Mobile Technology for Foreign Language Teaching: Building Bridges between Non-formal and Formal Scenarios
J.UCS Special Issue
John Traxler
(University of Wolverhampton, Wolverhampton, United Kingdom
john.traxler@wlv.ac.uk)
Elena Barcena
(UNED, Madrid, Spain
mbarcena@flog.uned.es)
Jesús García Laborda (Universidad de Alcalá, Alcalá de Henares, Spain
jesus.garcialaborda@uah.es)
Abstract: In this introductory article, the context, history and
definitions around Mobile Assisted Language Learning (henceforth,
MALL) are discussed. Firstly, some definitions, some classifications
and some challenges are presented to help the readers appreciate what
they are about to find. Then, the contents of this issue are described
and commented, and a brief final remark is provided on its underlying
purpose within MALL literature.
Key words: Second Language Learning; Mobile Learning; MALL (Mobile
Assisted Language Learning).
Categories: J.5
1 Introduction
This special edition is about mobile learning, specifically mobile
learning and languages. Any general introduction to mobile learning
must clearly start by establishing what is meant by the term 'mobile
learning' and perhaps making some distinctions between 'mobile
learning' and various other activities involving either movement,
learning or, implicitly, personal mobile digital technology with which
it might easily be confused. Although superficially easy, this has
proven to be problematic and challenging from the very earliest days,
as different factions argue for the mobility of the technology, the
mobility of the learner and the mobility of societies as being the
defining feature.
The need to define mobile learning may, of course, seem sterile and
pointless but there have been several reviews of the evolution of the
prevailing definitions and, in general, they illustrate a trend away
from definitions that place technology, devices and hardware at the
centre to ones that place the learning and the learner at the centre,
and increasingly move beyond this to embrace more varieties of
movement, of the learner and of the learning, through space and though
context.
This shift is significant and shows a shift in understanding,
not just a statement of fashion. The definitions do, however, often see mobile learning as a subset of
learning, implicitly e-learning, without questioning whether the
learning itself is changed or redefined. Mobile learning might, in
fact, not be the mobile aspect of learning so much as the educational
aspect of mobility, and we must recognise that any definition of
mobile learning should embrace the increasing proportion of activities
involving knowledge and mobiles that takes place outside the mobile
learning research community and outside the confines of what is
formally acknowledged as learning.
As we implied, above, 'mobile learning' is not merely the conjunction
of 'mobile' and 'learning'. It has always been automatically taken to
mean 'mobile e-learning' and its history and development have to be
understood as both a continuation of 'conventional' e-learning and its
aspirations, but also a reaction to this 'conventional' e-learning and
to its perceived inadequacies and limitations. Over the last fifteen
or so years, this 'conventional' e-learning has been exemplified, for
example, technologically by the rise of virtual learning environments
(VLEs) and the demise of CAL (computer assisted learning) 'packages'
and pedagogically by the rise of social constructivist models of
learning over the behaviourist ones, by the growth of the learning
object approach, by expectations of ever increasing multi-media
interactivity and of ever-increasing power, speed, functionality and
bandwidth in networked PC platforms. These are, thus, some of the
defining points of departure for mobile learning, though perhaps
seeing mobile learning in these terms, that is by referring back to
'conventional' e-learning, is the mark of early 'mobile learning
visitors' and not the mark of the growing number of 'mobile
learning residents' [cf. White & Le Cornu, 11].
This portrayal is of, course, only really accurate for work in Europe,
North America and East Asia. In parts of southern Africa, for example,
the term 'mobile learning' is recognised but is grafted onto a
tradition of open and distance learning (ODL) and on to different
pedagogic traditions, ones that have occasionally been called
'instructivist' and have concentrated on didactic approaches, not on
discursive ones. Mobile learning in these parts of the world is a
reaction to different challenges and different limitations, usually
those of infrastructure, poverty, distance or scarcity.
