Mobile Assisted Language Learning - Literature review Example

Literature Review: Mobile Assisted Language Learning Name Institution Date Literature Review: Mobile Assisted Language Learning Introduction The introduction of Computer Assisted Language Learning (CALL) into the language learning system is considered as a major establishment to the education sector. This is due to the fact that CALL enhanced the process of language learning among both teachers and students. In the establishment of CALL the computer forms the basic tool for language learning process. The use of computer in the language learning was mainly done through the desktop computer applications. Several innovations have taken place since then and therefore the period of restricted access to desktop computers for the process of learning is considered long gone. Thus CALL has undergone a tremendous growth to include online blogs, utilization of apps, virtual learning environments, Mobile Assisted Language Learning (MALL) among other technological innovations. MALL involves the use of mobile phones that enhance and support language learning process. The use of a mobile in the process of learning is necessitated for the fact that a mobile phone is superior in terms of portability as opposed to a computer and can be used outside classroom according to the convenience of the learners. Most leaners are therefore moving from CALL to MALL in language learning process. The essay will discuss the available literature in relation to Mobile Assisted Language Learning (MALL) (Stanley, 2013). Literature Review Mobile Assisted Language Learning (MALL) involves the modern approach in language learning process that is improved through the utilization of a mobile device. In this case MALL is considered as a subsection of both mobile learning commonly known as m-learning and Computer Assisted Language Learning (CALL). Language learning process in MALL comprises the use of mobile phones including iPhone and iPad, iPods, Personal Digital Assistants (PDA). The use of MALL enables students to readily access language learning materials and offers a reliable means of communication with teachers and peers at the convenience of the leaners (Hampel & Pleines 2013). Mobile phones are considered as the most important tool in language learning process. MALL incorporates the use of mobile phone technology in language learning. With the advent of most mobile phones that constitute the internet connectivity the process of teaching and learning has been made accessible through the use of mobile phones applications. In this case mobile phones enable the creation of a conducive language learning environment. Mobile learning involves a face to face, distance or online types of environments that can be applied in the process of language learning. Through the advancement in terms of technology and wireless form of networking expansion has enabled the use of mobile phones in educational settings. Mobile phones in this case have the ability of a mobile phone to offer an interaction process in terms of education include the capability of leaners to engage in the learning process through the use of Short Message Services (SMS). In addition mobile phones support different types of data through the utilization of multimedia features such as video photography and interactive through the use of mobile phone games (Otto & Pusack 2009). In terms of pedagogical issues mobile phone oriented education curriculum involves an efficient and steady development of a teaching platform that encompasses the use of sound for instructional purposes. Hence within the context of MALL learners are able to engage in the use of short sentences in the understanding of grammar, utilize voice recordings for clear form of pronunciations, record short stories for the purpose of enhancing the learners reading skills among other components. The development of curriculum for utilization of mobile phones encompasses the understanding of good instructional practices and a stage for language learning process. The mobile phone technology therefore assists in the support of static and non-interactive content for utilization by learners. Hence various forms of capabilities have been developed with the use of MALL in language learning process. Within the mobile phones applications several brief dialogs engaged as conversation approaches, recorded audio stories that give the learners the ability to follow along and in the process impact the listening and reading skills to learners (Son, 2007). Within the language learning process the skills of reading and listening forms an important aspect. It is also important to note that mobile phone applications also engage the use of picture dictionaries together with graphics of collective objects and actions with leaners. MALL also has the ability to integrate a wide range of media applications for instance animation and short video forms. The features within the mobile phones applications assist learners with the capability of interacting with other students through the use of games conversation and project oriented learning in form of taking pictures, capturing sound and text input. Thus MALL does not only act as a major foundation of language education for language learners but also enhances the preservation and application of fresh developed skills in language learning. In addition the utilization of mobile devices enables learners to freely participate in various short forms of exercises and tasks that play a role in assisting the learners keep their linguistic capabilities (Chapelle & Jamieson 2008). The process of collaborative learning in MALL involves a student centered type of language learning. This is due to the portability nature of a mobile device that allows the learner to access both reading and learning materials at their convenience. In this case the instructor plays a major role of a facilitator rather than a teacher. This type of learning encourages those involved to assist in supporting and motivating one another for the purpose of achieving the overall learning objective. The main aim of the collaborative approach is the