Development of a contextualised MALL research framework based on L2 Chinese empirical study

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.

This chapter explains the overview of Technology-Enhanced Language Learning (TELL); the overview of Computer-Assisted Language Learning (CALL); the relationship between Computer-Mediated Communication (CMC) and language learning; the overview of Mobile-Assisted Language Learning (MALL); and the technological utilization for language learning in the digital age. TELL, CALL, and MALL significantly deal with the impact of technology on teaching and learning the second language or foreign language. TELL, CALL, and MALL are the utilization of the advanced devices as the technological innovation to display multimedia as the modern language learning methods in the digital age. TELL, CALL, and MALL effectively improve learning motivation and develop better attitudes in students and language learners toward language learning. The chapter argues that encouraging the applications of TELL, CALL, and MALL has the potential to improve language learning performance and reach strategic goals in the modern language learning environments.


 
 
 
 The purpose of this study is to analyze the perception of vocational students about the perception of use (PU) of Mobile Assisted Language Learning (MALL), the second goal is to analyze the perception of ease of use (PEoU) regarding Mobile Assisted Language Learning (MALL). This study uses a quantitative approach. The purpose of this study was to determine the perception of the use of Mobile Assisted Language Learning (MALL) in learning English for vocational students at the Mataram Tourism College. 100 respondents were involved in this study. Respondents answered statements about perceived usefulness and ease of use of MALL. Responses to the questionnaire were measured on a 5-point Likert scale, from 5 (“strongly agree”) to 1 (“strongly disagree”). The results of this study indicate that respondents as learners of English as a second language show a positive attitude in terms of usability and ease of use in MALL. In addition, the role of MALL is believed to be able to improve the results and teaching and learning process of foreign language learning.
 
 
 

Computer Assisted Language Learning (CALL) is no longer popular among language learners due to its impractical comparison to Mobile Assisted Language Learning (MALL). MALL is a language learning tool that can assist students in expanding their learning possibilities and reshaping their language learning approach. This research aims to analyze the students’ perception of using MALL to learn English. This research was conducted using mixed methods and closed-ended questionnaires using the Likert scale of 1 to 6 to find out student perceptions of the use of MALL on the Perceived Usefulness (PU) and Perceived Ease of Use (PEoU) to gather the data. An interview was also conducted to get a more comprehensive finding. The respondent showed that they had a positive perception of the use of MALL to learn English. They agreed on the potential of MALL as a practical approach to learning English. Meanwhile, the interview session revealed that the students had drawbacks in using MALL to learn English, such as networking, technical problems on camera, and vocabulary difficulties on certain websites. Still, the students can maximize their use of it.

Mobile assisted language learning (MALL) research has been characterized by an overemphasis on technology, while the wide variety of approaches to the uses of mobiles has painted an atomized picture of L2 instruction. This paper discusses various conceptualizations of MALL that favour areas of language learning that are anchored on different theories of learning and language learning. Drawing on the seminal work by Traxler (2018, 2019), as well as on research that has examined self-directed uses, the use of apps and Augmented Reality (AR) in MALL, the authors contend that it is essential to shift our focus away from device-oriented pedagogies to more socially situated practices that take stock of new ecologies of language use. We contend that the research field is in search of a wider theoretical perspective in the context of SLA and language education that explores what we label here as socially contextualized MALL.

Mobile phone is very important for EFL teaching and learning. In education, there are several ways in which mobile phones can increase foreign language education. Then, this is the digital era students are very familiar with using mobile phones, gadgets, and other mobile applications that are English this requires teachers to master various skills. Teachers must be creative in the teaching and learning process, for example, using technology such as mobile phones. This study aims to explore how the teachers apply MALL (Mobile Assisted Language Learning) and what difficulties teachers face in implementing MALL (Mobile Assisted Language Learning) for EFL Learning at a Junior High School in Cirebon. This research was conducted by using a case study method in Junior High School. The subjects of this study were English teachers who had used MALL (Mobile mobile-assisted language Learning) in their learning; The results of this study show that the use of Mobile Assisted Language Learning is related to using MALL devices Laptops, and Mobile Phones as teaching media, and applications used by teachers, WhatsApp, Telegram, YouTube, Google Classroom, Zoom, Jamboard, Padlet, Live Worksheet, and Quizizz in EFL learning. The difficulties that teachers face are Classroom Management, Connectivity and Internet, Distraction, and Time management.

