A Critical Review on the Mobile Assisted Language Learning with a Focus on Empirical Studies

Yıl 2021, Cilt: 6 Sayı: 2, 117 - 126, 02.07.2021

Nur Sürüç Şen

Öz

The present article provides a review of 48 studies related to mobile assisted language learning, published mostly in the last decade with the aim of demonstrating a mind map of how mobile devices have been put into learning experience among learners with diverse backgrounds and learning settings such as formal, informal, blended, etc. In this way, it is attempted to compare the concepts such as CALL and MALL; to present the theoretical underpinnings that have been focused on the empirical studies; to revise the opportunities and the obstacles related to the MALL implementations identified in the reviewed studies; and to provide further research guidelines for the researchers interested in the field. The results yield that the feature of being independent from time and place limitations is regarded as standing out characteristic of MALL. On the other hand, being distractive and addictive is listed among the obstacles in the reviewed studies. A positive link between vocabulary development and MALL tools is scrutinized with some considerations. Through this review, the footsteps of the most recent researchers are targeted to be made visible for the eyes of the researchers and the practitioners to a great extent.

Anahtar Kelimeler

vocabulary development, computer assisted language learning, individualized learning, informal learning, Mobile Assisted Language Learning, M-learning

Kaynakça

• Ada, M. B., Stansfield, M., & Baxter, G. (2017). Using mobile learning and social media to enhance learner feedback: Some empirical evidence. Journal of Applied Research in Higher Education, 9(1), 70–90. doi:10.1108/JARHE-07-2015-0060
• Alvarado, N. C., Coelho, D., & Dougherty, E. (2016). Mobile apps for ELLs: Supporting language learning with engaging digital tools. Argentinian Journal of Applied Linguistics, 43, 43–58.
• Attewell, J., & Savill-Smith, C. (2004). Learning with mobile devices. London: Learning and Skills Network.
• Başoğlu, E. & Akdemir, O. (2010). A comparison of undergraduate students’ English vocabulary learning: Using mobile phones and flash cards. TOJET, 9(3): 1–7.
• Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4–20. https://doi.org/10.1017/S0958344014000159
• Bottino, R. M. (2004). The evolution of ICT-based learning environments: Which perspectives for the school of the future? British Journal of Educational Technology, 35, 553–567.
• Böhm, S., & Constantine, G. P. (2016). Impact of contextuality on mobile learning acceptance: An empirical study based on a language learning app. Interactive Technology and Smart Education, 13, 107–122.
• Cavus, N. & Ibrahim, D. (2009). M-learning: An Experiment in Using SMS to Support Learning New English Language Words. British Journal of Educational Technology; 40(1): 78-91.
• Cui, G. & Wang, S. (2008). “Adopting Cell Phones in EFL Teaching and Learning”. Journal of Educational Technology Development and Exchange, 1(1): 69-80.
• Chan, T.W., Roschelle, J., Hsi, S.,Kinshuk, Sharples, M., Brown, T., Patton, C.,… Soloway, E. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(01), 3–29.
• Chinnery, G. M. (2006). Going to the MALL: Mobile assisted language learning. Language Learning & Technology, 10(1), 9-16.
• Cross, J. (2011). Informal learning: Rediscovering the natural pathways that inspire innovation and performance. New York, NY: John Wiley & Sons.
• Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22(14), 1111–1132.
• Demouy, V., Jones, A., Kan, Q., Kukulska-Hulme, A., & Eardley, A. (2016). Why and how do distance learners use mobile devices for language learning? The EuroCALL Review, 24, 10–24.
• van Dijk, J. A. G. M. (2012). The evolution of the digital divide: The digital divide turns to inequality of skills and usage. Digital enlightenment yearbook 2012 (pp. 57–75). IOS Press.
• Dudeney, G., & Hockly, N. (2012). ICT in ELT: How did we get here and where are we going? ELT Journal, 66(4), 533-542. http://dx.doi.org/10.1093/elt/ccs050
