scholarly journals Caratteristiche e implicazioni di una glottodidattica mobile. Un possibile quadro teorico-metodologico di riferimento

2021 ◽  
Vol 8 (2) ◽  
pp. 125-141
Author(s):  
Diana Peppoloni
Keyword(s):  
Language Learning ◽  
Key Words ◽  
Mobile Devices ◽  
Language Teaching ◽  
Asynchronous Mode ◽  
Teaching Process ◽  
Mobile Assisted Language Learning ◽  
Palabras Clave ◽  
New Knowledge ◽  
Definition Of

Il presente contributo intende fornire una riflessione sulle potenzialità dell’utilizzo del Mobile Assisted Language Learning (MALL) nella didattica delle lingue a distanza. Il MALL integra l’uso dei dispositivi mobili nel processo di insegnamento linguistico (Bezircilioğlu, 2016), costituendo una modalità motivante per gli studenti, che utilizzano strumenti familiari per elaborare nuova conoscenza. In base al principio dell’anytime, anywhere (Kukulska-Hulme & Shield, 2008), gli apprendenti possono rapportarsi con il docente e i propri pari da luoghi diversi e consultare i materiali anche in modalità asincrona (Chuang, 2016). A partire dalla definizione di MALL, ci si è chiesti quali siano i benefici e i limiti di tale approccio, nonché le sue implicazioni glottodidattiche. Le risposte a tali interrogativi si inseriscono in un quadro teorico-metodologico dedicato allo sviluppo di una glottodidattica mobile standardizzata, in cui vengono forniti anche esempi di attività utili in un corso di lingua a distanza. Parole chiave: MOBILE ASSISTED LANGUAGE LEARNING, DIDATTICA A DISTANZA, MOBILITÀ This study aims to provide further reflections on the potential of using Mobile Assisted Language Learning (MALL) in remote language teaching. MALL integrates the use of mobile devices into the language teaching process (Bezircilioğlu, 2016), fostering students’ motivation as they use familiar tools to process new knowledge. Given the “anytime-anywhere” principle (Kukulska-Hulme & Shield, 2008), students can interact with each other and with their teacher, from different places while also consulting resources in asynchronous mode (Chuang, 2016). Starting from the definition of MALL, we question this approach in terms of its benefits and limitations, including its implications for language teaching. The answers to these questions become part of a theoretical-methodological context dedicated to the development of a standardized mobile language teaching, in which examples of useful class activities in a remote language learning course can be found. Key words: MOBILE ASSISTED LANGUAGE LEARNING, REMOTE TEACHING, MOBILITY Esta contribución tiene como objetivo profundizar en la reflexión sobre el potencial que tiene la utilización del aprendizaje de lenguas mediante tecnología móvil, en inglés Mobile Assisted Language Learning (MALL), en la didáctica de lenguas a distancia. El enfoque MALL integra el uso de dispositivos móviles en el proceso de enseñanza de lenguas (Bezircilioğlu, 2016) fomentando así la motivación del alumnado a medida que este utiliza herramientas que le resultan familiares para procesar el nuevo conocimiento. Con base en el principio “en cualquier lugar y momento” (Kukulska-Hulme & Shield, 2008), el alumnado puede interactuar entre iguales y con su profesor desde diferentes lugares mientras consulta al mismo tiempo recursos de manera asíncrona (Chuang, 2016). Partiendo de la definición del MALL, cuestionamos los beneficios y las limitaciones de este enfoque, además de sus implicaciones para la enseñanza de lenguas. Las respuestas a estas cuestiones pasan a formar parte de un contexto teórico-metodológico dedicado al desarrollo de una enseñanza estandarizada de lenguas a través de dispositivos móviles en el que se pueden encontrar ejemplos de actividades útiles en un curso de aprendizaje de lenguas a distancia. Palabras clave: APRENDIZAJE MEDIANTE TECNOLOGÍA MÓVIL; ENSEÑANZA A DISTANCIA; MOVILIDAD

