Adult Settlement Blended Language Learning: Selected Annotated Bibliography
Entries in the bibliography summarize the contents of more than 100 articles from the research literature. 2019 Edition
Chun, D. and Warschauer, M. (Eds.). (2013). Special Issue on MALL [Special issue]. Language Learning and Technology 17(3).
This issues contains a range of articles exploring issues related to Mobile-Assisted Language Learning.
Retrievable from: http://llt.msu.edu/issues/october2013/v17n3.pdf
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
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.
Leadership Strategies in Mobile English as a Second Language Training
Djenana Jalovcic, Linda McCloud-Bondoc, and Anthony Ralston Athabasca University, Canada
http://www.irrodl.org/index.php/irrodl/article/viewFile/1932/2989
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
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
Kim, D., Rueckert, D, Kim, D.-J, & Seo, D. (2013). Students’ perceptions and experiences of mobile learning. Language Learning & Technology, 17(3), 52–73.
This study examined students’ perceptions and experiences in using mobile devices for language learning outside the classroom. The 53 students were enrolled in three graduate TESOL classes in a US university. A mobile learning site was created and students participated in pre- and post-surveys to gauge their perceptions before and after the project. In the course of the research students were required to participate in five class projects which involved the purposeful exploration of the use of their personal mobile devices for language learning. The study found that mobile technologies can support important new learning experiences. However, the researchers strongly recommend that instructors consider the technological demands of mobile devices, e.g., connectivity and data costs as well as the pedagogical components as they plan for the use of mobile technologies in the classroom.
Retrievable from: http://llt.msu.edu/issues/october2013/kimetal.pdf
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