Mobile Assisted Language Learning: Review of the Recent Applications of Emerging Mobile Technologies

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

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2018.10.023 ◽

2018 ◽

pp. 375-388 ◽

Cited By ~ 1

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.

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Development and Evaluation of i-Mutawwif: A Mobile Language Traveller Guide in Arabic for Mutawwif (Umrah Tour Guide)

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v12i2.7708 ◽

2018 ◽

Vol 12 (2) ◽

pp. 54

Author(s):

Muhammad Sabri Bin Sahrir ◽

Mohd Firdaus Yahaya ◽

Taufik Ismail ◽

Muhamad Azhar Zubir ◽

Wan Rusli Wan Ahmad

Keyword(s):

Language Learning ◽

Development Process ◽

Arabic Language ◽

Mobile App ◽

Mobile Technologies ◽

Distance Learners ◽

User Testing ◽

Tour Guide ◽

Mobile Assisted Language Learning ◽

Analysis Process

The explosion use of various mobile gadgets such as PC tabs, smartphones, I-Pads and so on has tremendously affected learning process and delivery of content and messages faster and faster including the creation of a new field of research that relates to language learning and mobile technologies called Mobile Assisted Language Learning or MALL. The mobile technologies are suitable for distance learners as well such as traveller’s guide and backpackers who need to communicate in certain language in a country. This paper is focusing on the development and evaluation of a mobile language guide application in Arabic language for Mutawwif (Umrah Tour Guide) via smart phones in Android supported platform. The development process was done based needs analysis process among 100 mutawwif and the evaluation on user testing session was conducted among 50 respondents and who are purposively selected from 30 mutawwif and 20 learners in Baitul Mal Professional Institute under the specialization of Diploma in Hajj and Umrah Management from 26 March until 20 April 2017. However, this paper will only be discussing the scope of development and evaluation phases in the shed of ADDIE instructional design model. Overall results indicated that his interactive mobile app prototype satisfied the users’ on their language learning for traveller’s purpose by helping the Mutawwif to communicate in Arabic more effectively.

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Web 2.0 Technology Meets Mobile Assisted Language Learning

IALLT Journal of Language Learning Technologies ◽

10.17161/iallt.v41i1.8482 ◽

2011 ◽

Vol 41 (1) ◽

pp. 161-175 ◽

Cited By ~ 4

Author(s):

Min Jung Jee

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Web 2.0 ◽

Language Learning ◽

Language Production ◽

Mobile Technologies ◽

Mobile Web ◽

Language Pedagogy ◽

Mobile Assisted Language Learning ◽

Production And Consumption

This paper is intended to provide a brief introduction to a wide variety of emerging Web 2.0 and mobile technologies that can be used to great effect in foreign and second language teaching. Specifically, the unique potential and anticipated growth of mobile technologies for language production and consumption are discussed as an ideal opportunity to increase the authenticity, engagement and efficiency, and overall effectiveness of language learning within and beyond the classroom. A number of representative mobile Web 2.0 technologies will be examined and their applications to language pedagogy will be elucidated in conjunction with relevant paradigms of second language acquisition theory and instructional praxis. Implications for future innovation and opportunities for additional research will be discussed.

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Narrative review and meta-analysis of MALL research on L2 skills

ReCALL ◽

10.1017/s0958344020000221 ◽

2020 ◽

pp. 1-18

Author(s):

Hongying Peng ◽

Sake Jager ◽

Wander Lowie

Keyword(s):

Language Learning ◽

Meta Analysis ◽

Narrative Review ◽

Mobile Technologies ◽

Future Research ◽

Duration Of Treatment ◽

Theoretical Frameworks ◽

Exclusion Criteria ◽

Mobile Assisted Language Learning ◽

Detailed Picture

Abstract This study employed a narrative review and a meta-analysis to synthesize the literature on mobile-assisted language learning (MALL). Following a systematic retrieval of literature from 2008 to 2017, 17 studies with 22 effect sizes were included based on predetermined inclusion and exclusion criteria. By categorizing the characteristics of the studies retrieved, the narrative review revealed a detailed picture of MALL research in terms of the language aspects targeted, theoretical frameworks addressed, mobile technologies adopted, and multimedia components used. The qualitative review helped to contextualize and interpret the results found in the meta-analysis, which revealed a large effect for mobile technologies in language learning, identified three variables (i.e. type of activities, modality of delivery, and duration of treatment) that might influence the effectiveness of mobile technologies, and confirmed the existence of a redundancy effect and a novelty effect in MALL practice. Implications for future research and pedagogy are discussed.

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MOBILE ASSISTED LANGUAGE LEARNING FOR ENGINEERS

Towards Excellence ◽

10.37867/te110302 ◽

2019 ◽

pp. 8-14

Author(s):

Jatin Kapadiya

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Learning ◽

Language Production ◽

Language Teaching ◽

Mobile Technologies ◽

Mobile Web ◽

Web 3.0 ◽

Language Pedagogy ◽

Mobile Assisted Language Learning

This paper is meant to provide a brief introduction to a variety of emerging Web 3.0 and mobile technologies and its application that can be used in Foreign Language Teaching and Second Language Teaching. Especially, the unique potential and anticipated growth of mobile technologies for language production and consumption are discussed as an ideal opportunity to improve the reliability, involvement and functionality, and overall effectiveness of language learning within and beyond the classroom. A number of representatives‟ mobile Web 3.0 technologies will be examined and their applications to language pedagogy will be elucidated in conjunction with relevant shifts of second language acquisition theory and instructional praxis. Implications for future innovation and opportunities for additional research will be discussed.

