Mall and Augmented Reality
Abstract
The use of mobile technology at anytime and
anywhere by learners makes it a very important component of language learning.
The rapid progress of Mobile Assisted Language Learning (MALL)
has also brought
visible changes in
foreign language learners’
attitudes towards language
learning (Kukulska-Hulme, 2009).
MALL offers great potential for language teachers to support practice
beyond the classroom to encourage anytime -anywhere learning and to facilitate
situated learning. On the other hand, Augmented Reality (AR) is a kind of computer-generated reality
that intent to
duplicate the world's
atmosphere in a
computer system. Augmented Reality helps teachers to add digital
contents with lot of information as well as geographic locations about a place
or object. Digital information appears on the screen when you scan any object
or place using your tablet, phone or smart devices with AR technology. This
digital information is gathered from 3D models, various website, video, etc.
The aim of this paper is to explain how mobile technologies and devices can be
used via AR to improve young learners’ language skills in an interesting,
motivating and challenging way. Some practical implications will be drawn for
language teaching and some suggestions will be offered for other teachers who
may wish to use AR or other mobile learning activities with their students.
Keywords
mobile assisted language learning,augmented reality,young learners,technology
References
- Azuma R, Baillot Y, Behringer R, Feiner S, Julier S, and MacIntyre B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications.21(6):34–47
- Ducate, L. and Lomicka, L. (2009). Podcasting: An effective tool for honing language students’ pronunciation? Language learning and technology, v.13, n.3, 66-86.
- Edirisingha, P., Rizzi, C., Nie, M., and Rothwell, L. (2007). Podcasting to provide teaching and learning support for an undergraduate module on English language and communication. Turkish Online Journal of Distance Education, 8(3), 87-10.
- Hashemi, M. and Ghasemi, B. (2011). Using mobile phones in language learning/teaching. Science direct, Procedia Social and Behavioral Sciences 15 (2011) 2947–2951.
- Holden, C. L., and Sykes, J. M. (2011). Leveraging mobile games for place-based language learning. International Journal of Game-Based Learning, 1(2), 1–18.
- Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K. (2011). The 2011 Horizon Report. Austin, Texas: The New Media Consortium.
- Klopfer, E. (2008). Augmented learning: Research and design of mobile educational games. Cambridge, MA: MIT Press.
- Klopfer, E., & Sheldon, J. (2010). Augmenting your own reality: Student authoring of science-based augmented reality games. New Directions for Youth Development, 128, 85–94.
- Lakarnchua, O. and Reinders, H. (2014). Implementing mobile language learning with an augmented reality. Modern English teacher, v.23, n.2.
- Oblinger, D. and Oblinger, J. (2005) Educating the Net Generation. Boulder: Colorado.
