scholarly journals Impacts of mobile technologies, systems and resources on language learning: A systematic review of selected journal publications from 2007-2016

2018 ◽  
pp. 375-388 ◽  
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Learning Strategies ◽  
Mobile Learning ◽  
Learning Systems ◽  
Mobile Technologies ◽  
Personal Digital Assistants ◽  
Tablet Pcs ◽  
Mobile Assisted Language Learning ◽  
Future Work

This study examined the mobile-assisted language learning studies published from 2007 to 2016 in selected journals from the aspects of adopted mobile devices, mobile learning systems/resources, and the benefits and challenges of utilizing mobile devices or learning systems/resources. The results revealed that the traditional mobile devices (e.g., Personal Digital Assistants, PDAs) and the current popular mobile devices (e.g., smartphones and tablet PCs) were frequently adopted for language learning in different time periods, while wearable devices have not been adopted by any language learning research so far. In addition, most of the studies used researcher-developed learning systems/resources, while the use of educational affordances of free applications or resources needs to be promoted. Furthermore, the abundant benefits of using mobile devices or mobile learning systems/resources for language acquisition were found in many studies, such as providing substantial chances for learning, and providing or building authentic environments for learners’ meaningful knowledge construction; on the other hand, the studies also reported several challenges (e.g., insufficient practice time and the lack of effective learning strategies) to be overcome in the future. Finally, several suggestions are provided for researchers or practitioners to conduct their future work.

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.

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 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.

Mobile Learning

2009 ◽  
pp. 108-116 ◽  
Author(s):  
Steve Chi-Yin Yuen ◽  
Patrivan K. Yuen
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Age Groups ◽  
Global Scale ◽  
Mobile Technologies ◽  
Personal Digital Assistants ◽  
Learning Modules ◽  
Tablet Pcs ◽  
High Bandwidth ◽  
And Training

The mobile revolution is finally here. The evidence of mobile penetration and adoption is irrefutable: smartphones, personal digital assistants (PDAs), portable game devices, portable media players, MP3 and MP4 players, tablet PCs, and laptops abound and can be found everywhere. Also, the increasing availability of high-bandwidth network infrastructures and advances in wireless technologies have opened up new accessibility opportunities (Kinshuk, 2003). No demographic is immune from this phenomenon. People from all walks of life and in all age groups are increasingly connected and communicate electronically with each other nearly everywhere they go (Wagner, 2005). The development of and adoption rate of mobile technologies are advancing rapidly on a global scale (Brown, 2005). Since 2000, there is considerable interest from educators and technical developers in exploiting the universal appeal and unique capabilities of mobile technologies for the use in education and training settings (Naismith, Lonsdale, Vavoula, & Sharples, 2004). The use of mobile technologies to support, enhance, and improve access to learning is a relatively new idea and many learners are quite comfortable with various mobile devices. Mlearning (mobile learning) is consequently an emerging concept as educators are beginning to explore more with mobile technologies in teaching and learning environments. Already, there are numerous applications for mobile technologies in education—from the ability to transmit learning modules and administrative data wirelessly, to enabling learners to communicate with instructors and peers “on-the-go” (Brown, 2005).

Mobile Learning

2011 ◽  
pp. 580-586 ◽  
Author(s):  
Steve Chi-Yin Yuen ◽  
Patrivan K. Yuen
Keyword(s):  
Mobile Learning ◽  
Age Groups ◽  
Global Scale ◽  
Mobile Technologies ◽  
Personal Digital Assistants ◽  
Wireless Technologies ◽  
Adoption Rate ◽  
Tablet Pcs ◽  
High Bandwidth ◽  
And Training

