Applications for Mobile Assisted Language Learning: A Current Field Research

Abstract

Over the last few years, Mobile Learning (m-Learning) has increasingly attracted scholars' attention. m-Learning is defined as the use of mobile devices in learning such as mobile phones, tablet pcs, pocket pcs and personal digital assistants (pdas). Several studies have pointed out that m-Learning is an interactive type of technology-based learning that can enhance students' motivation. The emergence of new technological equipment and software has facilitated the creation and development of effective methods and materials for mobile assisted language learning (MALL) which is a specialization of mobile learning (m-Learning).This paper focuses on the use and effectiveness of MALL in second and foreign language (L2) education and on the potential of mobile devices as effective tools for delivering language learning materials to the students in terms of gained linguistic knowledge and skills. To this end, a field research was carried out on a sample of 20 applications for L2 learning, created for mobile devices, focusing on the most popular ones: smartphones and tablets. In particular, using the principles and standards proposed by the Common European Framework (CEFR), there was an effort on determining whether these applications contain languages activities in order to successfully support reading, writing, listening and speaking skills and language acquisition in general. Based on the findings further areas of research are suggested.

Researching mobile-assisted Chinese-character learning strategies among adult distance learners

“…A large-scale study by Demouy et al (2016) reveals that many L2 distance learners are self-directed learners and they spend more time studying the target language than they did previously. Field research conducted by Arvanitis et al (2016) also concludes that L2 learners in the digital age actively engage in using mobile applications for language learning.…”

“…With the steady increase in the number of Chinese as a foreign language (CFL) learners in the world over the last decade (Hanban 2014), with more online Chinese courses available (Zhang 2013;Kan & McCormick 2014), and with an increasing number of learners actively engaging in mobile assisted language learning (Arvanitis et al 2016;Demouy et al 2016;Mason & Zhang 2017;Rosell-Aguilar & Kan 2016), it is crucial for educators to understand how adult distance learners of Chinese use mobile technology to learn characters. It is widely acknowledged that the learning of Chinese characters is one of the biggest hurdles in CFL (Hu, 2010;Jiang & Zhao 2001;Shen 2004), and learning language at distance adds extra challenges such as social isolation and anxiety (Hurd 2005), and lack of speaking opportunities (Kan & McCormick2014), which can affect confidence and motivation.…”

Instagram-Assisted Language Learning in Islamic Higher Education: Toward Online Collaboration

“…There is a call on the part of teacher to seize their gadget for language learning purposes. It means that in addition to mobile phone use for communication purposes among peers they can optimize gadget to support their language learning (Lys, 2013); (Arvanitis et al, 2016).…”

“…Several electronic gadget for communication and information in foreign language teaching and learning have been the focus of MALL research and practice. Mobile devices like cell phones and tablets undoubtedly have boosted foreign language learning activities both in class and beyond class (Arvanitis, Krystalli, & Panagiotidis, 2016). Tablet computers with the strength of possible access everywhere and everytime have also demonstrated to be pivotal learning tool for creating and collaborating content in language learning (Chen, 2013).…”

Tablets as Instructional Tools in the Foreign Language Classroom: The Teacher Perspective

“…Summarising briefly the educational benefits listed in the literature we can claim that the use of mobile devices in language teaching and learning can enhance L2 acquisition and learners' motivation as it can facilitate alternative learning processes and instructional methods [12], [14] focusing especially on the development of lexical and grammatical competences and reading and listening skills [15].…”