Category: Innovations

MALL: The Pedagogical Challenges

Burston, J. (2014). MALL: The Pedagogical Challenges. Computer Assisted Language Learning,  27 (4) 344-357,

A comprehensive review of the use of Mobile-Assisted Language Learning (MALL) over the past 20 years or so, highlighting a range of innovative programs. The article argues that MALL has been constrained not only by issues of access, affordability and lack of standardization of devices but also by an approach to pedagogy which the author describes as a “behaviorist, teacher-centered, transmission model of instruction” . The author makes the case that a constructivist/learner-centred “collaborative, task-based learning both within and outside of the classroom.” is more appropriate to teaching and learning with mobile technologies and ultimately supports better learning outcomes The article concludes that the technological and financial constraints that have limited the use of mobile technologies in language teaching and learning will likely be resolved by market forces, and that the realization of the potential of mobile technologies for language teaching and learning is “a matter of pedagogy rather than technology.”

Cost: $USD 41.00

Retrievable From:

http://www.tandfonline.com/doi/pdf/10.1080/09588221.2014.914539

Web 2.0 Technology Meets Mobile Assisted Language Learning.

Min Jung Jee. (2011). Web 2.0 Technology Meets Mobile Assisted Language Learning. The IALLT Journal, 41(1), 161–175.

This paper presents an introduction to Web 2.0 and mobile technologies in the context of foreign and second language instruction. The paper includes a review of a number of Web 2.0 technologies, for example, blogs, wikis and social networking, and discusses their potential applications to language pedagogy and possible uses in the language classroom, within the context of theories of second language acquisition. The author discusses the benefits of Mobile-Assisted Language Learning (MALL) and Web 2.0 technologies which include enhanced motivation, learner autonomy and responsibility for learning and increased flexibility in learning preferences and styles. The author recommends further action research in the use of these technologies and encourages second language instructors to explore and to take advantage of the potential of these technologies in their instruction for the benefit of learners.

Retrievable from: http://old.iallt.org/iallt_journal/web_20_technology_meets_mobile_assisted_language_learning

Students’ Perceptions and Experiences of Mobile Learning.

Kim, D., Rueckert, D., Kim, D.-J., & Seo, D. (2013). Students’ Perceptions and Experiences of Mobile Learning. Language Learning & Technology, 17(1), 52–73.

This study looked at how a group of graduate TESOL students perceived the use of mobile devices to create a personalized learning experience outside the classroom. The study found that mobile technologies provide opportunities for new learning experiences and encourage students to engage in learning activities outside the classroom and that this group of students perceived the usefulness of mobile technologies in teaching and learning and based on their positive experiences are more likely to use these technologies in their own teaching practice. This study has implications for the settlement language field, particularly in relation to teacher training and ongoing professional development to support instructors to explore the feasibility and potential of mobile technologies in their language instruction.

Retrievable from: http://llt.msu.edu/issues/october2013/kimetal.pdf

(Re)conceptualizing design approaches for mobile language learning.

Hoven, D., & Palalas, A. (2011). (Re)conceptualizing design approaches for mobile language learning. CALICO Journal, 28(3), 699–.

This paper reports on an exploratory study at a Canadian Community College, between 2007 and 2009, looking at the potential of mobile devices to enhance English for special purpose (ESP) learning by providing opportunities for students to continue working on listening and speaking skills outside of the classroom. The findings of this preliminary study pointed to the need for further investigation and the critical importance of developing design principles for Mobile-Assisted Language Learning (MALL) materials to support effective instruction. The authors note that the development of design based principles will be the major focus of an ongoing Design Based Research (DBR) study at the college.

Retrievable from:

http://auspace.athabascau.ca/bitstream/2149/3167/1/Proofs_Hoven%26Palalas.pdf

The Design of Effective Mobile-Enabled Tasks for ESP Students: A Longitudinal Study.

Hoven, D, & Palalas, A. (2013). The Design of Effective Mobile-Enabled Tasks for ESP Students: A Longitudinal Study. In Learner-Computer Interaction in Language Education A Festschrift in Honor of Robert Fischer. CALICO Journal.

Note: Calico Journal articles are open access 36 months after the date of publication

This paper describes the Enactment phase of a longitudinal Design-Based Research Study, conducted at a Canadian Community College. The aim of the study was to develop design principles for learning materials for English for special purpose (ESP) students. Ultimately a prototype for a mobile-enabled language learning eco-system (MELLES) was developed along with a collection of design guidelines to be used in refining future developments

Retrievable from:

https://journals.equinoxpub.com/index.php/CALICO/article/view/22896/18917

The Reality of MALL: Still on the Fringes.

Burston, J. (2014). The Reality of MALL: Still on the Fringes. CALICO Journal, 31(1), 103–125.

Note: Calico Journal articles are open access 36 months after the date of publication.

This article reviews MALL (Mobile-Assisted Language Learning) implementation studies over the past 20 years and concludes that actual MALL integration, measured in terms of numbers of students, numbers of courses offered, language skills targeted remains marginal in the foreign language training sector. Having sounded this cautionary note about the current role of MALL in foreign language training the author notes that the technologies and pedagogical capabilities are in fact in place to move MALL from the margins to the mainstream of foreign language teaching.

https://journals.equinoxpub.com/index.php/CALICO/article/view/22804

Second-Language Acquisition and the information Age: How Social Software has Created a New Mode of Learning.