In either case, we have to recognise that attempts at identifying and
defining mobile learning grow out of difference, out of attempts by
emergent communities to separate themselves from some older and more
established communities and to move on from perceived inadequate
practices and theorising. Interestingly, at the first mLearn
conference in the spring of 2002, actually a workshop for a handful of
delegates, organised by Professor Mike Sharples in Birmingham, UK, one
of the keynote speakers predicted that mobile learning would have a
separate identity for perhaps five years before blending into general
e-learning. This has yet to happen and mobile learning continues to
gain identity and definition rather than lose them, although perhaps
mobile learning is the pre-occupation of a professional research
community being outflanked and overtaken by the enormous capacity of
universal mobile technologies to empower people, not self-consciously
learners or teachers, not consciously enacting mobile learning, to
generate their own learning as they create, discuss, transform, share,
store and consume idea, images, information and opinions.
Nevertheless, 'mobile learning' is continuing to evolve and, except
insofar as some body, like the International Association for Mobile
Learning, might have provided an 'official' definition, the meaning
stays relatively vague and consensual, rather than precise and
prescriptive. The first emergence of 'mobile learning' as a distinct
research community could be traced to this workshop held in
Birmingham, the precursor of the mLearn conference series, though
obviously the presentations and papers were the consequence of
proposals and projects initiated several years earlier. These and
subsequent projects are perhaps the better definition of 'mobile
learning' and this mobile learning community in its first fifteen
years demonstrated across a variety of countries, sectors, subjects
and settings that it can enthuse learners, especially the marginal,
the disenfranchised and the disengaged. It also demonstrated that it
could also extend learning beyond its current reach and enrich and
enhance learning beyond its existing conceptualisations and practices
[e.g., Traxler, 08]. Mobile learning also challenged earlier theories
of technology enhanced learning derived from the era when first the
computer then the networked computer were the dominant educational
digital technology.
In more detail, this means that the mobile learning research community
has demonstrated that it can enhance, extend and enrich the concept
and activity of learning itself, beyond earlier conceptions of
learning [Herrington et al. 09; Barcena et al. in press]. This
includes ideas of:
- Contingent learning and teaching, where learners and/or teachers can
react and respond in real time to their environment and their
changing experiences. Agile learning is another term for this.
- Enquiry-based learning, self-directed learning where learners'
own choices and curiosity as they explore scenarios created by
teachers.
- Collaborative learning, where learners work on a shared task, and
the learning outcomes build on their collective rather than
individual efforts.
- Situated learning, where learning takes place in surroundings that
make learning relevant and meaningful.
- Authentic learning, where meaningful learning tasks are related to
immediate learning goals, for example basic literacy or numeracy in
work-based learning on the job or learning on placement for junior
doctors in surgeries, student vets in consultations, nursing
trainees in the wards and trainee teachers in schools.
- Context-aware learning, where learning is informed by the history,
surroundings and environment of the learner, until recently,
episodic, individual and isolated but the increased functionality of
mainstream retail mobiles opens up enormous possibilities for
developing more intelligence and using more history behind the
learner experience.
- Augmented reality mobile learning, where learning builds on the
local physical context supplemented by an audio and/or video
overlay.
- Personalised learning, where learning is customised for the
preferences and abilities of individual learners or groups of
learners.
- Learning support, providing a guide to help students with day-to-day
tasks. Typical systems can be accessed by mobile phones with web
browsers and GPS, systems giving university students
location-specific guidance to academic resources and urban venues.
- Pastoral support, enabling students to access organisational and
non-academic services and support. Increasingly this can be context
and location-aware, allowing personalised and timely support.
- Game-based learning, now increasingly mobile.
- Assessment techniques that are aligned to these new affordances of
mobile devices, for example geo-tagged image capture.
All of these represent or facilitate a trend that takes learning away
from the classroom and the lecture theatre, in fact, away from the
institution and the curriculum, and at a practical level, these all
support courses and programmes that engage with the world outside the
institution, either exploring that world or training students to take
their places in it. They do, however, represent a specific set of
pedagogic assumptions about relations between the institution,
experience, learning and education that are not necessarily universal
[Traxler & Crompton, in press].
The mobile learning community has also demonstrated that it can take
learning to individuals, communities, and countries that were
previously too remote or sparse, economically, socially or
geographically, for other external educational initiatives to
reach. This second category has included addressing the following:
- Geographical, geometric or spatial distance, for example, reaching
into deeply rural areas. This is becoming educationally richer as
networks drive out greater bandwidth and coverage but is still held
back by shortage of modern handsets and support.