Mobile Assisted Language Learning

2021 ◽  
Author(s):  
Glenn Stockwell
Keyword(s):  
Graduate Students ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Teachers ◽  
Mobile Technologies ◽  
Research Practice ◽  
Mobile Assisted Language Learning

The increased use of sophisticated mobile devices opens up new possibilities and challenges for language teachers and learners, which has led to an increasing need to consider issues relating to mobile technologies specifically. To date, there is no comprehensive book-length treatment of issues relating to mobile-assisted language learning (MALL). This book fills that gap, providing a resource for present and future language teachers, and for graduate students of applied linguistics and TESOL, to understand how mobile devices can best be used for language teaching. It is founded on existing research, practice and theory, and offers a balanced perspective, based on the author's own experiences with mobile learning - considering the limitations of such an approach, as well as the benefits. Written in a practical and approachable tone, it provides a much-needed guide to MALL, and its fascinating insights promote further debate within the field.

scholarly journals The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Vocabulary Learning ◽  
Test Results ◽  
Video Captioning ◽  
Mobile Assisted Language Learning ◽  
Significant Difference ◽  
Post Test ◽  
Key Aspects ◽  
Teaching Pronunciation

Video captioning is a useful tool for language learning. In the literature, video captioning has been investigated by many studies and the results indicated that video captioning may foster vocabulary learning. Most of the previous studies have investigated the effect of full captions on vocabulary learning. One of the key aspects of vocabulary learning is pronunciation. However, the use of mobile devices for teaching pronunciation has not been investigated conclusively. Therefore, this paper attempts to examine the effect of implementing keyword video captioning on L2 pronunciation using mobile devices. Thirty-four Arab EFL university learners participated in this study and were randomly assigned to two groups (key-word captioned video and full captioned video). The study is an experimental one in which pre- and post-tests were administered to both groups. The results indicated that keyword captioning is a useful mode to improve learner’s pronunciation. The post test results indicate that there was no statistically significant difference between the two modes of captioning on vocabulary learning. However, learners at keyword video captioning performed better that full video captioning. 

scholarly journals Learners’ Perceptions of the Use of Mobile Technology in a Task-Based Language Teaching Experience

2016 ◽  
Vol 9 (12) ◽  
pp. 120 ◽  
Author(s):  
Simone L. Calabrich
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Web Search ◽  
Learning Experience ◽  
Teaching Experience ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Language Classroom ◽  
Language Schools

<p class="apa">This research explored perceptions of learners studying English in private language schools regarding the use of mobile technology to support language learning. Learners were first exposed to both a mobile assisted and a mobile unassisted language learning experience, and then asked to express their thoughts on the incorporation of mobile devices into the language classroom. The mobile assisted tasks involved learners posting a review online based on a real past experience, as well as using web-search engines to gather enough information to plan a hypothetical trip. Findings revealed overall positive attitudes amongst the students surveyed. Arguments in favour of the incorporation of mobile technology in the language classroom included: the possibility of having access to a range of materials superior in both quality and quantity when using mobile devices to access the Internet, among others. However, a significant amount of scepticism towards Mobile Assisted Language Learning emerged. Arguments against suggested that the format of presentation, rather than the type of task, seemed to constitute a motivational factor that played a psychologically significant role to some of the learners.</p>

scholarly journals El poder subversivo de la fábula en sus diversas manifestaciones diacrónicas

2015 ◽  
pp. 153
Author(s):  
Gordana Matic
Keyword(s):  
Key Words ◽  
19Th Century ◽  
The Other ◽  
Critical Aspect ◽  
Other Hand ◽  
Palabras Clave ◽  
Moral Aspect ◽  
Definition Of ◽  
Historical Periods ◽  
Selection Of