fact that it engages the learner in the language learning process. Collaborative approach therefore accomplishes the intended goal in the learning process as it fully engages the learner in the process of acquisition of the necessary skills. Collaborative approach is therefore essential in language learning through the use of a mobile device (Son, Robb & Charismiadji 2011). However, the utilization of MALL in language learning process is student oriented. This is due to the fact that the mobile device does not drive the learning process but the learners themselves drive the language learning process. In this case the mobile device acts as a tool that facilitates the language learning process. Therefore the mobile device in this case can be equated to a pen or calculator that aid learners in the process of language learning. The mobile device forms the primary tool in the language learning process in MALL. The collaborating approach on mobile devices is mainly dependent on the applications on the device. Within the mobile collaborative approach learners are given the opportunity to collaborate on documents with their peers or instructors at different sets of locations and in the process find information from different types of sources to assist in the language learning process (Hubbard, 2013). The applications of MALL are necessitated by the portability in terms of size and weight of the primary tool utilized in the language learning process in the name of a mobile phone. In this case the primary tool utilized in the learning process can be moved from one site to the other at the convenience of the learner. MALL provides a sense of social interactivity that involves data exchange and collaboration with other learners. Data exchange is an important feature in language learning process as it allows learners to exchange ideas in the process of learning. Another major important aspect of MALL in language learning is the fact that mobile devices can be engaged in the process of gathering and responding to real information within a unique environment at the convenient time of the learners. Connectivity in terms of a shared network can be formulated through the connection of several mobile phones to a data collection device or devices with a purpose forming a common network. Furthermore the use of mobile phone as an essential tool in language learning facilitates the use of activities that can be customized for use by individual leaners/students in the process of language learning (Collins, 2005). According to Valarmathi (2011) despite the several advantages of the application of MALL in the language learning process several constraints have been noted. During the establishment of MALL the constraints included pitiable sound and reduced presentation quality together with a limited transfer speeds. Mobile technology has continued to evolve over time and therefore in the process MALL has also undergone major transformation in terms of the quality in display of materials and an increase in downloading speed of materials. Initially the downloading speed was considered as limited but through several innovations the downloading speed has greatly improved and therefore enhanced language learning through the use of MALL (Valarmathi, 2011). Conclusion The use of mobile technique in language learning process is considered as efficient and easy due to the fact that the primary tool that is engaged in the learning process is a mobile phone that is regarded as a widespread gadget. Language learning can be generated by the use of games that motivate the interest of learners while making the process simple. The portability nature of a mobile phone also makes MALL preferable among learners. Thus leaners can engage in language learning process anytime and anywhere according to their own convenience. MALL involves a paradigm shift from e-learning to m-learning process. The use of a mobile phone in learning efficiently utilizes the component of time as the mobile phone as a device supports different learning styles within a timely and interactive manner. In this case the use of MALL is considered as a shift from CALL due to the several constraints of the use of a computer in the process of learning. A mobile phone is small in size and its weight is favorable as it can be carried anywhere as compared to a computer that is used in the process of CALL. References Valarmathi. K. E. (2011)."Mobile assisted language learning." Journal of Technology for ELT . Collins, T. G. (2005). English Class on the Air: Mobile Language Learning with Cell Phones. Paper presented at the Fifth IEEE International Conference on Advanced Learning Technologies. Retrieved from http://doi.ieeecomputersociety.org/ Hubbard, P. (2013). Making a case for learner training in technology enhanced language learning environments.CALICO Journal, 30(2), 163–178. Son, J.-B., Robb, T., & Charismiadji, I. (2011). Computer literacy and competency: A survey of Indonesian teachers of English as a foreign language. CALL-EJ, 12(1), 26–42. Retrieved from http://callej.org/journal/12-1/Son_2011.pdf Otto, S. E. K., & Pusack, J. P. (2009). Computer-assisted language learning authoring issues. The Modern Language Journal, 93(Winter), 784–801. Hampel, R., & Pleines, C. (2013). Fostering student interaction and engagement in a virtual learning environment: An investigation into activity design and implementation. CALICO Journal, 30(3), 342–370. Son, J.-B. (2007). Learner experiences in web-based language learning. Computer Assisted Language Learning, 20(1), 21–36. Chapelle, C. A., & Jamieson, J. (2008). Tips for teaching with CALL: Practical approaches to computer-assisted language learning. White Plains, NY: Pearson Education. “Chapter 7 – Communication skills” (pp. 171–194). Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge: Cambridge University Press. “1 Integrating technology” (pp. 9–23). Son, J.-B., & Park, J.-Y. (2012). Intercultural usability of language learning websites. International Journal of Pedagogies and Learning, 7(2), 135–141. Son, J.-B. (2011). Online tools for language teaching. 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