- Sparsity, connecting thinly spread and perhaps nomadic learners to
create viable communities of learners, sometimes held back lack of
experience in supporting communities of distance learners and
sometimes by the ways that the most widespread network tariffs
restrict access to services.
- Infrastructural or technical barriers, for example, areas of in
South or Central Asia or sub-Saharan Africa, supporting those
communities lacking mains electricity, secure clean buildings or
landline connectivity.
- Social exclusion, for example, reaching students unfamiliar with and
lacking confidence in formal learning, such as the homeless,
gypsies, marginal groups, nomads, those
not-in-education-employment-or-training (NEETs) and township youth.
- Physiological or cognitive differences, for example, supporting
learning access and opportunities for people with impaired hearing
or mobility, or scheduling and organisational support for people
with dyslexia.
- Privacy and connection, for example, helping chaperoned or secluded
women and girls in some cultures to access informal and social
learning. Cultural sensitivities may, however, inhibit the reporting
of this aspect.
- Dead-time, small bursts of otherwise unused time, such as waiting in
elevators, cafes, buses, queues, sometimes used as an example of
bite-sized learning; although possibly educationally limited, mobile
phones will always be carried by learners whereas books or laptops
might not be.
- Corporate training, delivering training to dispersed and peripatetic
workforces.
All of these, to a greater or lesser extent, challenge the current
hegemony of ideas of learning based on content and discussion, and
move towards learning based on context and connection.
The mobile learning community, in an increasingly widening and
amorphous sense, has also demonstrated that the creation of learning,
as well as its consumption, can involve learners and everyone else in:
- Podcasts, for example, iTunes downloads.
- Social networks, obviously Facebook and Twitter.
- Blogs.
- User-generated content, for example YouTube, Flickr, Wikipedia.
Although these are not inherently mobile (and may, for example, render
poorly on small screens on mobiles or fail to exploit location
awareness), they are increasingly and predominantly accessed on
mobiles. They do, however, represent a growing resource for formal
learning and a growing indication of the community of mobile informal
learners, conceptualised as the version of self-directed lifelong
learning called heutagogy [Blaschke, 12]. (In some senses, there is a
growing divergence between formal institutions espousing 'open'
educational resources for established practices of learning and
informal groups and individuals adopting 'free' resources, such as
YouTube, Flickr, iTunes, Facebook, and Twitter for emergent social and
community learning.)
In order to get a richer understanding of mobile learning, it is
possible to develop more sophisticated classifications than the ones
outlined above, for example, highlighting context as a significant
axis and breaking it down into: free, formalised, digital, physical,
and informal, with tools, control, communication, subject and
objective as the other axes [Frohberg et al. 09]. Another
classification uses transactional distance theory as one axis, loosely
defined as the psychological gap between instructor and learner, from
high to low, with socialised/individualised activity as the other axis
[Park, 11], giving four quadrants. These alternative classifications
then allow individual projects to be mapped and show how mobile
learning is understood in practice. This might be valuable in exposing
the difference between mobile learning is enacted as opposed to merely
espoused. These classification exercises can sometimes, however, be
implicitly circular exercises in which the connotation and the
denotation of mobile learning feed off each other.
Many authors cite and quote an early attempt to pin down some defining
characteristics of mobile learning, quoting [Traxler, 05]: "[...]
there are core characteristics that define mobile learning and these
characterize mobile learning as:
- Spontaneous
- Private
- Portable
- Situated
- Informal
- Bite-sized
- Light-weight
- Context aware
And perhaps soon:
- Connected
- Personalised
- Interactive"
These may now seem prescient, obsolete, self-evident, trite or
eternal, but they have resonated with the mobile learning community
down the years.
This has been a fairly generic introductory overview and has
deliberately not mentioned language. The history and evolution of
mobile learning has been haphazard and incoherent and if one looks
back, language and language learning may or may not appear in any
given category, sector, country or modality.