<div class="WordSection1"><p><strong>Resumen</strong></p><p>La fábula ha tenido desde siempre una función retórica e ilustrativa que se ha manifestado a lo largo de la historia de modo dual: mostraba para enseñar, lo que muchas veces implicaba el componente moralizador, o para criticar. Mientras se empeñaba en conseguir una de las dos intencionalidades, o las dos simultáneamente, ha podido ser revestida de un tono humorístico, burlón, irónico o sarcástico. Partiendo de las observaciones sobre el género de Fedro, Rodríguez Adrados o Mireya Camurati, en este trabajo nos proponemos analizar una selección de fábulas clásicas, medievales, dieciochescas y decimonónicas, para demostrar que el aspecto crítico e incluso subversivo del género se mantiene abiertamente activo aun en las épocas en las que se potencia su intención didáctico-moralizante.</p><p>Palabras clave: fábula, definiciones del género, estudio diacrónico, aspecto crítico, aspecto didáctico-moralizante</p><p> </p><p><strong>Abstract</strong></p><p>The fable has always had a rhetoric and illustrative function that manifested itself during its long history in two different ways: on one hand, it represented an example in order to teach, which usually implied the moral component, or on the other hand, to criticize. While it strived to achieve one of these intentions, or sometimes both simultaneously, it could have been written in a humorous, mocking, ironic or sarcastic tone. In this paper, we analyze a selection of classical and medieval, 18th and 19th century fables written in Spanish, with definitions proposed by Phaedrus, Rodríguez Adrados and Mireya Camurati as starting points, in order to show that the critical aspect of this genre was openly maintained and taken benefit of even in the historical periods when its didactic and moralizing intention was preferred and strongly emphasized.</p></div><p>Key words: fable, definition of genre, diachronic approach, critical aspect, didactic and moral aspect</p><p> </p>

scholarly journals Creatividad en la enseñanza de español para negocios

2017 ◽  
Author(s):  
Marta Pilar Montañez Mesas
Keyword(s):  
Key Words ◽  
Creative Process ◽  
Computer Programs ◽  
Specific Group ◽  
Group Key ◽  
Palabras Clave ◽  
New Knowledge

Resumen: La creatividad forma parte del aprendizaje, especialmente en ELE, también para fines específicos como español para los negocios. El proceso creativo pone orden en los nuevos conocimientos o contenidos y, al mismo tiempo, el resultado genera satisfacción en el aprendiz. En otras palabras, aprendemos mejor cuando la tarea nos interesa o nos emociona. Existen varios tipos de tareas creativas, pero podrían agruparse en dos: algunas de ellas requieren el manejo de programas informáticos y otras son de tipo retórico o literario. En las tareas que aquí se proponen, el aprendiz es el protagonista de su aprendizaje y ha de crear de la nada un texto original e inédito. Finalmente, la creatividad es útil pero tiene que adaptarse a cada grupo específico. Palabras clave: creatividad, ELE, español para fines específicos, español para los negocios, B1-B2 Abstract: Creativity is part of learning, especially in SFL, also in Spanish for Specific Purposes like Spanish for business. Creative process put order in new knowledge or contents and, at the same time, the results make the student happy. In other words, we learn better when we are interested in the task or it produces us emotions. In general, there are two types of creativity tasks: some of them need computer programs and others are rhetorical or literary. In the tasks that are proposes here the student is the protagonist of his learning and he has to create of nothing some original and unpublished text. Finally, creativity is useful but it has been adapted to the specific group. Key words: creativity, SFL, Spanish for Specific Purposes, Spanish for business, B1-B2

Students' Perspectives on Using Online Sources and Apps for EFL Learning in the Mobile-Assisted Language Learning Context

2018 ◽  
pp. 328-344 ◽  
Author(s):  
Bin Zou ◽  
Xinxin Yan ◽  
Hui Li
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Apps ◽  
Learning Context ◽  
Chinese College Students ◽  
Mobile Assisted Language Learning ◽  
Class Context ◽  
Students Attitudes ◽  
Online Sources ◽  
Efl Learning