• El-Hussein, M., Osman, M., & Cronje, J.C. (2010). Defining mobile learning in the higher education landscape. Journal of Educational Technology & Society, 13(3), 12-21. Foomani, E. M., & Hedayati, M. (2016). A seamless learning design for mobile assisted language learning: An Iranian context. English Language Teaching, 9, 206–213.
• González, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities and classrooms. New Jersey: Lawrence Erlbaum.
• Goodhue, D. L., & Thompson, R. L. (1995). Task-technology fit and individual performance. MIS Quarterly, 19(2), 213–236.
• Goodhue, D. L., Klein, B. D., & March, S. T. (2000). User evaluations of IS as surrogates for objective performance. Information & Management, 38(2), 87–101.
• Healey, D. (2018). Technology enhanced learning environments. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: Wiley. doi:10.1002/9781118784235.eelt0437
• Heift, T. (2017) History and key developments in intelligent computer-assisted language learning (ICALL). In Thorne, S. L. & May, S. (eds.), Language, education and technology: Encyclopedia of language and education (3rd ed.). Cham: Springer. https://doi.org/10.1007/978-3-319-02237-6_23
• Hiemstra, R. (1994). Self-directed learning. In W. J. Rothwell, & K. J. Sensenig (Eds.), The sourcebook for self-directed learning (pp. 9–20). Amherst, MA: HRD Press.
• Hockly, N. (2013). Mobile learning. ELT Journal, 67(1), 80-84. http://dx.doi.org/10.1093/elt/ccs064
• Huang, Y-M., Huang, Y-M., Huang, S-H. & Lin Y-T. (2012). A ubiquitous English vocabulary learning system: Evidence of active/passive attitudes vs. usefulness/ease-of-use. Computers & Education, 58, 273-282. https//doi.org/10.1016/j.compedu.2011.08.008
• Jarvis, H., & Achilleos, M. (2013). From Computer Assisted Language Learning (CALL) to Mobile Assisted Language Use (MALU). Tesl-ej, 16(4), n4.
• Jong, B., Lai, C., Hsia, Y., & Lin, T. (2013). Effects on anonymity in group discussion on peer interaction and learning achievement. IEEE Transactions on Education, 56, 292–299.
• Kaplan-Rakowski, R., & Loranc-Paszylk, B. (2017). Students’ views on the helpfulness of multimediacomponents of digital flashcards in mobile-assisted vocabulary learning. In K. Borthwick, L. Bradley & S. Thouësny (Eds), CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017 (pp. 170-176). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.eurocall2017.708
• Kaptelinin, V., & Nardi, B. (2006). Acting with technology: Activity theory and interaction design. Cambridge: MIT Press.Kang, S., Hur, W-M., & Son, M. (2014). The moderating role of socio-demographics on Smartphone adoption. International Journal of Mobile Communications, 12(5), 532–550.
• Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218. doi:10.1111/flan.12318
• Kieffer, M. J., & Lesaux, N. K. (2012). Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade. Reading and Writing, 25, 347-373.
• Klimova, B. (2019). Impact of mobile learning on students’ achievement results. Education Sciences, 9(2), 90.
• Knowles, M. S. (1975). Self-directed learning. New York, NY: Cambridge Books.
• Koh, J. H. L., & Sing, C. C. (2011). Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs. Paper presented at the ASCILITE 2011 Conference, Hobart, Tasmania, Australia.
• Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.
• Kukulska-Hulme, A., (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165. http://dx.doi.org/10.1017/S0958344009000202
• Kukulska-Hulme, A. (2012) Mobile-assisted language learning. In Chapelle, C. A. (ed.), The encyclopedia of applied linguistics. Hoboken: Blackwell Publishing. https://doi.org/10.1002/9781405198431.wbeal0768
• Kukulska-Hulme, A., Norris, L., & Donohue, J. (2015). Mobile pedagogy for English language teaching: A guide for teachers. ELT Research Papers 14.07. London: British Council.
• Kukulska-Hulme, A., Lee, H. & Norris, L. (2017). Mobile learning revolution: Implications for language pedagogy. In Chapelle, C. A. & Sauro, S. (eds.), The handbook of technology and second language teaching and learning. Hoboken: John Wiley & Sons, 217–233.
