Reflections on research questions in mobile assisted language learning

ABSTRACTContextualised mobile assisted language learning (MALL) has been known for its potential in language learning rooted in social constructivism theories. However, a consistent approach to constituents of contextualised MALL, in addition to a quantitative tool to evaluate it, is missing in reported case studies. The present research, drawing upon literature context definitions, presents a research framework for analysing, designing and evaluating contextualised MALL. Real world and real life context variables were analysed and the potential influence of the country (target and non-target) and the mobile activities language learning orientation (generic/dedicated) on contextualised MALL was suggested. Empirical data collected from 53 L2 Chinese students in Taiwan and Israel, encompassing 296 types of MALL activities performed by students, was used to develop the contextualised MALL model as well as an index for measuring real world and real life context learning. This measuring index was subsequently established in a combined top-down and bottom-up process, using pre-defined context literature augmented with students’ stories. At the end of the research procedure a quantitatively operative evaluation tool was developed. Real world was measured by the amount of content activity in relation to the place, typical or non-typical objects of the place and typical situations at the place. Real life was measured by the degree to which other tools assisted in other core activities whose purpose was not learning. The paper presents the research framework, the developed model and index with examples illustrating their application. They are offered for the research and practice community to use.

Listening comprehension is challenging for students because it is more than just the direct extraction of meaning from sound. The literature reflects the need to develop relevant strategies. Teachers typically try to help students structure their learning into three phases: before (pre-), during, and after (post-) listening, emphasizing different cognitive and metacognitive processes. In this paper, the role of MALL (Mobile Assisted Language Learning) is proposed as a way to support this learning process and specifically to scaffold its third phase. A study was carried out with an app that the authors have developed for listening to audio news recordings. There are two versions of this app; the first is a standalone program which the students use on an individual basis. The second links to Facebook to enable students to summarize, share and discuss what they have listened to, thereby refining and consolidating their comprehension. A research question in this study addressed the role of a social network in a MALL app in terms of motivation and learning habits. The results of the study provide pedagogical insights into the answer and the value of including social network-based interaction in a MALL app for the development of listening comprehension.

Mobile-Assisted Language Learning (MALL) is the latest learning way in the language education where applications or websites are used to facilitate students learning activities. Mobile phone has been studied years by researchers in its connection with education-related activities. This research will focus on its main purposes, they are: 1) students’ perceptions in using mobile phone in English language learning classroom activities; 2). the problem of using mobile phone to support classroom activities, especially in English language learning. The method of the research was quantitative method which used 70 students as research object. The data were collected through a 5-point Likert Scale questionnaire. The research found; first, the students’ majority had positive perception on the usage of MALL to support classroom activities, especially in learning English language. Second, the problem in internet connectivity is the biggest problems that students faced in terms of using MALL in English language classroom. But, It is hoped that MALL will be used as one of the teaching aids that could assist students in learning English as a Foreign Language (EFL) more effectively.

This research aims to find out the students' readiness of using Mobile Assisted Language Learning (MALL) in EFL speaking class. MALL is viewed as potentially significant method to language learning (Cheon et al, 2012). Furthermore, the strong connection between millennial and technology affects how they want to be taught in higher education. Various researchers also suggest that oral communication skills can be successfully done by mobile phone capabilities. The data of this study were collected through questionnaires to evaluate the psychological readiness of students. The findings showed that the students have positive attitude toward MALL. All the students have smartphone to support the educational purposes inside and outside classroom. Nevertheless, lecturers need to be aware of the background and technological skills of the learners before embedding MALL into speaking class. Keywords: mobile assisted language learning, readiness, speaking, higher education

Mobile technology and its applications are among the technologies in education developing the fastest. They present an alluring chance to access numerous information sources at any time and location. In the study context, students who enrol on the Foundation program at Dubai Men’s College in the United Arab Emirates (the UAE) suffer from a cumulative lack of language proficiency in general and speaking proficiency in particular. The study’s primary purpose was to examine the impact of Mobile Assisted Language Learning (MALL) on students’ English language speaking skills. The study also examined how teachers perceived MALL’s effect on students’ speaking skills. The research question was: To what extent did students’ speaking skills in the experimental group develop through MALL compared to those in the control group? This subject was addressed using a mixed-method approach, including qualitative and quantitative data collection and analysis. A quasi-experiment of 66 students formed an experimental and a control group, and 20 teachers were involved. The results showed that the experimental group had statistically significant differences from the control group. The study emphasised the advantages of adopting MALL to develop students’ speaking skills, particularly those unmotivated.