One purpose of this
overview and of the various classifications is to challenge language
specialists to think about the gaps and opportunities that these
classifications expose. Another purpose is to form a context for the
following papers. This may be a tactical and backward-looking response
because this overview ignores the on-going impact of these mobile
digital technologies on the nature and uses of language in wider
social context. This impact could be analysed in terms of the impact
on linguistic genres and social practices; the impact on plurilingual
communities and the impact of the global hegemony of one culture,
language and country. This would be a more radical and forward-looking
response [Traxler, 13] and the following articles should also be
viewed in that context too.
2 The contents of this volume
MALL is receiving increasing attention on the part of students, policy
makers and practitioners, in the contexts of university education,
lifelong learning and online training in general. Accordingly, there
is a growing number of second language courses, projects and
initiatives that incorporate mobile-based strategies [Castrillo et
al. 14]. The present volume, Mobile Technology for Foreign Language
Teaching: Building Bridges between Non-formal and Formal Scenarios,
seeks to offer an illustrative account of the field from different
theoretical, methodological, and technological perspectives. This
special issue consists of eight articles that start by covering the
most versatile perspectives of MALL (e.g., pedagogical, linguistic)
and move towards strategies and applications that incorporate
distinctive elements such as collaborative work, social media,
language laboratories, podcasting, audiodescription or gamification.
The first article, "Reflections from SIMOLA - Situated Mobile Language
Learning" by Annamaria Cacchione, Emma Procter-Legg, Sobah Abbas
Petersen and Marcus Winter, starts by presenting the frequently
ignored relevance of neuroscience in relation to technological
learning design and MALL. There are, of course, the often mentioned
affordances of MALL related to its perverseness and its mobility, but
there is another one related to the neurophysiology of learning and,
in particular, to the relationship between cognition, memory and
learning itself. As explained in the article, learning involves the
formation and strengthening of neural connections and networks. The
argument is that good neural networks are built by experiences
characterized by novelty, intensity, and movement. Therefore, if
enriched environments that are novel, intense and mobile lead to more
effective learning, it is only common sense that the teacher must look
for methodologies/technologies that potentiate them. MALL has specific
features that can predict its success as a learning environment and
tool, particularly its mobility. Mobility is not only a physical
action strictly speaking: there is a psychological correlate as our
mental faculties (attitude, motivation, focus, etc.) are activated in
an adaptive manner and they are affected by new stimuli while on the
go. Furthermore, MALL allows for contextual, situated learning, as
this occurs linked to real world situations. The relation between
learning, settings, and students' experiences is deeply rooted in
Constructivism. As the authors explain, when MALL incorporates context
into learning, it activates both brain hemispheres, as much academic
content is processed in the left hemisphere and context in the right
one.
Since both hemispheres deal with emotions and this, in turn, has
a major role in learning, it is strategic to stimulate positive
emotions to a certain extent for learning purposes. Positive emotions
can be enhanced by bringing forward the student's interests and
also through gamification. Both can be easily incorporated in
technology-based learning and MALL. Another necessary mental function
for effective learning is long-term memory. It has been argued that
this can be obtained by organization, rehearsal and
elaboration. Again, MALL can promote these activities in learning
designs that involve the gradual incorporation and expansion of new
content coming from direct observation and meaningful personalized
processing. The incorporation of MALL in multiple-environment learning
is even coherent with the redundancy in brain functionality.
The article moves on to present the evolution of an app designed to
support the knowledge and understanding of language and culture
in-situ, through the creation and negotiation of a crowd-sourced
repository of related items found in everyday life. The system also
allows students to annotate and tag interesting elements. Although it
started in a wiki-based fashion, it became more horizontal to enable
multiple and diverse content in the same entry. Once new content is
collected/commented using the mobile app, the online repository common
to all the system users is updated. The online repository provides a
web interface for language learners as a central point around which a
community of practice can form. The system was formatively
evaluated. This process led to a range of design recommendations on
how the system could be improved and further developed to better meet
the needs, expectations and preferences of students and teachers,
among them, the ability to localise the user interface for different
cultures, create user groups and profiles for separate target
languages and regional contexts, and allow user identities. Finally,
the lessons learnt from the project are discussed in relation to
widely acknowledged critical success factors of running a successful
mobile learning project.