Papuan students often encounter challenges in engaging with English learning due to limited access to conventional resources and low motivation. This raises the need for innovative learning tools that can enhance student engagement and language acquisition. This study aims to examine the level of interest among southwest Papuan students at SMP Negeri 3 Sorong Regency in learning English using Mobile Assisted Language Learning (MALL), identify the types of MALL applied, and evaluate its impact on student learning outcomes. Using a sequential mixed-methods design, data were collected through questionnaires and in-depth interviews with ninth-grade students from SMP Negeri 3 Sorong Regency, southwest Papua. The findings indicate a high level of student interest in learning English through MALL. Frequently used MALL tools included Canva, Google Translate, social media, Brainly, and educational game apps. MALL contributed to increased student motivation, creativity, collaboration, writing ability, and more efficient study time. This research lies in its focus on MALL use among indigenous southwest Papuan students in a rural junior high school context. This study implies that integrating mobile technology can significantly enhance English learning in under-resourced regions like southwest Papua.

The impact of Covid-19 disease requires the educational process have to be implemented in an integrated way with technology. Mobile Assisted Language Learning (MALL) as the recent methods becomes more popular because of these, where everything can be simplified by using mobile devices. This research aims at exploring the use of Mobile Assisted Language Learning (MALL) on students’ listening activities especially related to their leaning experience. This research investigated the use of various applications and learning resources that can be accessed by students by themselves. It also gave a description about the students’ experience in using the applications on their listening activities which is considered as learning activity that is integrated Mobile Assisted Language Learning (MALL) on the process. This study was designed as descriptive quantitative research. The participants involved in this study were 33 English Department students who taken listening subject. Questionnaire was used as instrument in collecting the data in this stud, and it was distributed by using Google form. It was found that Mobile Assisted Language Learning (MALL) support students’ listening activities through several recommended applications. Most of the students got better learning experience on their listening activities through exercises that they got from the applications they used. It means that Mobile Assisted Language Learning (MALL) brings a great learning experience on students’ listening activities. Therefore, it can be concluded that Mobile Assisted Language Learning (MALL) support students’ listening activities through several recommended applications.

The implementation of computer-assisted language learning (CALL) has provided tremendous opportunities for language teachers to promote their computer literacy and adopt a learner-centered approach to teaching. Accordingly, with the rising advent of language learning technologies, language teachers would occupy a fundamental role in preparing and encouraging students to use various technologies for language learning purposes. In particular, the purpose of this study is to explore the attitudes of Iranian English as a foreign language (EFL) teachers toward the implementation of mobile-assisted language learning (MALL). The survey target participants were 168 EFL teachers who worked in a number of language teaching institutions in Iran. In-depth interviews with 55 EFL teachers were conducted as well. The findings from the survey and interview studies indicated moderately positive attitudes of the participants toward the use of mobile phones for language learning and teaching. The findings suggest that the presence of a couple of perceived challenges might be the reason for the nonuse of mobile phones for EFL learning and teaching in Iran. The teachers reported that they do not use any kind of MALL activities or software programs in their EFL courses. Results demonstrated that the EFL teachers did not have the required skills to use/develop MALL activities. The paper proposes recommendations and suggestions on how to implement MALL and remove potential barriers to MALL implementation in EFL contexts.

The aims of the study to reveals in details process and result of improving English speaking ability using Mobile assisted Language Learning (MALL) learning model. This study is an action research at English Department Muhammdiyah University of Jakarta consists of 30 students as the participant. Data obtained from the result of English Speaking ability test. The results of the study showed that the learning process using Mobile Assisted Language Learning (MALL) makes the students become more active in their speech; their participation level in learning interaction shows it. The result also presented that there is significantly improvement on the students’ English speaking ability using Mobile Assisted Language Learning (MALL) from preliminary cycle to the third cycle phase in research process. The average score of the students at preliminary stage is only 42.8 then it increased in the first cycle to 53.2. While on the second cycle obtained an average score of 61.2 and increased in the third cycle to 80. So, it can be concluded that action research in improving English speaking ability using Mobile Assisted Language Learning (MALL) significantly helps the students in improving their ability to speak English.

