Contextualised MALL: L2 Chinese students in target and non-target country

Ezra, Orit; Cohen, Anat

doi:10.1016/j.compedu.2018.06.011

Cited by 7 publications

(3 citation statements)

References 12 publications

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“…Thus, the data were evaluated three times: the first as told by the learners, the second and third times as reviewed by the first author and the second author respectively. Next, in the second stage, Ezra and Cohen (2018) applied an operational scale to the real-world and real-life index; along with the device mobility scale, they used quantitative statistical mixed model test to measure the contextualised differences between target and non-target countries, and between generic and dedicated activities, and to test their interactional effects. Elaboration on the methodologies of the first two stages is available in Cohen and Ezra (2018) as well as in Ezra and Cohen (2018).…”

Section: Discussionmentioning

confidence: 99%

“…Integrating previous literature on context (Dey & Abowd, 1999;Klopfer, 2011;Pegrum, 2014;Reinders & Pegrum, 2016;Schilit, 1995;Wong et al, 2010), Cohen and Ezra (2018) and Ezra and Cohen (2018) suggested a research framework to define and evaluate contextualised MALL based on device mobility (pertaining to place diversity), real-world context level (pertaining to one's place) and real-life context level (pertaining to one's life). They also proposed an index to quantitatively measure the real-world and reallife contexts.…”

Section: Contextualised Mall Research Framework and Indexmentioning

confidence: 99%

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How teachers can guide students towards the increased use of contextualised MALL in target and non-target countries: The case of L2 Chinese adult students

Ezra

Cohen

2019

AJET

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Contextualised mobile assisted language learning (MALL) has been greatly discussed (Pegrum, 2014); however, its potential has not been reached in either target or non-target countries, and this calls for teachers’ attention. This study recommended a way for teachers to guide their Chinese second or foreign language students towards increasing their contextualised MALL, by relying on a framework proposed by Cohen and Ezra (2018) and based on the learners’ existing activities.’s contextualised components include real-world and real-life contexts (a measuring index is proposed), as well as device mobility. The study recommended the following: teachers in target and non-target countries should focus differently on generic and dedicated activities; content factors for dedicated activities should be taken into account; teachers should guide students to relate to the real world and real life, including objects and other core activities. The findings may encourage teachers to guide students without worrying about the extra time spent in an overcrowded curriculum.

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Section: Discussionmentioning

confidence: 99%

Section: Contextualised Mall Research Framework and Indexmentioning

confidence: 99%

How teachers can guide students towards the increased use of contextualised MALL in target and non-target countries: The case of L2 Chinese adult students

Ezra

Cohen

2019

AJET

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“…Mobile assisted language learning (MALL) is a self-paced learning supported and/or facilitated by any kinds of mobile device (i.e. mobile phones, tablets, or pads) that can be used while language learning and teaching (Hoi, 2020;Ezra & Cohen, 2018;Shi, Luo & He, 2017;Sun et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Mobile-Assisted Language Learning (MALL)

Kamaşak

Özbilgin

Atay

et al. 2021

Advances in Mobile and Distance Learning

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This chapter examines the effectiveness of mobile-assisted language learning (MALL) through investigating the evidence from the extant literature. MALL is widely used by teachers and institutions to support different models of language teaching such as content and language integrated learning (CLIL) and English as a medium instruction (EMI). In particular, the chapter focuses on the determinants of MALL through reviewing a number studies which show that the evidence points to a complex relationship rather than unidimensional one in terms of MALL's place in language learning and its effectiveness in reality. The study once more emphasises the complex nature of language learning and cautions about the promise and risks of adoption of MALL.

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Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies

Karakaya

Bozkurt²

2022

System

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Contextualised MALL: L2 Chinese students in target and non-target country

Cited by 7 publications

References 12 publications

How teachers can guide students towards the increased use of contextualised MALL in target and non-target countries: The case of L2 Chinese adult students

How teachers can guide students towards the increased use of contextualised MALL in target and non-target countries: The case of L2 Chinese adult students

The Effectiveness of Mobile-Assisted Language Learning (MALL)

Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies

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