The second article, "The Mobile Language Learner - Implications of
Being Productive" by Linda Bradley, presents research on productive
web-based second language learning activities that can be effectively
undertaken using mobile devices and how the students' own learning
strategies - mainly, their engagement - contribute to the
process. Bradley analyses the widely agreed upon affordances of MALL,
emphasizing the expansion and augmentation of the learning experience
and the facilitation of student engagement and collaboration. She
explains how in the early days of the use of mobile devices for
learning purposes, they were considered to be instruments that could
primarily add autonomy to the process. However, progress in MALL and
the sociocultural direction that general pedagogy gradually took
promoted the view of mobile devices as instruments that could
facilitate diverse forms of sharing, collaboration and cooperation
between students.
The population of Bradley's research was ideal for the task: a
homogeneous group of computer-literate and plurilingual students, with
an average level of general English and proficient mobile users. The
research focused on the development of the students' ESP production
competence (academic writing and presentations) and explored 'the
learner's perspective' on ML in terms of personal choice of
tools and learning spaces. Questionnaires and interviews were
used. The former allowed for some quantitative evidence and the
identification of usage trends. Voluntary individual interviews were
undertaken in a semi-structured way around the same topics as the
questionnaire, in the hope that reflection during the time passed
since the questionnaires were undertaken would have led to the
formation of deeper and more grounded considerations.
The research revealed a trend for the students to own and take along
more than one mobile device and to use it on a daily basis for
searching for information on Internet. The usage they made of desktop
computer equipment was transferable to that of mobile devices with
very specific restrictions related to the task in hand, such as the
software installed for programming and networked gaming or the size of
the screen. However, when such restrictions did not apply, mobile
devices were the preferred information and communication tools,
particularly when on the move. In the academic context, the research
revealed that students' search for online materials to complement
both the taught classes and the textbook was undertaken on their own
initiative, aside from the teacher. Hence, students distinguished
between randomized and more organized learning, and expressed a
concern that extra curricular mobile language learning would lack a
targeted purpose and hence, be erratic. Engagement required
self-discipline, which was sometimes linked to places and times of
day.
Regarding the type of mobile-based activities undertaken, the research
showed that there is a growing tendency for the active sharing of
content in dedicated communities and the students' participation in
the emerging discussions, even starting them. Such pro-active efforts
are arguably more effective than just passive following. Being
productive in some way was found to be engaging by students, and
opened the possibility of habit creation and medium-term usage, which
is envisaged to be linked to effective progress. Finally, perhaps the
most extraordinary finding in this research was that students
included, among the mobile-based learning activities, newsletter
reading, SIG participation, and the like. This reveals a highly
flexible, almost ubiquitous use of mobile technology that is leading
to an equally flexible and rich conceptualization of the learning
experience and a convergence between the virtual and physical
worlds. Among what students considered to be useful sources for
learning, videoclips (e.g., documentaries, tutorials) were emphasized,
which again shows a strong connection with the visual and dynamic
digital existence in which they are immersed and points at the
increasing blurring between digital learning and digital living.
The third article, "Determination of Students' Attitudes for Mobile
Integrated EFL Classrooms in Higher Education Institutions and Scale
Development" by Hüseyin Uzunboylu, Çigdem Hürsen, Güliz
Özütürk and Mukaddes Demirok presents a study of second
language university students' attitude towards the use of mobile
technology. The author starts by reflecting on the worldwide spread of
mobile devices and the versatile and constant use that people make of
them. From here, he understandably infers that it would be reasonable
to assume a revolution in the second language mobile-assisted
classrooms parallel to the revolution that has taken place in other
areas of human activity related to communication and information
retrieval. In order to study these two issues, a mixed methodological
approach was used. In this study, the author developed a reliable and
valid scale to determine students' attitudes towards a mobile enabled
second language university course. Universities do not typically have
technology-included curricula, so the author claims this work points
toward a new trend in university second language courses. According to
him, language teachers are under pressure to have a positive attitude
toward mobile technology and its incorporation in their classes.
