, H. (Ed.), The Handbook of Research Methods in
Psychology. Washington, DC: American Psychological Association. pp. 57-71.
lectures
in
Costa, M., Rensburg, L., & Rushton, N. (2007). Does teaching style matter? A randomised trial of group discussion
versus
orthopedic
undergraduate
https://doi.org/10.1111/j.1365-2929.2006.02677.x
teaching.
Medical
education.
-7.
Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education.
Computers & Education, 50, 491-498.
Fall, R., Webb, N.M., & Naomi Chudowsky, N. (2000). Group discussion and large-scale language arts
assessment: effects on students' comprehension. American Educational Research Journal, 37(4), 911-941.
https://doi.org/10.2307/1163497
Ganapathy, M., Shuib, M., & Azizan, S.N. (2014). Malaysian ESL students’ perceptions on the usability of a
mobile application for grammar test: a case study of ESL undergraduates in Universiti Sains Malaysia. 3L: The
Southeast Asian Journal of English Language Studies, 22(1), 127 – 140.
Gonulal, T. (2019). The Use of Instagram as a Mobile-Assisted Language Learning Tool . Contemporary
Educational Technology , 10 (3) , 309-323 . https://doi.org/10.30935/cet.590108
Heng, C., Kashiha, H. & Helen, T. (2014). Lexical Bundles: Facilitating University “Talk” in Group Discussions.
English Language Teaching. 7. https://doi.org/10.5539/elt.v7n4p1
Huang, Y.M., Huang, Y.M., Huang, S.H., & Lin, Y.T. (2012). A ubiquitous English vocabulary learning system:
Evidence of active/passive attitudes vs. usefulness/ease-of-use. Computers and Education, 58, 273-282.
Kukulska-Hulme, A., Shield, L. (2008). An overview of mobile assisted language learning: From content delivery
to supported collaboration and interaction. ReCALL, 20(3), 271-289.
Lestari, I. D. (2019). The Implementation of Small Group Discussion in Teaching Writing Recount Text for The
Tenth Grade Students of SMKN 1 Bendo. English Teaching Journal: A Journal of English Literature, Language
and Education,7(1), 20-27.
Mohammadi, M., & Enayati, B. (2018). The Effects of Lexical Chunks Teaching on EFL Intermediate Learners’
Speaking Fluency. International Journal of Instruction, 11(3), 179-192. https://doi.org/10.12973/iji.2018.11313a
Nadesan, N., & Md. Shah, P. (2020). Non-linguistic challenges faced by Malaysian students in enhancing speaking
skills. Creative Education, 11, 1988-2001. https://doi.org/10.4236/ce.2020.1110145
Nattinger, J., & DeCarrico, J. (1992). Lexical phrases and language teaching. Oxford: Oxford University Press.
Nuraeni, C., Carolina, I., Supriyatna, A., Widiati, W., & Bahri, S. (2020). Mobile-Assisted Language Learning
(MALL): Students’ perception and problems towards mobile learning in english language. Journal of Physics:
Conference Series, 1641(1). https://doi.org/10.1088/1742-6596/1641/1/012027
Osman, N. & Jusoff, K. (2009). Routinizing lexical phrases on spoken discourse. International Education Studies,
(2), 188-191.
Porto,
M. (1998). Lexical phrases and language teaching. Forum 36:3. Available at:
http://exchanges.state.gov/forum/vols/vol36/no3/index.html.
Rahim, M. I., Kamarudin, R., Sheha, S., Aziz, S., & Karim, N. A. (2019). Students ’ perception s on the use of
mobile application for english course ( MAPEC ) as a pre-language learning tool. Journal of Academia UiTM
Negeri Sembilan, 7(1), 11-21.
Rodríguez-Arancón, P., Arus, J. & Calle,C. (2013). The Use of Current Mobile Learning Applications in EFL.
Procedia - Social and Behavioral Sciences, 103, 1189 – 1196.
Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer
Assisted Learning, 21, 217-228.
Viberg, O & Grönlund, Å. (2012). Mobile Assisted Language Learning : A Literature Review. CEUR Workshop
Proceedings. 955.
Viberg, O., Wasson, B., & Kukulska-Hulme, A. (2020). Mobile-assisted language learning through learning
analytics for self-regulated learning (MALLAS): A conceptual framework. Australasian Journal of Educational
Technology, 36(6), 34–52. https://doi.org/10.14742/ajet.6494
Zipagan, M. & Lee, K. (2018). Korean English Learners’ Use of Lexical Bundles in Speaking. The Journal of
AsiaTEFL. 15. 276-291. https://doi.org/10.18823/asiatefl.2018.15.2.2.276
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Journal of Academia
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
