Second Language Teaching and

Learning with Technology: Views of

Emergent Researchers

NAVRILIANTI
1830104047
TBI 5c
 Mobile-Assisted Language Learning: Designing for Your Students

It sought to augment classroom learning by designing MALL solutions which

would promote out-of-class listening practice, thus offering added language
learning without increasing classroom time. The resulting mobile learning
tasks were then tested as part of a hybrid ESP course. This English for
Accounting course aimed to optimise L2 students’ academic success at the
college and consequently to help them secure jobs commensurate with their
qualifications. Its curriculum blended in-class, online and mobile learning to
address both the language and socio-cultural competencies required by the
Canadian workplace.
 The primary focus of the question rests on what constitutes
an effective pedagogically sound MALL resource. The
1. Investigating investigation into the vital elements of a successful design
effective MALL involves multiple iterative cycles of the LO design, development,
design: design- and evaluation. Therefore, supplementary research questions
based research congruent with the various phases of the study have emerged
and will continue surfacing in the process to guide the ongoing
inquiry

Theoretical framework Method

The two context-related perspectives on
mobile learning adopted in the study are:
context-independent learning when the
learner is using travelling or dead time to
learn using mobile devices, and context-
aware (contextual) mobile learning when
the learning activity relates to the location
(physical, geographical or logical) of the
actors and the context in which they are
moving (David, Yin, & Chalon, 2009). It is
the latter perspective that had been
identified in the exploratory study at GBC
as a critical element of engaging
communicative MALL activities.
The informed exploration phase
To better understand the ESP student needs, informed
exploration focused on comprehensive investigation of
the target audience and practitioners’ perceptions
The enactment phase
In this highly visible production phase (Anderson,
2007), prototype MALL listening learning objects were
designed and developed by the researcher in
cooperation with the School of Design and School of
Technology students and practitioners.
Findings
The informed exploration and enactment phases of the
study produced contextually-grounded knowledge
based on the interdisciplinary feedback collected from
language learners, student designers and student
programmers as well as practitioners.
 Examples of MALL tasks based on the findings of our study
include, among others, student-generated audio-visual descriptions
of Toronto landmarks, an audio repository of English idioms, an
2. Discussion: audio dictionary, phone blogging, a Toronto scavenger hunt and
implications for the radio interviews conducted by students. The pedagogical tasks entail
MALL design. listening comprehension practice, following audio instructions, in-
situ communication, audio data collection, collaborative inquiry,
multimedia artefacts creation and distribution, as well as peer review
of student-generated content.

This MALL learning suite incorporates the

•help options including communication with
following tools and resources, all of which can
the facilitator and peers, FAQ site and a
be downloaded onto the mobile device or be
Wordpress class blog;
retrieved directly from the web-based mobile
•proven linguistic references and language
site:
resources, including free software and
•task-specific directions and resources: audio
applications deemed by respondents as
podcasts and related text-based materials;
affordable;
•a selection of device-specific applications or
•uploading and publishing tools for student-
web-based tools for creation of multi-media
generated artefacts;
artefacts, e.g., audio recorders, ipadio software;
•viewing options for collaboratively created
•information pertaining to the use of built-in
databases and their constituent items;
CMC tools (audio podcasts and scripts);
•repository of students’ questions and
•information regarding the pedagogical
impromptu reflections;
approach and proven language learning
•summative evaluation of all the constituent
strategies, partially student-generated (audio
parts of the suite (text-based survey).
podcasts and scripts);