Mobile-assisted Language Learning (MALL)

Mobile Learning is defined by Kukulska-Hulme & Shield (2008, p.3) as “formal or informal learning mediated via handheld devices and available anytime, anywhere.”

Valarmathi (2011) further identifies MALL as “a subset of both Mobile Learning (m-learning) and Computer-assisted language learning (CALL)” (p.2) and confirms that MALL is a language learning approach with the assistance of palmtop mobile devices.

Thus, such device includes MP3 or MP4 players, personal digital assistants (PDA), mobile phones, or tablets such as an iPad (Valarmathi, 2011). MALL mainly “differs from CALL in its use of personal, portable devices that enable new ways of learning,

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emphasizing continuity or spontaneity of access and interaction across different contexts of use” (Kukulska & Shield, 2008, p.273). From this perspective, it supports a learner-led, out-of-class, or collaborative approach instead of a teacher-learner, text-based traditional approach. Kukulska and Shield (2008) further point out that the voice recording feature on mobile devices may serve as an ideal tool for both individual and collaborative learning.

2.2.2. Second/Foreign Language Pedagogical Implications

Throughout the past twenty years, a meta-analysis is presented by Burston (2015) focusing on MALL and learning outcomes. He distinctly elaborates that only nineteen studies are statistically reliable and selected as a basis among 291 studies being examined. The result shows that nearly 80 percent of learning outcomes are unequivocally positive in the MALL contexts. However, he suggests that more attention is needed on pedagogical potential in MALL rather than technology itself. Ultimately, he positively expects that language learning can be significantly enhanced by MALL due to the following factors: more time devoted to language learning out of class, the use of multimedia to accomplish task-based assignments, and more interaction in the target language through its communication affordances.

In the same year, Bozdoğan (2015) provides an outline of research trends in MALL by examining 32 selected studies published from 2010 to 2015. The findings are in line with previously conducted meta-analyses literature on MALL and mobile learning (Baran, 2014; Burston, 2015; Duman, Orhon, & Gedik, 2015). The trends indicate that most of studies emphasize the effectiveness of MALL on certain language skills, vocabulary and listening in particular. In addition, perceptions of MALL are the second most studies investigated. Teachers are said to overcome hesitation toward technology use; yet the essential skills to incorporate mobile devices into their own teaching are

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still needed. Moreover, mobile-based applications and social networking are two new dimensions found in Bozdoğan’s (2015) results.

A large number of studies have proved that the majority of learners hold positive attitudes towards the integration of mobile devices into their second or foreign language learning (Lu, 2008; Hwang & Chang, 2011; Anastasia, 2013; Xu, Dang & Jiang, 2017).

Specifically, Dashti & Aldashti (2015) probe 300 EFL college students’ attitudes towards MALL by distributing questionnaires. The results reveal that more than 80%

of students not only prefer using mobile devices during teaching and learning but also consider it vital and beneficial. Most importantly, it is indicated that those students hope their teachers spend more time on mobile-integrated teaching.

With the prevalence of mobile-integrated teaching, Hwang, Huang, Shadiev, Wu and Chen (2014) design six various mobile-assisted learning activities, aiming at facilitating EFL learners’ listening and speaking skills. Five out of six activities require students to record and share their own oral production among classmates during the process; thus, students are able to listen to their own and others’ recordings afterwards.

The findings reveal that students feel more motivated to practice English with mobile-assisted learning system. Although students favor practicing English speaking at their own pace, they treat such practice more seriously and devote more effort in it for knowing their production will be listened by others.

Nowadays, thanks to the ever advancing technology, the capability of mobile devices has significantly upgraded. As Burston (2014) points out, the functionality of a mobile device has matched a desktop computer that it can support almost every pedagogical approach which only stationary computers are capable of decades ago.

However, Burston (2014) appeals that adequate training for educators is needed not only in technical knowledge but also in pedagogical skills to realize and exploit the potential of mobile devices.

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2.2.3. The Integration of Mobile Phones in EFL Classes

The popularity of mobile phones among teenagers is a universal phenomenon nowadays. Back in 2005, Prensky (2005b) has already estimated that all the students will have a cell phone in the near future due to its low cost and utility. In addition, unlike other mobile devices, Wagner (2005) points out that mobile phones have already been fully attached to students’ everyday life; hence, no training or support is required.

Moreover, according to Soleimani, Ismail and Mustaffa (2014), students have a tendency to use mobile phones in comparison with other mobile devices such as PDA/

tablet PC. It is no exaggeration to say that the participants of the present study are a symbolic representation of such phenomenon.

Without a doubt, most language teachers can’t wait to incorporate this prevailing and powerful gadget, mobile phone, into their own teaching. Soleimani et al. (2014) further suggest that teachers exploit the characteristics of mobile phones and implement more out-of-class activities which are independent and interactive.

In addition, Zhang (2013) analyzes the modern methodology used in English language teaching and elaborates how mobile phones serve as an efficient and effective tool in the EFL classroom. The examples are as follows. First, the note-taking feature by using drawings, pictures or recordings allows students to learn continuously after class. Second, the camera and audio/video recording function enable students to collect database of the traget language and complete various tasks in English. Third, the text messaging function reinforces students’ English vocabulary retention and writing skills.

Moreover, the tremendously popular social networking tools such as Line, Facebook, and Instagram not only diversify English assignments but also bolster English communication and interaction among students. Lastly, E-portfolio has been widely integrated by instructors to help students to document, schedule and reflect upon their

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own learning process. The finding shows that incoporating the mobile phone in the EFL classroom is strongly recommended because of its convenient and motivating nature, huge potential for students’ interaction, and authentic communicative language functions.

In light of the numerous advantages available with a mobile phone, it is undoubtedly the most appropriate and feasible tool to be incorporated into this research project.

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