The study explores the pervasive use of mobile computing devices, such as laptops, smartphones, and tablets, since the emergence of mobile learning in 2005, notably within the educational sphere. Brooks (2016) conducted a comprehensive quantitative survey involving over 72,000 students from 12 countries, revealing staggering ownership statistics: 96 percent of students possess smartphones, while 93 percent own laptops. Moreover, an overwhelming majority, exceeding ninety-three percent, deem these devices essential for their academic achievements. Examining people's attitudes toward utilizing mobile technology for language learning reveals a diverse landscape of results, often skewed towards negative perspectives. However, these studies frequently neglect to encompass specific student-held viewpoints and overlook the potential of mobile technology in facilitating learning for individuals with diverse educational approaches. To address these gaps, this research spanned two years and involved surveys, interviews, pre-tests, and background checks, engaging 57 instructors across 46 Vietnamese institutions. The primary aim was to illuminate the trajectory of Mobile Assisted Language Learning (MALL). The study's findings delineate five distinct attitudes toward mobile technology-enabled self-directed learning, prompting the development of tailored strategies for different student cohorts.

Mobile-assisted language learning offers a different learning environment, facilitating learning in second/foreign languages and vocabulary learning. The current study attempted to explore the utilization effect of mobile-assisted language learning, facilitating English language learners to perform better in English vocabulary and grammar learning. In other words, this research aims to support the body of research related to the effect and usefulness of mobile learning or mobile-assisted language learning by examining the English language context of Saudi Arabian college students. Employing a pre-test/post-test design on 29 diploma students, the researcher compared students’ learning performance utilizing mobile learning at King Abdulaziz University, Jeddah-Saudi Arabia. Results indicated that the post-test grades scored by the students were better in vocabulary than the pre-test scores. These findings indicated that the strategic utilization of mobile integrated language learning has the strength to positively impact academic performance, especially in terms of achievement in English vocabulary and grammar. This supports the theory that electronic tools such as mobiles can create a non-formal but interactive way of learning foreign language grammar and vocabulary. Careful implications for foreign language learning were offered.

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.