Davies, R. J. (2011). Second-Language Acquisition and the Information Age: How Social Software has Created a New Mode of Learning. TESL Canada Journal/Revue TESL du Canada 28(2), 11–19.

The author argues that the use of social software can – rather than as some fear, lead to isolation for students – enhance and build on traditional forms of social learning which, he posits is an integral element in the learning process. Social networking sites, wikis, blogs and podcasts, he argues, provide many benefits to students allowing them a much wider range for communications with peers, to shape content collaboratively and to develop learning autonomy. He further argues that instructors can use these technologies to collaboratively build curricula, share lesson plans and support collaboration and cooperation – he also says that the proliferation and embedding of social networking in our lives will alter how teachers teach and how curricula are developed and organized. His recommendation is that the second language field should embrace these technologies and that the field will benefit by becoming part of what he describes as the “ever-changing educational landscape”.

Retrievable from: http://www.teslcanadajournal.ca/index.php/tesl/article/view/1069

Video-conferencing Research Community of Practice Research Report.

Alberta Education. (2006). Video-conferencing Research Community of Practice Research Report.

This report looks at the potential of video-conferencing technology and other technologies to enhance and improve education practice and systems. Alberta SuperNet makes videoconferencing a feasible option for K-12 schools in areas previously limited by bandwidth restrictions. It presents a number of case studies illustrating the use of videoconferencing in schools in Alberta, Canada. This report provides an example of how videoconferencing could be used to connect adult ESL learners in remote locations to others in more richly resourced urban settings.

Retrievable from: https://education.alberta.ca/media/3115440/vccopreport.pdf

Innovative practices: using Cell-ED to support English language learning

Innovative Practices: Using Cell-Ed to Support English Language Learning by G. Martinez Cabrera

This newsletter article from the Texas Adult Education & Literacy Quarterly Newsletter describes an ESL curriculum that can be accessed through any basic cell phone. The program includes pre-recorded lessons and texted responses. The program emphasizes mobile-ready technology that does not require Internet access so learners do not need to have cell phone data plans.

http://www-tcall.tamu.edu/newsletr/pdf/15-TAELQSpring.pdf

The Routledge Handbook of Language Learning and Technology

The Routledge Handbook of Language Learning and Technology, Edited by Fiona Farr, Liam Murray 2016.

This handbook contains recent work by authors read in the development of this bibliography. As an example, there is a chapter by Glenn Stockwell on Mobile Language Learning. See also this 20-minute video of Stockwell from a conference about mobile learning. In it, he describes three important aspects of MALL that are important for learners.

Mobile technology for language learning: Trends, issues and ways forward

https://www.youtube.com/watch?v=f_0rRXHWsb0

https://www.routledge.com/The-Routledge-Handbook-of-Language-Learning-and-Technology/Farr-Murray/p/book/9780415837873

Evaluating the Impact of Blended Learning on Performance and Engagement of Second Language Learners.

Rebecca Y Jee, Gabriele O’Connor. (2014). Evaluating the Impact of Blended Learning on Performance and Engagement of Second Language Learners. International Journal of Advanced Corporate Learning (iJAC), 7(3), 12–16.

This article is based on a small-scale research study using Voxy a commercial Web and mobile platform within a Task-Based Language Teaching framework. The Voxy platform, designed for the self-study learner, provides authentic, personalized content and includes one-one-one video tutoring sessions online group classes
The study is focused on the following research questions
To what extent does blended learning impact the performance of language learners?
To what extent does blended learning impact the engagement of language learners?
The study, albeit limited in scope, indicates that language learners who access synchronous language instruction along with self-study demonstrate greater increases in proficiency than those who engage only in self-study.

Retrievable from: http://online-journals.org/index.php/i-jac/article/view/3986

(Articles in the International Journal of Advanced Corporate Learning (iJAC) are available at no cost , users need to register for a free account)

A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis.

Moonyoung Park, & Tammy Slater. (2014). A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis. TESL Canada Journal, 31(Special Issue 8).

This study explored how college-level ESL students are currently using their mobile devices for language learning and the attitudes and opinions of their instructors in relation to Mobile-Assisted Language Learning (MALL). The study included semi-structured interviews with students and instructors, an online survey and a task-based needs analysis focused on what learners and instructors want and need in relation to mobile-assisted language learning. Based on this research a set of language tasks in the areas of listening, speaking, reading and writing were identified. The researchers created a MALL-based task typology to support the future development of pedagogic tasks for academic ESL courses and to support the development of MALL-based curricula and lesson plans. The study found that while ESL learners are using mobile devices for a variety of learning and personal purposes, including communications and as reference tools, instructors need ongoing professional development to support them in realizing the potential of mobile devices in language teaching and to effectively incorporate mobile device use in task development for academic ESL courses.

Retrieved from:

http://teslcanadajournal.ca/index.php/tesl/article/view/1188/1008

 

Creating virtual classrooms (using Google Hangouts) for improving language competency.