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University Students’ Perceptions of MALL in EFL Classes

Studies in English Language Teaching ◽

10.22158/selt.v7n1p75 ◽

2019 ◽

Vol 7 (1) ◽

pp. 75 ◽

Cited By ~ 1

Author(s):

Thooptong Kwangsawad

Keyword(s):

University Students ◽

Language Learning ◽

Mobile Phones ◽

Mobile Technology ◽

Mobile Technologies ◽

The Internet ◽

Daily Lives ◽

Mobile Assisted Language Learning ◽

People’S Daily ◽

People's Daily

Mobile technologies are rapidly attracting new users, providing increasing capacity, and allowing more sophisticated use such as accessing the Internet for searching information, emailing and reading e-books. As the mobile technology has been more powerful and inclusive in people’s daily lives, the issue of mobile assisted language learning (MALL) has also been widely studied. Many researchers of MALL consider the emerging mobile technologies to have potential for the effective language learning. The majority of MALL activities appear to make use of mobile phones, and nowadays, smartphones replace feature phones. This study focuses on the investigation of students’ perceptions of the benefits and challenges associated with the use of smartphones for learning.

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The Impact of Mobile-Assisted Language Learning (MALL) in Developing the Listening Skill: A Case of Students at Dubai Men’s College, the United Arab Emirates

10.31235/osf.io/6n2xp ◽

2021 ◽

Author(s):

Hussam Alzieni

Keyword(s):

Language Learning ◽

United Arab Emirates ◽

Positive Impact ◽

Mobile Technologies ◽

Control Group ◽

Listening Skills ◽

Mobile Assisted Language Learning ◽

Listening Skill ◽

The Impact ◽

Experimental Group

Mobile technologies are one of the fastest-growing technologies in education. They offer an appealing opportunity to access multiple sources of information anytime and anywhere. Students who join Dubai Men’s College in the Foundations program suffer from accumulative weakness in the language skills in general and in the listening skill in particular. The study aimed to confirm the positive impact of Mobile-Assisted Language Learning (MALL) on English Listening Skills. It attempted to examine the effect of MALL on students’ acquisition of English language Listening Skill at Dubai Men’s College (DBM), the United Arab Emirates. The study also investigated teachers’ perspectives on the effect of MALL on the students’ listening skill. The research question was: To what extent students’ listening skills have in the experimental group developed through the use of MALL compared to the students in the control group? A mixed-method approach composed of qualitative and quantitative data collection and analysis was used to answer this question. 66 students participated in a quasi-experiment of an experimental group, and a control group and 20 teachers participated. The findings indicated that there were statistically significant differences between both groups in favour of the experimental group. The research stressed the benefits of using MALL to improve the students’ listening skills, especially those who seem to be demotivated. Finally, some teachers showed a lot of support for the use of MALL. Additional empirical research should be conducted to increase the generalizability of the findings.

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3D Talking-Head Mobile App

Encyclopedia of Mobile Phone Behavior ◽

10.4018/978-1-4666-8239-9.ch092 ◽

2015 ◽

pp. 1130-1137

Author(s):

Ahmad Zamzuri Mohamad Ali ◽

Wee Hoe Tan

Keyword(s):

Language Learning ◽

Three Dimensional ◽

Research Direction ◽

Mobile App ◽

Mobile Technologies ◽

Future Research ◽

Head Model ◽

Mobile Assisted Language Learning ◽

Talking Head ◽

3D Head Model

The 3D talking-head mobile app is a type of mobile app that presents the head of a computer generated three-dimensional animated character that can talk or hold a conversation with human users. It is commonly used for language learning or entertainment, thus the quality of the mobile app is determined by the accuracy and the authenticity of lip synchronization and facial expressions. A typical 3D talking-head mobile app is structured by six key components, i.e., animated 3D head model, voice over scripts, background audio, background graphics, navigational buttons, and instructional captions and subtitles. When the app is meant for educational purposes, the integration of these components requires proficiency in creating an animated 3D talking head, authoring a mobile app, and understanding pedagogical principles for mobile assisted language learning. The mastery of scientific knowledge in these areas is essential to keep abreast with the advancement of mobile technologies and future research direction.

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Mobile-assisted language learning: A Duolingo case study

ReCALL ◽

10.1017/s0958344019000065 ◽

2019 ◽

Vol 31 (3) ◽

pp. 293-311 ◽

Cited By ~ 14

Author(s):

Shawn Loewen ◽

Dustin Crowther ◽

Daniel R. Isbell ◽

Kathy Minhye Kim ◽

Jeffrey Maloney ◽

...

Keyword(s):

Language Learning ◽

Learning Outcomes ◽

Large Scale ◽

Research Study ◽

Instructional Materials ◽

Mobile Technologies ◽

Independent Research ◽

Mobile Assisted Language Learning ◽

L2 Learning

AbstractThe growing availability of mobile technologies has contributed to an increase in mobile-assisted language learning in which learners can autonomously study a second language (L2) anytime or anywhere (e.g. Kukulska-Hulme, Lee & Norris, 2017; Reinders & Benson, 2017). Research investigating the effectiveness of such study for L2 learning, however, has been limited, especially regarding large-scale commercial L2 learning apps, such as Duolingo. Although one commissioned research study found favorable language learning outcomes (Vesselinov & Grego, 2012), limited independent research has reported issues related to learner persistence, motivation, and program efficacy (Lord, 2015; Nielson, 2011). The current study investigates the semester-long learning experiences and results of nine participants learning Turkish on Duolingo. The participants showed improvement on L2 measures at the end of the study, and results indicate a positive, moderate correlation between the amount of time spent on Duolingo and learning gains. In terms of perceptions of their experiences, the participants generally viewed Duolingo’s flexibility and gamification aspects positively; however, variability in motivation to study and frustration with instructional materials were also expressed.

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