The mobile revolution is finally here. The evidence of mobile penetration and adoption is irrefutable: smartphones, personal digital assistants (PDAs), portable game devices, portable media players, MP3 and MP4 players, tablet PCs, and laptops abound and can be found everywhere. Also, the increasing availability of high-bandwidth network infrastructures and advances in wireless technologies have opened up new accessibility opportunities (Kinshuk, 2003). No demographic is immune from this phenomenon. People from all walks of life and in all age groups are increasingly connected and communicate electronically with each other nearly everywhere they go (Wagner, 2005). The development of and adoption rate of mobile technologies are advancing rapidly on a global scale (Brown, 2005). Since 2000, there is considerable interest from educators and technical developers in exploiting the universal appeal and unique capabilities of mobile technologies for the use in education and training settings (Naismith, Lonsdale, Vavoula, & Sharples, 2004).

scholarly journals About Using Mobile Learning Methods in Foreign Language Learning In NonLinguistic Institutions of Higher Education

2019 ◽  
Vol 65 (2) ◽  
pp. 274-278
Author(s):  
Nataliia Skrypnyk
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Foreign Language Learning ◽  
Mobile Technologies ◽  
Institutions Of Higher Education ◽  
Learning Programs ◽  
Communication Devices

The article is devoted to the analysis of the methods of mobile learning in relation to foreign language learning in institutions of higher education and systematization of their practical use. Despite the fact that mobile devices with internet access are becoming more and more widespread among students and teachers, mobile learning, in foreign language learning in particular, is not common in non-linguistic institutions of higher education nowadays. The concepts of «mobile learning», «mobile technologies» have been described. Mobile learning of a foreign language should be understood as a form of learning process organization and control based on the use of mobile communication devices, where students can develop and improve their language skills, form socio-cultural and intercultural competences in order to use a foreign language as a means of communication in the social and professional sphere anywhere and at any time. Mobile technologies involve the use of mobile devices, access to training aids, forms of educational interaction and forms of training materials and tasks. The didactic possibilities of mobile technologies have been considered. They include accessibility by means of mobile devices; the possibility of storing and transmitting information of various formats; the possibility to post comments or make changes to the content; possibility of using them as information resources; the possibility of organizing a network discussion; the possibility to perform group and individual projects. The didactic and methodical functions of mobile technologies when learning foreign language have been presented. The requirements to mobile learning programs and advantages of their using have been covered. The disadvantages and problems of using mobile learning in foreign language learning have been given. Division of practical using methods of mobile learning in relation to foreign language learning in non-linguistic institutions of higher education into five groups has been presented. Each group has been grounded and illustrated with examples.

scholarly journals The Effectiveness of Smartphone and Tablet PC Apps for Japanese Language Learning

2015 ◽  
Vol 44 (2) ◽  
pp. 64-82
Author(s):  
Fusako Ota
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Apps ◽  
Low Cost ◽  
Japanese Language ◽  
Tablet Pc ◽  
Tablet Pcs ◽  
Business Sectors ◽  
And Training

The emergence of smartphones and tablet PCs in the second decade ofthe 21 sf century has furthered possibilities for mobile learning. Thecharacteristics of smartphones and tablet PC devices such as affinity,portability, accessibility and the availability of low cost applications(apps) with various functions have transformed these devices into arealistic means of learning. In fact, it has been reported that manysecond language (L2) learners have used such language learning appsand evaluated them positively. The adaptation of mobile apps for L2language education and training has been actively implemented by notonly individual users but also educational and business sectors in manycountries. Thus, this study explores the effectiveness of smartphone andtablet PC apps for Japanese language learning, focusing on learners ofJapanese at a university in Australia. The types of Japanese languagelearning apps that students have used and their usage are examined, inorder to investigate the effectiveness of such apps. This study aims toprovide helpful information to L2 educators and learners about theadaptation of mobile devices to assist their language teaching andlearning.

scholarly journals Higher Education Instructors' Use, Perceptions, and Practices of Mobile Learning in Morocco

2021 ◽  
Author(s):  
Youness Zidoun ◽  
Nabil Zary
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Mobile Technologies ◽  
Digital Learning ◽  
Integration Model ◽  
Future Work ◽  
Educational Potential