• Lee, D. Y., & Lehto, M. R. (2013). User acceptance of YouTube for procedural learning: An extension of the technology acceptance model. Computers & Education, 61(1), 193–208.
• Levy, M. (1997). CALL: Context and Conceptualisation. Oxford: Oxford University Press.
• Long, H. B. (1989). Self-directed learning: Emerging theory & practice. Norman, OK: Oklahoma Research Center for Continuing Professional and Higher Education, McCarter Hall, University of Oklahoma.
• Mayer, R. E. (2001). Multimedia learning. New York, NY: Cambridge University Press.
• Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017–1054.
• Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). NESTA Futurelab Report 11: Literature review in mobile technologies and learning. Bristol, UK: NESTA Futurelab.
• O'Malley, C., Vavoula, G., Glew, J. P., Taylor, J., & Sharples, M. (2005). Guidelines for learning/teaching/ tutoring in a mobile environment.
• Paivio, A. (1990). Mental representations: A dual coding approach. New York, NY: Oxford University Press.
• Pegrum, M. (2014) Mobile learning: Languages, literacies, and cultures. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137309815
• Plonsky, L. & Ziegler, N. (2016) The CALL-SLA interface: Insights from a second-order synthesis. Language Learning & Teaching, 20(2): 17–37.
• Reinders, H. & Benson, P. (2017) Research agenda: Language learning beyond the classroom. Language Teaching, 50(4): 561–578. https://doi.org/10.1017/S0261444817000192
• Rodríguez-Arancón, P., Arús, J., & Calle-Martínez, C. (2013). The use of current mobile applications in EFL. Procedia - Social and Behavioral Sciences, 103, 1189-1196. https//doi.org/10.1016/j.sbspro.2013.10.446.
• Saricoban, A., & Ozturan, T. (2013). Vocabulary Learning on Move: An Investigation of Mobile Assisted Vocabulary Learning Effect over Students’ Success and Attitudes.
• Shadiev, R., Hwang, W.-Y. & Huang, Y.-M. (2017) Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4): 284–303. https://doi.org/10.1080/09588221.2017.1308383
• Song, Y. & Fox, R. (2008) Using PDA for undergraduate student incidental vocabulary testing. ReCALL, 20(3): 290–314. https://doi.org/10.1017/S0958344008000438
• Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253-270.
• Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95-110.
• Stockwell, G. (2013). Technology and motivation in English-language teaching and learning. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp. 156–175). Basingstoke: Palgrave Macmillan.
• Teo, T. (2011). Technology acceptance research in education. In T. Teo (Ed.), Technology acceptance in education: Research and issues (pp. 1–5). Rotterdam, The Netherlands: Sense.
• Tourinho, A., & de Oliveira, B. M. K. (2019). Time flies when you are having fun: Cognitive Absorption and Beliefs about Social Media Usage. AIS Transactions on Replication Research, 5(1), 4.
• Tuttle, H. G. (2013). Improving students' modern language speaking skills through mobile learning. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 524-533). New York: Routledge.
• Van Deusen-Scholl, N. (2015). Assessing outcomes in online foreign language education: What are key measures for success? The Modern Language Journal, 99(2): 398–400. https://doi.org/10.1111/modl.12234_2
• Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. Mis Quarterly, 27(3), 425–478.
• Walker, R. (2013). “I don’t think I would be where I am right now”. Pupil perspectives on using mobile devices for learning. Research in Learning Technology, 21. doi:10.3402/rlt.v21i0.22116
• Wu, W. C. V., Yen, L. L., & Marek, M. (2011). Using online EFL interaction to increase confidence, motivation, and ability. Journal of Educational Technology & Society, 14(3), 118–129.
• Yu, F., & Wu, C. (2011). Different identity revelation modes in an online peer-assessment learning environment: Effects on perceptions toward assessors, classroom climate and learning activities. Computers & Education, 57, 2167–2177.