MALL is a subset of both Mobile Learning (m-learning) and computer-assisted language learning (CALL). MALL has evolved to support students’ language learning with the increased use of mobile technologies such as mobile phones (cellphones), MP3 and MP4 players, PDAs and devices such as the iPhone or iPad. With MALL, students are able to access language learning materials and to communicate with their teachers and peers at any time, anywhere.
Twarog and Pereszlenyi Pinter used telephones to provide distant language learners with feedback and assistance.
1990s
Instructors at Brigham Young University-Hawaii taught a distance education English course from Hawaii to Tonga via telephone and computer (Green, Collier, & Evans, 2001)
2000s
Dickey (2001) utilized teleconferencing to teach an English conversation course to students in South Korea.
Stanford University learning lab used integrated mobile phones in a Spanish learning program in 2001 (Brown, 2001).
Thornton and Houser (2002; 2003; 2005) developed several innovative projects using mobile phones to teach English at a Japanese university. They also developed a course management system, Poodle, to facilitate deploying language learning material to mobile phones.
City College Southampton developed a web based "media board" (similar to a web-board but supporting Multimedia Messaging Service (MMS) as well as Short Message Service (SMS) and supplied learners of English as a Second Language (ESL) with mobile phones with inbuilt cameras and voice recording facilities (JISC, 2005).
University of Wisconsin–Madison, developed several foreign language courses which have used wireless handheld computers for various classroom activities (Samuels, 2003).
Duke University provided all incoming freshmen with free iPods equipped with voice recorders. Amongst the pilot courses utilizing the players were several language courses, which utilized both their listening and recording capabilities (Belanger, 2005).
United Kingdom’s Open University used voice recorders and mini-camcorders to record interviews with other students and locals and to create audiovisual tours in distance-learning German and Spanish course (Kukulska-Hulme, 2005). The Open University used mobile phones for language learning[3]
A project in Ireland used MALL for Irish Language learning and assessment [4][5]
Enhancing language learning through MALL provides dynamics which are not available through the traditional classroom. MALL offers ubiquitous access to learning anytime, anywhere the user has reception. This enables users to brush up on language skills just before or just after a conversation in the language they are learning. Handheld delivery also affords new dynamics for collaborative learning as users can share the language learning process in small synchronous groups.[8]
Kloper et al. (2002) claimed 5 properties of mobile devices which can produce unique educational affordances:
Portability-the small size and weight of mobile devices means they can be taken to different sites or moved around within a site.
Social interactivity-data exchange and collaboration with other learners can happen face-to-face.
Context sensitivity-mobile devices can both gather and respond to real or simulated data unique to the current location, environment and time.
Connectivity-a shared network can be created by connecting mobile devices to data collection devices, other devices or to a common network.
Individuality- scaffolding for difficult activities can be customized for individual learners.
The most notable constraints for earlier MALL include poor sound and display quality coupled with very limited devices and download speeds. Newer integrated PDA devices have narrowed the gap with higher access speeds, larger screens, having functions and capacities similar to laptop computers (Nah, et al. 2008). Since the PDA devices are now mostly displaced by smartphones, in particular those based on iOS and Android, it is safe to say the constraints mentioned earlier are now non-existent.
Related Research Articles
A personal digital assistant (PDA), also known as a handheld PC, is a variety mobile device which functions as a personal information manager. PDAs have been mostly displaced by the widespread adoption of highly capable smartphones, in particular those based on iOS and Android.
Computer-assisted language learning (CALL), British, or Computer-Aided Instruction (CAI)/Computer-Aided Language Instruction (CALI), American, is briefly defined in a seminal work by Levy as "the search for and study of applications of the computer in language teaching and learning". CALL embraces a wide range of information and communications technology applications and approaches to teaching and learning foreign languages, from the "traditional" drill-and-practice programs that characterised CALL in the 1960s and 1970s to more recent manifestations of CALL, e.g. as used in a virtual learning environment and Web-based distance learning. It also extends to the use of corpora and concordancers, interactive whiteboards, computer-mediated communication (CMC), language learning in virtual worlds, and mobile-assisted language learning (MALL).
XHTML Basic is an XML-based structured markup language primarily used for simple user agents, typically mobile devices.
