Mobile-assisted language learning [Revised and updated version]

Kukulska-Hulme, A. 2018. “Mobile-assisted language learning [Revised and updated version].” In The Concise Encyclopedia of Applied Linguistics, edited by Chapelle, Carol A. New York: Wiley.

This article provides an overview and up to the minute discussion of the potential of mobile-assisted language learning (MALL). In the article MALL is defined as using smartphones and other mobile technologies, including tablet computers and e-readers, to enable extended learning opportunities for language learning.

The author describes how MALL can support skill development in reading, listening, speaking and writing and shows how mobile devices can be used to increase accessibility and to open opportunities for language learning, formally in classroom-based, and informally outside classroom settings, as well as providing the means to bridge the two.

The author reports that it is estimated that the number of users of mobile technology will reach 5.9 billion or 71% of the world’s population by 2025 (GSMA 2018). The author argues that as a result many language learners who currently have limited access to language learning opportunities and materials can be enabled to use their mobile devices to engage in learning on demand and will have ready access to learning resources and materials.

While it is not yet clear what impact this may have on current models of learning, it is very likely that those models will be affected, even to an extent transformed by the ubiquity of mobile technologies. However, the author argues that this potential change provides an opportunity to refresh language learning systems and to enable more flexible models of learning which will benefit language learners.

Retrievable from: http://oro.open.ac.uk/57023/

Teacher Training and Professional Development in Mobile Pedagogy for English Language Teaching

 

Norris, L., & Kukulska-Hulme, A. (2017). Teacher training and professional development in mobile pedagogy for English language teaching. In R. Power,  M. Ally, D. Cristol, & A. Palalas (Eds.), IAmLearning: Mobilizing and supporting educator practice. [e-Book]. International Association for Mobile Learning. https://iamlearning.pressbooks.com/part/ch-4-teacher-training-and-pd-in-mobile-pedagogy-for-english-language-teaching/

The chapter describes the four pillars of the authors’ Pedagogical Framework and how they highlight the teacher’s role using mobile devices for language teaching and learning. The Framework considers teacher wisdom, device features, learner mobilities and language dynamics. The authors describe using the Framework in professional development workshops in Europe for teachers from several countries. They faced both resistance and enthusiasm from participants and they describe the anxiety teachers felt as they used technology in the workshops.

Retrievable from: http://oro.open.ac.uk/52264/7/52264.pdf

Mobile collaborative language learning: State of the art

Kukulska-Hulme, A. and Viberg, O.(2017). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, September 2017.

This review article looks at studies in mobile,collaborative language learning conducted between 2012-16.  The review aims to provide a better understanding of how mobile technologies are being used to support collaborative learning for second and foreign language learners. The article provides an overview of the findings of these studies which indicate that mobile collaborative language learning allows a range of affordances such as  “flexible use, continuity of use, timely feedback, personalisation, socialisation, self-evaluation, active participation, peer coaching, sources of inspiration outdoors and cultural authenticity ” (p.1).  In addition, the studies reviewed found that learners engaging in mobile collaborative language learning benefit from increased motivation and engagement, and were less nervous and embarrassed in their language learning. The authors conclude that the studies provide a credible case for mobile language learning.

Available for purchase ($6.00 USD for 48 hour access – article can be printed) at:

http://onlinelibrary.wiley.com/doi/10.1111/bjet.12580/full

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: http://englishagenda.britishcouncil.org/sites/ec/files/E485%20Mobile%20pedagogy%20for%20ELT_FINAL_v2.pdf