The
relevant literature shows that no scale has yet been developed which
is sufficient to identify students' attitudes towards second language
learning using mobile technologies. It is to be noted that this
research was limited to university students could be argued to be
expandable to other educational contexts in the future. The fourth article, "The Role of Social Learning Networks in Mobile
Assisted Language Learning: Edmodo as a Case Study" by Huseyin Bicen,
focuses on social networks as an increasingly growing phenomenon in
terms of their development and number of users. The most popular of
these, Facebook, is so for its ease of use and the ease of adaptation
of the tools it offers. Edmodo has a profile and communication
structure similar to Facebook. As the author says, the most noticeable
difference is that the latter is heavily learning-focused (i.e., there
is also an extensive area for assigning grades, administering
questionnaires and quizzes, making announcements, assigning homework,
developing libraries, etc.). Because of these features, the author
claims that Edmodo can be a useful network for language learning
context. Given the consolidated relation between mobile technology and
language learning, the article presents a piece of research on the use
of Edmodo by a group of university students who sought to improve
their language skills prior to receiving face-to-face taught
classes. Specifically, the research examined the effectiveness of
pre-service teachers on mobile-supported Edmodo. For about half a
term, course materials were provided to the students in Edmodo and
other tools from this network were also used for homework,
announcements, and evaluation, instructor contact and peer
interaction. Apart from studying the materials provided by the
pre-service teacher, students contributed with their own comments,
links and files. The Edmodo sessions took place in a highly organized
way (e.g., with assigned roles and warnings and reminders about late
submissions) and students were required to participate socially and
assist their peers with their language difficulties. The study
participants exchanged ideas and developed projects, and felt as
though they were in a real classroom setting.
A pre-questionnaire and a post-questionnaire were administered to the
pre-service teachers in order to gather their opinion of the use of
the Edmodo social learning environment on a mobile device. A
comparative analysis of the results indicated a more assertive and
positive opinion once the subjects had had the opportunity to
experiment with the network using mobile support. Affordances included
increased motivation and compromise, the adoption of a more
exploratory learning approach, strengthened communication between
students, a collaborative and participatory attitude, the pleasure of
interacting in an entertaining and challenging learning environment,
and first and foremost, decisive language improvement. The suitable
sharing structure and the positive user opinions described in this
study indicated that Edmodo could be used effectively on various
Internet connected mobile devices. All these advantageous features
contributed to the usefulness of Edmodo as a source of scaffolding for
mobile language learning.
The fifth article, "MLab: A Mobile Language Learning Lab System for
Language Learners" by Hend Al-Khalifa, Hind Alotaibi and Reem Alamer,
presents an innovative proposal for a mobile language lab system in an
attempt to overcome the complexity and limitations of conventional
labs with the 'anytime, anywhere' formula related to mobile
technology. As the authors explain, labs - technological equipment
used to assist language teaching and learning - have a long and
controversial history and, despite the several advances from the early
audio(-visual) equipment with the incorporation of personal computers,
Internet connection and multimedia, still suffer from the discredit
gained with their traditional behaviouristic and highly
individualistic approaches to language learning.
As the authors claim,
the functionality of labs has gradually been extended to include such
aspects as example-based training on pronunciation, listening skills
development, and speech assessment. However, labs layout (with fixed
individual booths, etc.) still impose important restrictions for
providing an adequate setting for dynamic student interaction to take
place, which is a fundamental process in language use and
learning. Furthermore, computer labs are usually complex and unstable
from a technological perspective, and the potential benefit of the
privacy and flexibility that they provide to less assertive students
is mitigated by the apprehension caused by the continuous
technological demands and problems of lab equipment. MLab, the mobile
language lab system designed by the authors, is intended to offer
students the majority of language lab features from their own mobile
devices. It is based on the principles of ubiquity,
multi-functionality, interconnectivity, and what they call the
'psychological comfort' of mobile technology. This concept refers to
the high portability and intuitive use of mobile devices for learning
purposes, which reduces cognitive load and increases task completion
rates. MLab is also low cost, cross-platform and it relies on a series
of web technologies and APIs (Application Programming Interfaces) to
provide high usability rates.
