Author(s)

Min Su ¹

Affiliation(s)

¹ Haojing College of Shaanxi University of Science & Technology, Xi'an, Shaanxi, China

Corresponding Author

Min Su

ABSTRACT

Autonomous learning has always been a hot issue in the field of education. The development of mobile learning technology and the popularity of mobile devices provide a favorable material basis for current English teaching and students' autonomous learning. However, in practice, the ecological sustainable development factors that affect students' ability to learn English independently cannot be ignored.  Based on the background of mobile learning technology, this paper analyzed the ecological sustainable development strategy of students' English autonomous learning ability. The research showed that students' satisfaction with autonomous English learning based on mobile learning technology increased by about 9.05%. It showed that the application of mobile learning technology in English teaching could be recognized and accepted by students, which promoted the improvement of students' English autonomous learning ability and enhanced their ecological and sustainable environmental development.

KEYWORDS

Self-directed Learning, Mobile Learning Technology, Eco-sustainable Development, Environmental Management

CITE THIS PAPER

Min Su, Evaluation of the Ecological Sustainable Development Strategy of Students' English Autonomous Learning Ability under Mobile Learning Technology. Advances in Educational Technology and Psychology (2024) Vol. 8: 55-64. DOI: http://dx.doi.org/10.23977/aetp.2024.080107.

REFERENCES

[1] Aminatun, Dyah, and Lulud Oktaviani. "Memrise: Promoting students' autonomous learning skill through language learning application." Metathesis: Journal of English Language, Literature, and Teaching 3.2 (2019): 214-223.
[2] Fazilet Karakus. "Effects of the Flipped Classroom Model on Students' Self-Directed Learning Readiness and Attitudes towards the English Course." English Language Teaching 11.9 (2018): 129-143.
[3] Razali, Abu Bakar, Lim Ying Xuan, and Arshad Abd Samad. "Self-directed learning readiness (SDLR) among foundation students from high and low proficiency levels to learn English language." Malaysian Journal of Learning and Instruction 15.2 (2018): 55-81.
[4] Hawkins, Melissa Williamson. "Self-directed learning as related to learning strategies, self-regulation, and autonomy in an English language program: A local application with global implications." Studies in Second Language Learning and Teaching 8.2 (2018): 455-469.
[5] Luu, Thi Mai Vy. "Readiness for Online Learning: Learners' Comfort and Self-Directed Learning Ability." Luu, TMV (2022). Readiness for Online Learning: Learners’ Comfort and Self-Directed Learning Ability. International Journal of TESOL & Education 2.1 (2022): 213-224.
[6] Shaalan, Iman El-Nabawi Abdel Wahed. "Remodeling teachers' and students' roles in self-directed learning environments: The case of Saudi context." Journal of Language Teaching and Research 10.3 (2019): 549-556.
[7] Talan, Tarik. "The effect of mobile learning on learning performance: A meta-analysis study." Educational Sciences: Theory and Practice 20.1 (2020): 79-103.
[8] Grant, Michael M. "Difficulties in defining mobile learning: Analysis, design characteristics, and implications." Educational Technology Research and Development 67.2 (2019): 361-388.
[9] Zhonggen, Yu. "Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform." Computer assisted language learning 32.4 (2019): 323-341.
[10] Camilleri, Mark Anthony, and Adriana Caterina Camilleri. "The students' readiness to engage with mobile learning apps." Interactive Technology and Smart Education 17.1 (2019): 28-38.
[11] Howlett, Graham, and Zainee Waemusa. "21st Century Learning Skills and Autonomy: Students' Perceptions of Mobile Devices in the Thai EFL Context." Teaching English with Technology 19.1 (2019): 72-85.
[12] Geng, Shuang, Kris MY Law, and Ben Niu. "Investigating self-directed learning and technology readiness in blending learning environment." International Journal of Educational Technology in Higher Education 16.1 (2019): 1-22.
[13] Lasfeto, Deddy. "The relationship between self-directed learning and students' social interaction in online learning environment." Journal of e-learning and knowledge society 16.2 (2020): 34-41.
[14] Lemmetty, Soila, and Kaija Collin. "Self-directed learning as a practice of workplace learning: Interpretative repertoires of self-directed learning in ICT work." Vocations and Learning 13.1 (2020): 47-70.
[15] Zhu, Meina, Curtis J. Bonk, and Min Young Doo. "Self-directed learning in MOOCs: Exploring the relationships among motivation, self-monitoring, and self-management." Educational Technology Research and Development 68.5 (2020): 2073-2093.
[16] Lasfeto, Deddy. "The relationship between self-directed learning and students' social interaction in online learning environment." Journal of e-learning and knowledge society 16.2 (2020): 34-41.
[17] Du Toit-Brits, Charlene. "Unleashing the power of self-directed learning: Criteria for structuring self-directed learning within the learning environments of higher education institutions." Africa Education Review 17.2 (2020): 20-32. 

Sponsors, Associates, and Links

---

• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education