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

In this paper the development of mobile-assisted language learning (MALL) over the past 20 years is reviewed with a particular focus on the pedagogical challenges facing its exploitation. Following a consideration of the definition of mobile learning, the paper describes the dominant mobile technologies upon which MALL applications have been based: MP3 players, personal digital assistants, and mobile phones. It then identifies the prevalent methodological approach that has underlain the great majority of MALL implementations: a behaviorist, teacher-centered, transmission model of instruction. However, though rarely implemented, MALL is equally capable of supporting more innovative constructivist, collaborative, learner-centered instruction, examples of which are examined. Besides being restricted by a pedagogical approach very much out of step with methodologies that have guided foreign language teaching for nearly four decades, MALL has also been constrained by access to technology. In part, this problem has been due to the necessity of acquiring mobile devices for student usage and the costs associated with mobile network and Internet connections. Even more so, the exploitation of mobile devices for language learning has been hampered by a lack of hardware standardization and entrenched operating system incompatibilities. The paper concludes that MALL has yet to realize its full potential and that achieving this aim is more a matter of pedagogy than technology. The financial and technological factors that have impeded the effective exploitation of MALL are likely to be resolved as operating system incompatibilities are overcome by market forces and students as well as teachers acquire suitable mobile devices for their own personal use. The future of MALL lies in the exploitation of the communication and multimedia affordances of mobile devices in ways that support collaborative, task-based learning both within and outside of the classroom.

<span>This research investigates the effectiveness of blended learning with mobile-assisted language learning (MALL) in english courses at Borneo University Tarakan. An experimental design was used with 80 english as a foreign language (EFL) student randomly assigned to an experimental group (EG) receiving blended learning with MALL and a control group (CG) receiving traditional instruction. The results demonstrate that blended learning with MALL significantly improves language learning outcomes and increases motivation, engagement, and satisfaction. This study contributes to the literature by highlighting language learning outcomes from a blended approach using MALL and emphasizes the importance of innovative teaching methods and technology integration. The findings have practical implications for educators, suggesting that incorporating MALL in blended learning enhances language learning outcomes and student engagement. Further research can explore the impact of MALL on different language skills and strategies to enhance intrinsic motivation in MALL-blended learning. <br /> This research provides valuable insights for improving language instruction through blended learning approaches.</span>

Although extensive research has been conducted on the positive impact of Mobile Assisted Language Learning (MALL) on student learning, there have been few studies examining university students' attitudes toward the use of MALL for English learning. The study investigates the attitudes of university students toward MALL, focusing on the use of mobile applications to learn English. This study's participants are the English department at a private university in East Kalimantan. This study employs a questionnaire and a semi-structured interview for data collection. The findings from this analysis demonstrated that students had a favorable perception of the usefulness of MALL in various aspects of language learning. They perceived English mobile applications as beneficial for improving their language skills, enhancing work quality, and promoting motivation. These positive perceptions indicated that MALL had the potential to be an effective tool in supporting language learning among students

Using mobile technology in English learning and teaching has been on the rise all over the world over the past few decades and hence, has received considerable attention and importance from academics in recent years. As a result, several experimental studies have been carried out about the use and effectiveness of mobile phones in the teaching/learning process. However, there have been only a few studies on mobile-assisted listening comprehension. This study aims to explore whether Mobile Assisted Language Learning (MALL) is effective in teaching/learning listening skills to the students of university-level English language programs and could better enhance students’ listening ability. It also endeavors to assess why some MALL strategies/techniques are more effective than others. This study uses a qualitative research method. It exclusively uses the relevant secondary materials available on the broader topic- the use and efficacy of mobile phones in teaching/learning listening skills. The results indicated that the MALL is meaningfully efficacious in teaching/learning ESL/EFL listening skills. Therefore, using appropriate strategies could positively contribute to bringing about better learning. Besides outlining a brief overview of MALL, the study also recommends some practical and useful stratagems that ESL/EFL educators can use while designing MALL listening tasks/activities.