The authors present the composition and functionality of their system,
which is built on previous work. The design of the interfaces is
simple and follows the design recommendations for mobile web
applications provided by W3C. As the authors explain, the system had a
teacher's view, which allowed the management of the students'
accounts, learning content and exercises; and the student's view,
which showed the learning materials and exercises provided by the
teacher. This system was evaluated with a reduced number of English
language university students and their teacher. The students were
asked to fill out a questionnaire, which revealed a generally positive
attitude towards the system. Results indicated high usability rates
from both the teacher and students, in terms of factors such as
technical complexity, the integration of system functionalities, and
consistency. A further affordance of the system was its
transferability; i.e., it was not restricted to any language since it
depended on uploaded learning materials. However, the authors
identified several limitations in their system related to the
APIs. Hence, there were security issues associated, which could
prevent access to users' devices and there was another issue
related to the sustainability of the APIs, which could affect the
operation of the system. The article concludes, therefore, with some
indications for future work.
The sixth article, "The Role of a Mobile App for Listening
Comprehension Training in Distance Learning to Sustain Student
Motivation" by Timothy Read and Agnes Kukulska-Hulme, focuses on how a
MALL app, ANT (Audio News Trainer), can be designed and developed to
support prolonged listening comprehension practise for distance
learning students. The authors start off by summarising the literature
on developing listening comprehension, noting the consensus there on
the need to help students establish a series of strategies that can be
applied to the listening task before, during and after it takes
place. They go on to note that developing listening skills is
particularly difficult for students on distance-learning programs for
several reasons, such as the geographical separation of teachers and
students (and also between students) combined with the unbalanced
ratio of students to teachers on these courses.
The authors discuss
the way in which mobile devices such as smartphones and tablets can be
effective for language learning, highlighting their possibilities to
improve communication, increase learning opportunities, encourage
active learning, enhance learner feedback, emphasize task time, and
provide easy access to content. Furthermore, their motivational effect
can also encourage students to use them above and beyond what they
would do with desktop-systems. The authors argue in favour for the
effectiveness of MALL to support the development of second language
listening comprehension.
Podcasting is subsequently discussed as the most prevalent and widely
explored technology for mobile listening comprehension reported in the
literature, noting that while progress has been made, the results of
research until now are arguably limited since if the students are left
alone to practise, they are unlikely to continue over a sustained
period of time. The ANT app, which was developed by a team that
included the authors, presents a series of structured news recordings
to the students (in three levels of difficulty). There are two
versions of the app, one of which is connected to the app's
Facebook page. This social learning version of the app enables
students to write what they have understood from a given recording,
which is automatically posted to Facebook. An experiment is described
about the use of the two different versions of the app. Research
questions are introduced regarding the effectiveness of news for
practising listening comprehension in the target language learning in
terms of motivation, the way in which the use of social media can
amplify the effect, and whether such an app as ANT can be
intrinsically motivating for prolonged exposure to the target
language? The results of the experiment are presented together with
answers to the questions: firstly, that news would appear to be
suitable domain for listening comprehension, the up to date nature of
the information motivates the listeners. Secondly, that social media
such as Facebook greatly increased the use of the app. Thirdly and
finally, that ANT does appear to motivate the students to carry on
training their listening comprehension skills. The authors include a
discussion about the details of these results.
The seventh article, "Profiling a MALL App for English Oral
Practice. A case study" by Ana Ibáñez Moreno and Anna
Vermeulen, presents some of the overwhelming data regarding the usage
of mobile technology which, according to the authors, can bridge
traditional and new literacies and encourage creative, multimodal,
experiential and hands on learning. While they acknowledge several
challenges for its use in education (such as the small size of screens
and the keyboards, and the limitation of the presentation and battery
life), they also reflect upon its many affordances for that purpose
(learner-centeredness, flexibility, autonomy, context-sensitivity,
perverseness, user-friendliness, social capabilities, low cost, etc.)
and the existence of an enormous number of educational apps, many of
which boast significant technical, pedagogical and cognitive
validity. The authors argue that there are suitable theoretical
frameworks based on pedagogical, linguistic and technological
principles, which although they require further consolidation, could
be applied systematically in the design of MALL apps. Within the
different competences and skills, oral ones offer an attractive domain
of application for mobile educational apps. The authors apply a rubric
developed in their research group to argue that most apps lack
theoretical and methodological foundations, even those that are
popular amongst students.
