Mobile collaborative language learning: State of the art

Abstract

This paper presents a review of mobile collaborative language learning studies published in 2012–16 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, second‐ and foreign‐language pedagogical approaches, second language acquisition (SLA) principles and affective designs. The results indicate that affordances such as flexible use, continuity of use, timely feedback, personalisation, socialisation, self‐evaluation, active participation, peer coaching, sources of inspiration outdoors and cultural authenticity have been emphasised. These affordances were found to be particularly suited to promote social constructivism, which is often sustained by game‐based, task based and seamless learning. In terms of second and foreign language pedagogical approaches, the combination of individualised and collaborative learning prevails, along with task based, situated and communicative language learning, and raising orthographic awareness. Among SLA principles, negotiation of meaning and opportunities for feedback are highlighted. Affective aspects include increases in motivation, engagement and enjoyment, mutual encouragement, reduction in nervousness and embarrassment, and a few negative reports of risk of distraction, safety concerns, feelings of uncertainty and technical problems. The reviewed studies present a convincing case for the benefits of collaboration in mobile language learning.

Factors that influence the development and performance of academic oral presentations using a blended learning environment

“…To facilitate collaboration, Liu, Lu, and Lai () suggested that mobile learning activities need to take advantage of the flexible learning appeal of mobile technology so that learners can work on a project wherever and whenever they need. Kukulska‐Hulme and Viberg () found many recent studies had taken advantage of the collaborative affordances of mobile devices such as flexible learning opportunities and social learning features to construct social constructivist learning environments for language learning. Despite these promising findings, they suggest that more research is needed into the process of mobile language learning designs and how students daily use of mobile technology influences MALL.…”

“…It is known that learners are acutely aware of the affordances of tools for learning tasks such as vocabulary searching and knowledge sharing (Trinder, ), and Steel and Levy () pointed out that language students can decide which technologies can best meet their individual learning goals. Furthermore, Kukulska‐Hulme and Viberg () posit the idea that future research should include students as codesigners in MALL environments.…”

Integrating Flipped Foreign Language Learning through Mobile Devices: Technology Acceptance and Flipped Learning Experience

“…The role of devices based on wireless connectivity, like smartphones, tablets or Personal Digital Assistants (PDAs), applied to foreign language learning can be split into a number of advantages that include, among others: supporting learning anytime and anywhere, not limiting it to the context of the classroom [3]; favouring human interaction [4] and, more specifically, real and virtual everyday life interaction [5]; or developing language skills and pedagogical approaches [6,7]. In this context, despite the enormous potential of mobile devices for language learning purposes, there seems to be a lack of curricular integration [8].…”

Impact of Mobile Learning on Students’ Achievement Results

“…Moreover, Teodorescu [5] states that the use of mobile language apps can offer different content material adjusted to the student's level of the target language, evaluate his/her progress and provide feedback on it. The students using a mobile app also seem to be more stimulated to learn both in formal and informal settings [5,14,15], especially if timely feedback on students' activity is provided [16]. Furthermore, students also exhibit less anxiety [17].…”