Mobile apps for studying language independently are rapidly evolving. However, many questions remain to be answered about how the tools are being used by different groups of adult learners. This study which is situated in the fields of MALL (Mobile Assisted Language Learning), sociolinguistics and second language acquisition has a specific focus on non-formal learning. It aims primarily to understand how different groups of non-formal adult language learners (refugees, recreational learners, and retirees) use mobile language tools such as apps. In order to address this question, it uses Complex Dynamic Systems Theory (CDST) developed by ideas from Larsen-Freeman (1997), and de Bot et al. (2007). This theory is increasingly advocated by scholars in the field of Applied Linguistics (Dornyei, 2014; Godwin-Jones, 2018; MacIntyre & Serroul, 2014; Palfreyman, 2014) but has not been used as yet to compare the experience of users of mobile apps for language learning in different demographics. The study then also aims to explore what CDST can reveal about learner experiences of non-formal mobile language learning.Data was gathered from 113 survey participants and 24 focussed study participants who participated in this 12-week mixed-method study. They answered an initial survey about their experiences and attitudes towards using mobile resources in their language learning. Participants were then invited to a workshop to learn more about app possibilities. 24 focussed study participants used a selection of mobile apps for their learning. They completed a logging sheet to track their usage over a minimum period of four weeks. They were then interviewed twice, after five and twelve weeks, to understand learner experiences, gauge if the tools had made a difference to their language study and how engagement had changed their attitudes or practices.Analysis of the collected data of attitudes, usage experiences and insights showed access to apps was impacted by wide-ranging factors reflecting particular demographic concerns. The recreational learners were more adept at using a range of tools in available pockets of time; could understand how to maximise their usage; and had clear ideas about themselves as learners. Since they were able to choose a range of appropriate resources, they also remained motivated in the continuation of their language study. The retirees brought traditional preferences about learning to their engagement with the mobile resources, however, their reservations diminished as they experienced increased confidence in using the internet for a range of purposes beyond language learning. The experiences of the migrants and refugees showed these learners found it difficult to source relevant material that was specifically targeted to meet their needs of settlement and access to higher education pathways in the Australian educational system. The tools failed to engage them and to offer compelling ways to study beyond the classroom.Mobility itself represented different things to each group as when and where the apps were used varied considerably between the three cohorts. Confident users were flexibly able to multi-task in a range of locations, whereas those who were less comfortable with the tools used them mostly at home. Time for study was found to be impacted by a range of external factors including gender roles, however, study itself was impacted by understanding how best to engage with the apps. Participants with greater previous educational experience understood themselves better as learners than those who did not. This in turn enabled them to confidently select resources which matched their needs and purposes.The findings showed that language learning via the apps depended on factors related to economic realities, digital knowledge, attitudes to privacy, gender differences across cultures, prior educational experience, age, and perceived relevance of tools. This showed how many individual components combine to form a language learning system which is greater than the product of the individual factors.Significantly, the relationships between these factors were not static in the face of learner transformation. Attitudes shifted as many elements interacted. The perspective of CDST sheds light on patterns of learner management, understanding of affordances, and the real use of resources. Random, unpredictable trajectories which are indicative of complex non-linear systems were made visible. Participants were less predictable in how they engaged with the mobile resources than other models propose. They were self-organising and sensitive to initial conditions and feedback, as well as adaptive, which are defining traits of complex systems. By applying a CDST paradigm, a better understanding of learners and their real needs for ongoing language learning opportunities was possible.

T he aim of this research was to investigate the effectiveness of using Mobile assisted language learning ( MALL) approach in developing EFL prospective teachers' EFL listening comprehension skills and vocabulary learning. The design of the research is a mixed research methodology. It combines both quantitative and qualitative methods of inquiry. The participants of the study consisted of thirty students enrolled in third year English section at Faculty of Education, Benha University, Egypt. They were tested before and after the intervention. They were taught through Mobile assisted language learning program. The instruments of the research included an EFL listening comprehension skills test, vocabulary test, a semi-structured interview and self-report survey. Results of the research revealed a statistically significant difference between the mean scores of the study participants in the pre and post administration of the EFL listening comprehension skills and vocabulary learning in favor of the post administration. These results were ascribed to Mobile assisted language learning

Learning a second language (i.e. English) with the use of mobile technology has been widely accepted around the world. While there are numbers of research focusing on its effectiveness, students’ readiness in accepting the learning approach is yet to be studied. This research aims to investigate the level of readiness among students towards learning the English language via mobile. An adapted version of Parasuraman’s Technology Readiness Index (TRI) questionnaires was employed as the research instrument. A total of 180 respondents from a public university in Malaysia was involved in the study. The research found that the students projected a moderate level of readiness. This is as they are highly optimistic and innovative towards mobile learning but also have a high level of discomfort and insecurities towards it. It is suggested for further research to be carried out to identify the factors influencing students’ readiness and widen the sample by including other tertiary institutions.

Recent researchers have advocated mobile technology for education. e adoption of technology in language learning has advanced from Computer Assisted Language Learning (CALL) to Mobile Assisted Language Learning (MALL). is study examined the fundamental issues in deploying mobile technology-mediated language learning, including teacher attitudes and challenges faced, for a feasible adoption approach. Six pre-service teachers were introduced to a mobile device, and asked to collaboratively design and implement MALL. Perceived usefulness, ease of use of the device, and their propensity to innovate the device were surveyed. Following adoption, an interview was conducted to address the challenges teachers faced. e results echoed literature findings on teacher adoption of other technologies and presented some new findings. For example, organizational effort should focus on providing knowledge and experience of mobile technology to teachers, or arranging a special design task for teacher participation. Using mobile technology in the classroom reveals pedagogical challenges such as balancing the attractiveness of the device with student engagement in the curriculum. Finally, this study also recommends a special supportive team to facilitate teacher adoption of mobile technology. Based on these preliminary results, this study hopes for better deployment of future mobile technology-mediated language learning.