The authors have developed an app called VISP (VIdeos for Speaking),
which can be used anytime and everywhere, within and outside the
classroom, and by any independent user, to promote oral practice in
English. VISP follows a task-based approach which, as the authors
explain, is also part of the communicative approach in a broad sense
deriving from socio-linguistic theory. In fact, the app is based on an
authentic task: audio description. Audio description was initially
created to make visual content accessible to sight impaired people by
transferring it into spoken words. Given the intricate nature of this
type of narrative (the array of dependencies at the lexical and
grammatical levels with the audio-visual input; the semantic cohesion
required; the need to select, retrieve, structure and reformulate
relevant information etc.), there is a whole field of social, cultural
and linguistic related research underlying it that can be applied to
educational purposes. The app was tested with two different user
groups of different nationalities in a contrastive way. The results
showed several differences in the ways of approaching and using the
app. In fact, there was an unexpected inverse correlation between
motivation and performance, where the group that appeared to be more
motivated to use the system did not perform as well as the one that
showed less evidence of motivation. Furthermore, one of the student
groups was more productive, although they made more mistakes,
particularly lexical, while the others were more cautious and worked
harder on the tasks. The conclusions to this work were related to the
success of the experience and the need to localize the app according
to both linguistic and cultural factors.
The eighth article, "Language Learning through Handheld Gaming: a
Case Study of an English Course with Engineering Students" by
Mercedes Rico, J. Enrique Agudo and Héctor Sánchez focuses on a
topic that is being applied to many forms of digital-based learning:
gamification. Gamification can occupy either a peripheral role, for
example, in a learning system (aimed at keeping motivation levels
high, preventing abandonment, etc.), or a central one, as in Digital
Game-Based Learning (commonly referred to as Game-Based Learning or
GBL). GBL aims at improving the quality of student learning through
the use of video games. This strategy is based on the assumption of
the positive effect of making learning a playful and enjoyable
experience. It is rooted in a new university student profile, who are
knowledgeable individuals, technologically literate, and eager to
access information and opportunities for learning in novel ways.
Previous studies have demonstrated that video games facilitate
students' learning progress and limits dropout from their
course. The learning environments in these games are highly dynamic
and can be based on creativity, discovery and problem solving. In this
research, it was found that students who used video games showed
evidence of maintaining their attention and focus, and increasing
their reading comprehension ability. In this study, the authors
analysed how mobile console technology (with touch-screens, dictation
exercises, voice-recognition functions, competitive language games,
etc.), used to teach vocabulary, grammar, pronunciation, writing and
listening skills, could help students of a second
language. Specifically, they aimed to investigate the students'
satisfaction and effective learning with this device in and out of the
classroom. The students' own claims and the increase in both the
quantity and quality of their work showed high motivation levels.
The
results demonstrated general evidence that appropriately designed
consoles could not only increase students' interest, attention, and
involvement in their learning, but also the level of their
performance. A fine-grained analysis, however, revealed high levels of
satisfaction with the vocabulary, pronunciation, grammar, and
listening activities and lower levels for speaking and writing. In
order to study effectiveness, sampling had to be expanded over a
longer time period. There was evidence of gradual quality improvement
in the students' work, which was related to the amount of time they
were actively engaged with the learning activities in the
console. However, it is important to note the presence of certain
inconsistent data, which revealed that additional factors could
disrupt this correlation. The authors concluded that although the use
of mobile GBL per se could not guarantee learning, there were enough
data to suggest that it should be integrated into academic syllabi to
improve students' overall language academic performance outside the
classroom setting.
3 A final remark
This special edition represents some of the best emerging work in
mobile assisted language learning and this introductory editorial
attempts to provide some different contexts to organise and understand
it; firstly, the historical context of the now-established mobile
learning community and, secondly, the less well established
communities looking more flexibly at the relations between language,
learning and mobile technologies, as the latter become pervasive and
ubiquitous [Read et al. 10] and all three interact and
evolve. Hopefully these together will form the foundations of yet more
good and exciting work.
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