Current Trends in Research on Mobile Phones in Language Learning

Bridging Theory and Practice for Educational Sciences , 2021

When one thinks of mobile learning, images of students accessing course notes while commuting comes to mind. The main advantage that stems from m-learning is the possibility to consult material anytime and anywhere. This approach however does not engage the learner in an active manner and places him in a passive role. Another learning scenario involving cell phones and PDA's relates to fieldwork where students gather information and transmit it in situ to a server and thus make it available to all. What are the possibilities in the language classroom? In the first phase of this project, an assessment of the learners' equipment was carried out in order to identify common potential tools. From these results creative activities coupled with an e-learning platform were designed. The main purpose of these activities was to stimulate the learners' communicative skills while using tools available on their cell phones. A qualitative assessment of the system was carried out. This paper highlights several methods that may be used to improve on this experiment. 1.0 Situation and Research Question When our experiment was initiated, we intended to investigate the potential of m-learning, that is, the usage of mobile devices within the context of a Malaysian University. To what extend could this new technology be used in the language classroom? From past observations, we noticed that most learners owned a cell phone. These devices which are often personalized with stickers and ribbons seem to be proudly displayed and hold a predominant space on the learners' desks. We believed that the handset might hold a special place in the students' life, a sort of link to a life set outside the classroom. In fact, it is quite common to witness students using their telephones during the class to send short text messages (SMS) rather than appearing to focus on the lesson. If the hand phones were indeed so important to the students, could this piece of electronic equipment be incorporated in the learning process? Could this apparent enthusiasm be harnessed to learn a foreign language? Previous experiments with e-learning proved rather successful in the Malaysian context as university students are almost always eager to embrace learning with new technologies (Gabarre & Gabarre, 2007; 2008). The result of these past researches led us to believe that incorporating cell phones in the learning process could yield some positive results. The experiment related in this article was carried out in a Malaysian university where the French language is taught as a major subject of a bachelor of arts in foreign language. In this course, students attend classes for a period of three years that is divided in six semesters. The French major is subsequently complemented by a minor during the last two years. At this stage in the project, our research focuses on learners at the beginners' level, specifically during their first year when exposure to the language is still minimal. In the Malaysian context, French is truly a foreign language as broadcast or printed media in this language are Gabarre, S., & Gabarre, C. (2009). Using cell phones in the language class: a preliminary look at some of the possibilities.

International Journal of Computer-Assisted Language Learning and Teaching, 2012

Do students use varied types of technological devices for enhancing learning? If not, how can educators motivate students to use them within or outside the classroom? How can teachers facilitate mobile learning in a traditional classroom? With the changing trends in the field of language teaching and the introduction of various technologies, these questions must be addressed for enhancing learning, particularly among tertiary level students. To promote language learning using mobile devices, teachers must first learn the special features of various mobile devices that could be used for teaching language skills to students. This article highlights the possibility of using some of the devices for teaching communication skills through a description of the devices and a pilot study conducted with tertiary level students. It further indicates effective ways of enhancing the concept of mobile learning.

Faculty of Social Sciences and Humanities UTM, 0

The world has witnessed the rapid development of technology, which is now an integral part of daily life. The sharing of knowledge has become accessible and more convenient because of technological innovation, which has transformed everything from laptop computers to smartphones. The method of teaching and learning English with the adoption of mobile technology creates a different learning environment for both teachers and students. This review highlights the concept of mobile learning and the importance of mobile technology in EFL classrooms. Using mobile technology in EFL classes for teaching and learning and practising the English language has many advantages, particularly in giving teachers and students opportunities to interact and use mobile platforms at any place for a facilitated learning process. On the other hand, it could have some disadvantages as well. Thus, using m-learning in the foreign language classroom could be quite challenging at times; however, it also enhances creating new opportunities for students to make the learning process comprehensive and motivates learners to pursue lifelong learning.

2015

This research investigates how students in higher education engage with mobile devices when learning languages. The research addresses the following questions: What productive language learning activities evolve on mobile devices and how are they situated in students' learning environments? How do students' learning strategies contribute to mobile language learning? The study is based on questionnaires, interviews and observations with students concerning their mobile usage. The results show that engaging in online communities for learning purposes is increasing and that the participants have a broad view of what can be included in the concept of learning. Being productive with technology is a way forward to develop mobile habits is a constructive way for language learning to take place.