Mobile computing is human–computer interaction in which a computer is expected to be transported during normal usage, which allows for the transmission of data, voice, and video. Mobile computing involves mobile communication, mobile hardware, and mobile software. Communication issues include ad hoc networks and infrastructure networks as well as communication properties, protocols, data formats, and concrete technologies. Hardware includes mobile devices or device components. Mobile software deals with the characteristics and requirements of mobile applications.
A mobile device is a computer small enough to hold and operate in the hand. Mobile devices typically have a flat LCD or OLED screen, a touchscreen interface, and digital or physical buttons. They may also have a physical keyboard. Many such devices can connect to the Internet and connect with other devices such as car entertainment systems or headsets via Wi-Fi, Bluetooth, cellular networks or near field communication (NFC). Integrated cameras, the ability to place and receive voice and video telephone calls, video games, and Global Positioning System (GPS) capabilities are common. Power is typically provided by a lithium-ion battery. Mobile devices may run mobile operating systems that allow third-party applications to be installed and run.
Anthony Michael Fadell is an American engineer, designer, entrepreneur, and investor. He was senior vice president of the iPod division at Apple Inc. and founder and former CEO of Nest Labs.
M-learning or mobile learning is "learning across multiple contexts, through social and content interactions, using personal electronic devices". A form of distance education, m-learners use mobile device educational technology at their convenience time.
A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic.
Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, edtech, it often refers to the industry of companies that create educational technology.
editing technology is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology and not vice versa. Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and APIs in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.
"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally to an authentic audience. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."
An electronic dictionary is a dictionary whose data exists in digital form and can be accessed through a number of different media. Electronic dictionaries can be found in several forms, including software installed on tablet or desktop computers, mobile apps, web applications, and as a built-in function of E-readers. They may be free or require payment.
Audience response is a type of interaction associated with the use of audience response systems, to create interactivity between a presenter and its audience.
Information and media literacy (IML) enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right. Renee Hobbs suggests that “few people verify the information they find online ― both adults and children tend to uncritically trust information they find, from whatever source.” People need to gauge the credibility of information and can do so by answering three questions:
Who is the author?
What is the purpose of this message?
How was this message constructed?Students in computer lab
Mobile translation is any electronic device or software application that provides audio translation. The concept includes any handheld electronic device that is specifically designed for audio translation. It also includes any machine translation service or software application for hand-held devices, including mobile telephones, Pocket PCs, and PDAs. Mobile translation provides hand-held device users with the advantage of instantaneous and non-mediated translation from one human language to another, usually against a service fee that is, nevertheless, significantly smaller than a human translator charges.
Augmented learning is an on-demand learning technique where the environment adapts to the learner. By providing remediation on-demand, learners can gain greater understanding of a topic while stimulating discovery and learning.
Virtual worlds are playing an increasingly important role in education, especially in language learning. By March 2007 it was estimated that over 200 universities or academic institutions were involved in Second Life. Joe Miller, Linden Lab Vice President of Platform and Technology Development, claimed in 2009 that "Language learning is the most common education-based activity in Second Life". Many mainstream language institutes and private language schools are now using 3D virtual environments to support language learning.
Second-language acquisition classroom research is an area of research in second-language acquisition concerned with how people learn languages in educational settings. There is a significant overlap between classroom research and language education. Classroom research is empirical, basing its findings on data and statistics wherever possible. It is also more concerned with what the learners do in the classroom than with what the teacher does. Where language teaching methods may only concentrate on the activities the teacher plans for the class, classroom research concentrates on the effect the things the teacher does has on the students.
Mobile computer-supported collaborative learning may have different meanings depending on the context in which it is applied. Mobile CSCL includes any in-class and out-of-class use of handheld mobile devices such as cell phones, smart phones, and personal digital assistants (PDAs) to enable collaborative learning.
Language MOOCs are web-based online courses freely accessible for a limited period of time, created for those interested in developing their skills in a foreign language. As Sokolik (2014) states, enrolment is large, free and not restricted to students by age or geographic location. They have to follow the format of a course, i.e., include a syllabus and schedule and offer the guidance of one or several instructors. The MOOCs are not so new, since courses with such characteristics had been available online for quite a lot of time before Dave Cormier coined the term 'MOOC' in 2008. Furthermore, MOOCs are generally regarded as the natural evolution of OERs, which are freely accessible materials used in Education for teaching, learning and assessment.