Lewandowski, M. (2015). Creating virtual classrooms (using Google Hangouts) for improving language competency. Language Issues: The ESOL Journal, 26(1), 37–42.

This small scale research project was conducted in a community based learning centre in London, U.K. The study explored the usefulness of creating an online conversation class using Google Hangouts to support ESOL students to develop their vocabulary. Students were divided into three groups. In the first group students read or listened to a text prior to the online session and were given vocabulary lists which they were required to memorize as well as conversation questions for review., In the second group students read or listened to a text prior to the online session were given conversations questions for review but were not given the vocabulary list. Students in these groups also attended their regular face-to-face classes. In the third or “control group” students attended their class twice each week but no additional online activities were provided. Although the author cautions that the results of the study are not generalizable, given the relatively limited size of the project and its particular he concludes that the results clearly demonstrate the potential of video-conferencing tools such as Google Hangouts as a useful means to support students in developing and enhancing vocabulary. Furthermore, he states that, with careful planning and preparation, the combination of asynchronous and synchronous e-learning is critical for the “successful delivery” of online conversation classes.

Retrievable from:

http://languageresearch.cambridge.org/images/pdf/Marcin%20Lewandowski%20-%20CUP%20TRP%202014%20final%20report.pdf

 

 

Understanding innovation in English language education: Contexts and issues

Murray, Denise E. & MaryAnn Christison.  (2012). Understanding innovation in English language education: Contexts and issues. In Managing Change in English Language Teaching: Lessons from Experience (pp. 61–74). London: British Council

This book looks at the changing role of English in the world. It provides 21 case studies from innovative international English Language Training Projects. The book addresses issues surrounding the internationalization of English. Although it is not about settlement issues, its inclusion of a blended learning project does make it meaningful for the bibliography and in many language programs, innovative projects today do involve the integration of technology.

Retrievable From:

https://www.teachingenglish.org.uk/sites/teacheng/files/B330%20MC%20in%20ELT%20book_v7.pdf

Virtual Education in ELL – Opportunities, Challenges and Potential

Bow Valley College. (2015). Virtual Education in ELL – Opportunities, Challenges and Potential (p. 66). Calgary, AB: Bow Valley College.

This 2015 report focuses on issues of learner isolation and instructional distance in an online workforce-related course for newcomers to Canada (CLB 7 or higher). The literature review investigates the notion of learner isolation, a common problem in online courses, which can lead to frustration, decreased motivation and withdrawal from online courses. The report proposes mitigating strategies to develop social presence in online language courses. The report goes into detail about the importance of instructor presence online e.g., instructor bios, photos, frequent videos, frequent news and quick replies to participants; as well as one-on-one contact between instructors and learners. It cites other research that defines social presence as the ability for learners to connect with other participants as “real people”, despite not being in the same physical environment with them. Although this report is based on applied research in an online course, it echoes participants’ comments in Lawrence’s report about the need for a “human feel” (see Geoff Lawrence. (2014, May). A Call for the human feel in today’s increasingly blended world later in this bibliography).

Retrievable From:

https://centre.bowvalleycollege.ca/sites/default/files/Virtual%20Education%20in%20ELL%20Research%20Report%20-%20Final%20Report%20August%2011%202015_5.pdf

Mobile pedagogy for English language teaching: a guide for teachers

Kukulska-Hulme, Agnes, Lucy Norris and  Jim Donohue. (2015). Mobile pedagogy for English language teaching: a guide for teachers. British Council.

This research-based guide is based on an Open University research project conducted in 2013-14 and focusing on English for Speakers of Other languages (ESOL) and English for Academic Purposes (EAP). The authors contend that in order to realize the potential of mobile technologies for language teaching and learning it is important to remember that MALL is not just the transfer of existing learning materials to a mobile device but involves a complete re-conceptualization of such materials. They further underline that while mobile devices provide the opportunity for self-directed learning and support greater learner autonomy, the role of the instructor remains critical. In that context the researchers developed a pedagogical framework to support instruction using mobile technologies. They offer two examples of how the framework could be used, for a lesson about job applications and for an instructor to personalize generic learning materials. They also provide a list of practical lesson and home learning ideas and a list of further readings, applications and links.

Retrievable from: https://englishagenda.britishcouncil.org/sites/default/files/attachments/e485_mobile_pedagogy_for_elt_final_v2.pdf

Study on the Impact of Information and Communications Technology (ICT) and New Media on Language Learning.

Stevens, A., & Shield, L. (2009). Study on the Impact of Information and Communications Technology (ICT) and New Media on Language Learning (No. EACEA 2007/09). European Commission. Education and Culture Executive Agency.

A study of the impact of ICT and new media on language learning conducted by the European Commission in 2008/09. The study comprised a comparative study of the potential of ICT and new media in language learning; a quantitative study of their use; a qualitative survey of current trends and a set of case studies illustrating good practice in the use of ICT and new media for language learning.

Retrievable From: http://eacea.ec.europa.eu/llp/studies/documents/study_impact_ict_new_media_language_learning/final_report_en.pdf