Mobile technologies can enhance learning experience in many ways - they provide instantfeedback and access to materials, help design new assessment models (Traxler, 2009),enhance learner autonomy (Kukulska-Hulme, 2010), etc. But for efficient implementation of a new device or technology it is necessary to investigate its didactic potential. The aim of thefirst stage of a long-term project Mobile devices in Language Classroom: theory and practice which was launched in 2011 at one of the largest Russian universities was to analyzestudents' and teachers' preparedness to implement new technologies, to investigate theprerequisites and ways of effective mobile learning integration into classroom basedlanguage learning as mobile Internet and mobile devices are becoming available andwidespread in Russia.The research tool was a questionnaire containing40multiple choice answers in four domainsincluding learners' attitude, knowledge, skills and experience. 235 students were questioned.The results demonstrated that today students more frequently use mobile devices outside theclass on their own than in classroom work as an access to reference materials, as multimediamaterial playback and as a means of interaction. They very rarely use in class educationalmobile apps; they don't use mobile devices for production or for collaborative activities. Ourinstructors unwillingly employ mobile devices but do not guide students through alreadyavailable educational mobile apps due to a number of reasons. This survey proves one moretime that the pressure towards the use of mobile devices is coming from students, that it is amust to work out certain strategies of mobile technologies implementation into traditionalclassroom to avoid undesirable consequences of mobile devices misuse in learningexperience.This survey encouraged us, firstly, to design some m-learning activities focused on theauthentic real-life situations for developing learners' speaking, listening and grammar skillsin class, secondly, to create collaborative learning activities based on Google Maps, mindmapping and other apps so that learners can get on with tasks outside the class, thirdly, toemploy smart phones for getting students' immediate feedback during lecture and seminarcourses via Student Response System (HiST, www.histproject.no)

2016

The purpose of this paper to describe the rapid developments of smart phone technology and pedagogical application accompanying the process of English learning. Some of the latest research and review has shown that smart phones are contributing significantly to the application of pedagogical process of learning English, which is not limited only to examine the development of smart phone technology itself. Overall, smart phone technology has also been taking part significantly in everyday human life. A discussion of smart phone technology has also been widely known to contribute significantly in the research of Computer Assisted Language Learning (CALL). Many researchers have released their latest report that smart phones contribute positively and effectively at the same time as a support which can improve the quality of English learning process. Challenges and opportunities of smart phone technology has become a matter of everyday discussion.

Proceedings of TEFLIN International Conference 2016 Creativity and Innovation in Language Materials Development and Language Teaching Methodology in Asia and Beyond at English Language Education Department - University of PGRI Adi Buana Surabaya , 2016

Abstract: The purpose of writing this paper is to describe the developments of smart phone technology, that have taken place rapidly and its accompanying pedagogical applications in the process of learning English. Students of English department of Unesa Surabaya consists of young generation who have had and implemented smart phones in learning English. Some recent studies and reviews have shown that smart phones are contributing significantly to the application of pedagogical process of learning English, and not merely examine the development of smart phone technology itself, Overall smart phone technology has also been instrumental in significant for some activities of human life. A discussion of smart phone technology has contributed significantly also widely known in the research Computer Assisted Language Learning (CALL). Some researchers have released their latest report that smart phones contribute positively and effectively at the same time as a support which can improve the quality of English language learning process. Challenges and opportunities of smart phone technology has been the subject of daily discussion. Key words: smart phone, smart phone technology applications, and learning English.

Revista de Pedagogie - Journal of Pedagogy, 2017

The article focuses on how foreign language teachers could use mobile learning in formal and informal learning environments. One of the key aims of the article is the focus on defining the pedagogy of mobile learning in the context of foreign language teaching and learning through the use of mobile learning tools during the foreign language lessons but also in informal learning contexts, encouraging learner autonomy and involvement in the learning task. Thus, the article presents how language teachers could try mobile learning based activities during foreign language lessons and outside the class, using students' own devices through the implementation of a Bring Your Own Device Policy (BYOD) within foreign language lessons.