This research was intended to investigate pre-service English teacher's perception of Mobile Assisted Language Learning (MALL) during virtual teaching internships. The problem comes from changing the learning system from offline to online due to pandemic covid 19. Automatically, it influences the implementation of teaching internships. As a result, preschool teachers who carry out the task must adjust the situation. This research is classified into qualitative research. The research participant was five English pre-service teachers who took teaching internship in several schools. The data was obtained by distributing questionnaires, conducting interviews, and analyzing reflective journals. The result shows that EFL pre-service teachers had positive perceptions of the use of MALL in teaching English. Pre-service English teachers understand and are aware of MALL during virtual teaching internships. While the obstacles faced by the Pre-service teacher came from the unstable connection internet access, operating new features, and controlling the students. In conclusion, English pre-service teachers have a positive perception of dealing with MALL application in virtual teaching internships.

Despite the importance of professional development (PD) and recent government efforts, PD provision for Vietnamese teachers living outside major cities remains a challenge due to distance and costs. Mobile learning offers a potential solution thanks to its capacity to enable learning anytime, anywhere, and this study investigated its use to provide pronunciation PD for Vietnamese tertiary TESOL teachers, since the development of oral skills is considered problematic in this context.This study aimed to identify the essential conditions and principles for mobile learning as an effective PD provision method in the Vietnamese context. To do so, it investigated: 1. factors influencing participation and learning experience; 2. attitudes, behaviours and engagement patterns regarding self-directed mobile assisted language learning; and 3. strategies to facilitate learning for different groups of learners. Design-based research was employed as the research paradigm and data collection involved iterations of an online PD pronunciation course over a two-year period through a questionnaire, pre and post test, interview and records of app usage, with the interview being the primary and most important source for data analysis. The participants were 57 TESOL teachers from 46 Vietnamese higher education institutions.Data analysis revealed five groups of factors influencing participation and learning experience relating to the learner, personal context, peers, instructor and technology. The learner-related factors were found to be the most important in motivating learners to initiate learning and persist in their engagement with technology. While contextual factors were influential, they did not always play a decisive role in determining learners’ behaviours, which differed from previous findings on the significance of personal context (Gao & Krogstie, 2010; Terras & Ramsay, 2012). Peer interaction and instructor support were critical in sustaining learners’ efforts and positive experience as they helped address issues in learning with technologies. The Factor Relationship and Interaction model was proposed to explain the complexity of the influences on self-directed mobile learning, contributing a synthesizing model to the fragmented literature on this topic.The study also identified five learner profiles—Tasters, Steadies, Players, Hard-workers and Perfectionists—according to their attitudes, behaviours and engagement patterns with technologies. Learners were found to hold different attitudes and behave differently with the same technologies at different times, producing overlaps and movement between the profiles. These resulted in the Learner Profile and Factor Interaction model, which explained the relationships between learner attitudes and behaviours and the prominence of particular factors. While the profiles were broadly similar to those proposed by Sardegna (2012), this project furthered understanding on the overlaps and movement among learner profiles in interaction with influential factors.Specific strategies that suited particular learner profiles were identified. Bite-sized learning fitted the tight schedules of busy, impatient or less interested learners. Clear, succinct open-ended instructions assisted self-directed learning and ensured learners could explore independently without feeling overwhelmed. Peer interaction and instructor support were critical in problem solving and in sustaining engagement for all profiles, which was consistent with Stockwell’s (2012) findings on feedback and interactivity. This study, however, proposed a more comprehensive learner-centred approach with consideration given to role of the personal context, peers and instructor in facilitating personalized self-directed learning with technologies.Among the essential conditions and principles identified for PD mobile self-directed learning, peer interaction, instructor support and provision of regular instructions were the most critical for learners who were less ready for self-directed learning. Convenience, enjoyment and flexibility were also important for learners to stay motivated despite technical difficulties. These conditions and principles devised for the Vietnamese context may be applicable to other settings with similar challenges in access, infrastructure and training. The study offers practical implications for teachers, learners, technology developers, institutions and policy makers in improving professional development.