Learnosity is an Irish-based education technology company. It produces a set of tools that businesses use to build online assessment and learning products. The company is headquartered in Dublin, Ireland and has offices in Sydney, Australia, New York, USA and Los Angeles, USA.
Resources that focusing on Mobile Assisted Language Learning are not common (check Augmented Reality Language Learning). We more often find resources that are primarily language learning websites with some space dedicated to technology in language learning and vice versa.
Green, B.A., Collier, K.J., & Evans, N. "Teaching tomorrow's class today:English by telephone and computer from Hawaii to Tonga." In L.E. Henrichsen (Ed.), Distance-;earning program (pp.71–82). Alexandria, VA: Teachers of English to Speakers of Other Language, Inc. 2001
Klopfer, Eric. "Augmented Learning: Research and Design of Mobile Educational Games." MIT Press, 2008.
Klopfer, E, Squire, K and Jenkins, H. "Environmental Detectives: PDAs as a window into a virtual simulated world." Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education. Vaxjo, Sweden: IEEE Computer Society, 95-98 2002
Kululska-Hulme, Agnes. Traxler, John. "Mobile Learning: A Handbook For Educators and Trainers (The Open and Flexible Learning Series)." Routledge, 2005.
Language Learning & Technology - Language Learning & Technology is a refereed journal which began publication in July 1997. The journal seeks to disseminate research to foreign and second language educators in the US and around the world on issues related to technology and language education. http://llt.msu.edu/
Menzies, David. "Duke University iPod First-Year Experience." Duke's University Center for Instructional Technology coordinated an evaluation of the academic use of iPod, drawing on course-level feedback; student and faculty focus groups; a broad survey of first-year students and faculty; and discussions and feedback among staff, administrators and important campus stakeholder groups. This evaluation focused on the feasibility and effectiveness of the iPod as a tool for faculty and student academic use. This report summarizes the main findings of this collaborative assessment effort. https://archive.today/20121212223049/http://connect.educause.edu/Library/Abstract/DukeUniversityiPodFirstYe/36325
Metcalf, David S. "mLearning: Mobile Learning and Performance in the Palm of Your Hand." HRD Press. 2006
mLearnopedia – By using the "search" function, you can enter "language learning" as an exact phrase and turn up some resources specific to MALL. http://mlearnopedia.com/
Son, J.-B. (2016). Selecting and evaluating mobile apps for language learning. In A. Palalas & M. Ally (Eds.), The international handbook of mobile-assisted language learning (pp.161–179). Beijing: China Central Radio & TV University Press.
Twarog, L., & Pereszlenyi-Pinter, M. "Telephone-assisted language study and Ohio University: A report." The Modern Language Journal, 72, 426–434. 1988
Thornton, P., & Houser, C. "M-learning in transit." In P. Lewis (Ed.), The changing face of CALL(pp.229–243). 2002
Thornton, P., & Houser, C. "Using mobile web and video phones in English language teaching: Projects with Japanese college students. " In B. Morrison, C. Green, & G. Motteram (Eds.), Directions in CALL: Experience, experiments & evaluation (pp.207–224). 2003
Thornton, P., & Houser, C. "Using mobile phones in English Education in Japan." Journal of Computer Assisted Learning, 21, 217–228. 2005
Nah, Ki-Chune. White, Peter. and Sussex, Roland. "The Potential of Using mobile Phone to Access the Internet for Learning EFL Listening Skills Within a Korean Context." ReCALL. 20 (3): 331-347 2008 http://www.eurocall-languages.org/recall/index.html
Askraba, V. (2008). Mobile Assisted Language Learning and its Impact on Student Motivation and Acquisition. MNetComp Thesis. Monash University, Australia.
Wong, L.-H., Boticki, I., Sun, J., & Looi, C.-K. (2011). Improving the scaffolds of a mobile-assisted Chinese character forming game via a design-based research cycle. Computers in Human Behavior, 27(5), 1783–793. doi:10.1016/j.chb.2011.03.005
Wong, L.-H., Chin, C.-K., Tan, C.-L., & Liu, M. (2010). Students’ personal and social meaning making in a Chinese idiom mobile learning environment. Educational Technology & Society, 13(4), 15–26.
Wong, L. H., King, R. B., Chai, C. S., & Liu, M. (2016). Seamlessly learning Chinese: contextual meaning making and vocabulary growth in a seamless Chinese as a second language learning environment. Instructional Science, 44(5), 399-422.
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