Mobile-assisted language learning (MALL) has been developed rapidly and integrated into language learning in various levels in recent years, particularly for the young generation. Many previous studies reveal that young learners have autonomous learning in using online sources or apps in the MALL context. However, not many studies in China have examined Chinese students' use of MALL. Therefore, this chapter investigates how Chinese college students perceived their use of mobile devices for English as a foreign language (EFL) learning. It was based on two small studies and focused on using online sources and mobile apps for EFL learning on learners' mobile devices. Participants were 166 students from 21 universities in China. Research tools consisted of questionnaires and interviews. The findings demonstrate a high motivation among the participants in using online sources and apps for EFL learning on their mobile devices. The results also showed the impact of different regions on students' attitudes toward MALL. Mobile apps that are related to EFL class context could enhance students' EFL learning.

Mobile-Assisted Language Learning from the Student Perspective

2011 ◽  
pp. 93-110 ◽  
Author(s):  
Daryl L. Beres
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Research Literature ◽  
Student Perspective ◽  
Conceptions Of Learning ◽  
Beliefs And Practices ◽  
Learner Beliefs ◽  
Mobile Assisted Language Learning ◽  
Learning Research

This chapter seeks to refocus the conversation about mobile-assisted language learning (MALL) from the instructor’s perspective to the student’s. I argue that mobile “teaching” does not need to be located within a course, but that we are “m-teaching” whenever we encourage or enable learners to use mobile devices “to facilitate, support, enhance and extend ... [their] learning” (Attewell, Savill-Smith, & Douch, 2009, p. 1). This chapter will explore important concerns related to this definition, including conceptions of learning, blurred boundaries between personal and educational lives, the affordances and limitations of mobile devices, and learner autonomy. A look at the m-learning research literature will show students’ perceptions of MALL running the gamut from skeptics to believers. Finally, the chapter reports on the long-term investigation of learner beliefs and practices of MALL which is underway at Mount Holyoke College, and offers five initial conclusions.

scholarly journals An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction

ReCALL ◽  
2008 ◽  
Vol 20 (3) ◽  
pp. 271-289 ◽  
Author(s):  
Agnes Kukulska-Hulme ◽  
Lesley Shield
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Rapid Evolution ◽  
Social Contact ◽  
Learning Needs ◽  
Social Contacts ◽  
Personal Learning ◽  
Mobile Assisted Language Learning

AbstractMobile learning is undergoing rapid evolution. While early generations of mobile learning tended to propose activities that were carefully crafted by educators and technologists, learners are increasingly motivated by their personal learning needs, including those arising from greater mobility and frequent travel. At the same time, it is often argued that mobile devices are particularly suited to supporting social contacts and collaborative learning - claims that have obvious relevance for language learning. A review of publications reporting mobile-assisted language learning (MALL) was undertaken to discover how far mobile devices are being used to support social contact and collaborative learning. In particular, we were interested in speaking and listening practice and in the possibilities for both synchronous and asynchronous interaction in the context of online and distance learning. We reflect on how mobile language learning has developed to date and suggest directions for the future.

scholarly journals Using mobile technologies for studying foreign languages

2018 ◽  
Vol 7 (3) ◽  
pp. 317-321
Author(s):  
Mariia Viktorovna Drygina
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Modern World ◽  
Mobile Assisted Language Learning ◽  
Process Visibility

In our modern world mobile devices play an important role in the learning process and provide more opportunities for access to educational resources. The use of mobile devices in the learning process is a promising direction that attracts researchers all over the world. Although mobile devices are widely used and they are accessible means of studying, they are still not perceived as means of foreign language learning. The use of mobile technologies will make it possible not only to induce the learning process visibility, divisiveness and interaction, but also to improve the quality of education, and to expand the possibilities for both students and teachers. The paper presents a systematic review of resources on the problem of mobile assisted language learning. The results of the research have shown that this method is widely used by researchers in Scandinavian countries. The classification has been made on the basis of the existing concept of mobile learning. In addition, the paper describes main technical, pedagogical and psychosocial factors which influence the development of modern resources for mobile learning of foreign languages.

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