Background: In an age where information is generally accessible, most of the interest these days has focused on how accessible and convenient technology can be. So small and personal, mobile devices can transform our perception of learning by combining both mobility and convenience. Mobile learning is part of the digital learning landscape alongside e-learning and serious games. However, knowledge about effective design of mobile learning experiences remains of interest with a focus on appropriate design models and the embodiments that can be implemented to achieve the intended educational outcomes. Exploring the instructor's perspective on mobile learning is essential. Therefore, the aim of this study was to investigate the Moroccan instructors' perception and practice of mobile learning to inform the development of an ecologically valid mobile learning integration model. Methods: Higher education Instructors (n=41) were recruited to the study. The Moroccan instructors' perception and their experiences regarding their adoption of mobile learning were collected using an online survey. The analysis focused on their mobile use, perceived IT competency, and opinions on mobile learning. Results: We described most of the instructors' considerations regarding integrating mobile technologies into their teaching activities. We found that most of the mobile learning activities defined by the respondents corresponded to relatively advanced use of mobile devices. More promising, instructors have found innovative ways to use the educational potential of mobile devices. However, the prospect of mobile devices was still to challenge. No or poor Wi-Fi connection, number of devices or limited access, sometimes fees or applications incompatibility were identified as reasons and obstacles to mobile learning usage. Conclusion: Mobile learning is mostly perceived positively among Moroccan instructors allowing many applications and usage to enhance teaching and learning. In this study, a better understanding of aspects and factors influencing the integration of mobile learning in the Moroccan educational context is exposed, helping further the development of an ecologically valid mobile learning integration model. Future work on mobile learning should consider the highly paced evolution of mobile technologies, emphasizing the flexibility of integration frameworks to support instructors and learners.

Student Preferences for M-Learning in Higher Education Institutions

2018 ◽  
Vol 4 (1) ◽  
pp. 35-43
Author(s):  
Mustafa Azmi Bingol
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
High Tech ◽  
Learning Tool ◽  
Northern Iraq ◽  
Mobile Assisted Language Learning ◽  
Special Studies

It is inevitable to use different high-tech devices, particularly smart phones, in today’s rapid life. As a result, educators who work in this sector try to take advantage of developing technology in order to implement the teaching and learning process. Nevertheless, applying mobile learning to educational institutions requires special studies in order to adapt and implement the materials. Due to this reason, it is necessity to make a much more decent research on the acceptance of m-learning by students in terms of setting up m-learning systems in universities. The main goal of this research is to find out the students’ acceptance of mobile learning in Northern Iraq. The questionnaires were used to guide the educators to comprehend the research aim unambiguously and clearly. This study involves three primary research questions that propose to solve with the analysis of the findings, which are gathered by conducting questionnaires: How do university students accept mobile learning through devices inside and outside of the class? What is their level of mobile usage as a learning tool? And whether the students are ready to adapt mobile-assisted language learning. As a result of the research more than half of the students has revealed a positive attitude to use mobile devices in the process of learning. And most of them agree that mobile devices could be used as a learning tool. According to the last section of the questionnaire, students are ready to adopt mobile learning.

scholarly journals EFL Teachers’ Attitudes towards the Use of Mobile Devices in Learning English at A University in Vietnam

2020 ◽  
Author(s):  
Loc Van Vo ◽  
Linh Thuy Vo
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Modern Technology ◽  
Efl Learners ◽  
School Year ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers Attitudes

Among the sharp development of modern technology, mobile learning (M-learning) appears as the significantmark of technological revolution 4.0. It has seen that the exponential expansionof mobile devices accompanied their smart functions to support learners’ learning everywhere and every time. Thus, mobile-assisted language learning (MALL) is believed to serve learners' English knowledge. Although learning through mobile devices is expected to apply appropriately toteaching and learning, teachers’attitudestowardsmobile learning needto be assessedseriously. This writing is to present EFL learners’ psychological preparation to perceive English mobile learning application at University X through a survey on 69 EFL teachers byquestionnaire,including tenstatements within 10 minutes. The investigationis carried out in the second semester of the school year 2018-2019. The qualitative approach was used to collect and analyze data, and findings showed that teachers have positive attitudes towards M-learning and its application at University X can be accepted firmly.

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