Cell phones are now widespread in many countries including Japan where we teach, and are particularly
popular among university students. Although they can be a distraction in the classroom, functions such as Internet access and
e-mail capability have transformed them into sophisticated communication tools. But are they also potentially useful in
language learning? While task-based approaches (Nunan, 1989) adapted to desktop e-mail are now a growing area of research
in CALL (Greenfield, 2003; Gonzalez-Lloret, 2003), cell phones have yet to receive much attention. This paper reports
on a classroom research project aimed at evaluating the use of mobile phones as tools for classroom learning. Freshman
university students in intact EFL classes (2 elementary classes, 2 lower intermediate) were first surveyed regarding their
cell phone use and pre-tested to assess their knowledge of certain target learning structures. Following this they were
subdivided into three groups: (a) using cell phone text messages, (b) using computer e-mail, and (c) speaking. The
learners were paired, trained with warm-up tasks, and given two further sets of tasks to complete (one in class and the
other at home). The target vocabulary appeared in the initial narrative task. All messages sent while doing the tasks were
saved for analysis. The speaking task pairs were recorded and samples were transcribed for comparison. Finally learners took
a post-test the following week to assess short-term learning gains. This project drew attention to a number of potential
advantages of mobile phones as well as highlighting some limitations, but overall suggested that mobile phones represent a
language learning resource worthy of further investigation.
The study shows that the OOP scheme provides GP trainees with an excellent opportunity to develop clinical skills and more generic skills such as leadership, management and decision-making, as well as effective use of resources. However, not all clinical skill improvements were directly transferable to trainees' clinical work on return to the UK.
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