CONTEMPORARY TRENDS IN STUDIES ON MOBILE LEARNING OF FOREIGN LANGUAGES: A META-ANALYSIS.

Previous research has provided a review of the literature on the state of research on mobile learning, but the use of m-learning and MALL to formal and informal learning of foreign languages needs further study. The need to review the language learning assisted by mobile devices emerges from a globalized context, in which pedagogy must question itself to plan and design research drawings in which mobile learning assumes a fundamental importance in teaching practice aimed above all at new generations of students.This study adopts a meta-analysis approach to systematically review the literature, thus providing a more complete analysis and synthesis of 83 studies from 2009 to 2018. Previous studies focus on the effectiveness and design of the mobile learning system.The search for databases and citations was performed by limiting the keywords referring to m-learning and to MALL. Compared to existing reviews, the results confirm revealing a skill-based approach to language learning with an emphasis on vocabulary, learning factors that influence students' perceptions and availability to use new cellular technologies

Mobile technologies for (English) language learning: An exploration in the context of Bangladesh

Milton’s (2002) literature review of languages, technology and learning found that language laboratories “…proved to be a useful tool, but only one tool, in the hands of a good teacher, and a huge waste of time and money in the hands of a bad teacher” (p16) with computer language labs being “..something of an oddity… [with] no clear method or best practice for using them’ (p17). Instead, Milton identified numerous examples of effective language learning supported by broadcast (radio) or recorded (tape, CD) audio. Recently, research has begun to focus upon mobile learning (e.g. Naismith et al, 2004), but the potential of mobile media players (for example, the iPod) is only recently being explored. It has been suggested that language learning is one of the disciplines particularly likely to benefit from widespread ownership of mobile devices such as phones and media players (Kukulska-Hulme, 2006). For example, Rosell-Aguilar (2007) has begun to develop a theoretically informed pedagogy of podcasting, as a means of providing language-learning resources on mobile devices, suggesting podcasts offer a number of advantages for language learning (p. 479). This paper examines the opportunities for mobile language learning in the context of Bangladesh, where mobile devices are becoming increasingly affordable and ubiquitous. It is hoped that this paper also provides some insights into mobile learning for language education policy makers, distance education institutions and language teachers

Location-based and contextual mobile learning. A STELLAR Small-Scale Study

This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done. Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning

Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education

This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried to address the prominent challenges in the adoption of mobile learning as identified in the literature. The findings reveal that significant resourcing inequalities and epistemological, sociocultural, and institutional barriers remain and affect mobile learning adoption. The analysis also reveals that there is still a policy vacuum in relation to mobile learning specific policies within African higher education institutional and governmental policies. Thus, the formal integration of mobile learning in higher education to facilitate equitable access is very much in its infancy. This article suggests a strong need for institutional, cross-institutional, national and African-wide mobile learning specific policies to ensure better implementation of mobile learning. As interest in mobile learning continues to grow, this review will provide insights into policy and strategic planning for the adoption of mobile learning to achieve inclusive and equitable access to higher education

Effects of mobile gaming patterns on learning outcomes: a literature review

Schmitz, B., Klemke, R., & Specht, M. (2012). Effects of mobile gaming patterns on learning outcomes: A literature review. International Journal of Technology Enhanced Learning, 4(5-6), 345-358. doi:10.1504/IJTEL.2012.051817Within the past decade, a growing number of educational scientists have started to recognize the multifaceted potential that mobile learning games have as a tool for learning and teaching. This paper presents a review of current research on the topic to better understand game mechanisms with regard to learning outcomes. The purpose of this paper is twofold. First, we introduce a framework of analysis which is based on previous work on game design patterns for mobile games and on learning outcomes. The framework focuses on two aspects, motivation and knowledge gain. Second, we present a set of patterns which we identified in the literature and that positively influence these two aspects. Our results support the general assumption that mobile learning games have potential to enhance motivation. It reveals that game mechanisms such as Collaborative Actions or Augmented Reality provide incentive to get engaged with learning and/or a certain topic. With regard to knowledge gain, results are less comprehensive

A systematic literature review on mobile learning in Saudi Arabia

the aim of this paper is to collects, document, examine and critically analyze the current research literature on mobile learning (m-learning) in higher education institutes HEIs in the Kingdom of Saudi Arabia (KSA) published between 2010 and 2017. It explores the acceptance of using the m-learning, the factors that influence the deployment of m-learning. Investigate the trends in m-learning by systematically analyzing the previous studies. explores new emerging practices relating to the use of mobile technologies in nursing education; identify gaps in the research literature of the m-learning. The result shows there is reasonable evidence that the HEIs in Saudi Arabia face considerable factors in implementing m-learning. Also shows that significant studies assessing the effectiveness of m-learning within Saudi Arabia HEIs are lacking and existing studies lacked a theoretical framework. The absence of studies reporting on existing m-learning study reflects the limited penetration of this technology and associated pedagogies and a need to strengthen research in the field of m-learning in the KSA. © 2017 IEEE

The Implementation of Mobile Assisted Language Learning to Improve Students’ Speaking Skill

Abstract: Mobile Assisted Language Learning (MALL) is the practice of enhancing or assisting language learning through the use of a handheld mobile device. On the other hand, MALL is a medium for language learning that makes use of apps created by technology. This study aims to perform a review of the literature on mobile-assisted language learning to enhance students' speaking skill. SLR (systematic literature review) methodology was utilized in this study. All papers with comparable research in research reports are cataloged in order to collect data. 50 articles from Google Scholar, ERIC, and the publish or perish application were used in the study. The findings of this study demonstrate that students' speaking skill are significantly impacted by the use of MALL (mobile assisted language learning).Abstrak: Mobile Assisted Language Learning (MALL) adalah pembelajaran bahasa yang dibantu atau ditingkatkan menggunakan perangkat seluler genggam. Di sisi lain, MALL merupakan media pembelajaran bahasa dengan menggunakan teknologi berupa aplikasi yang mendukung pembelajaran bahasa. Penelitian ini bertujuan untuk melakukan tinjauan pustaka terkait pembelajaran bahasa berbantuan perangkat seluler genggam untuk meningkatkan keterampilan berbicara siswa. Penelitian ini menggunakan metode SLR (systematic literature review). Data dikumpulkan dengan membuat katalog semua artikel dengan penelitian yang sebanding dalam laporan penelitian. Penelitian ini menggunakan 50 artikel yang ditemukan di Google Scholar, ERIC, dan aplikasi publish or perish. Penelitian ini menunjukkan bahwa penggunaan MALL (mobile assisted language learning) memiliki pengaruh yang signifikan terhadap keterampilan berbicara siswa

Mobile gaming patterns and their impact on learning outcomes: A literature review

Schmitz, B., Klemke, R., & Specht, M. (2012). Mobile gaming patterns and their impact on learning outcomes: A literature review. In A. Ravenscroft, S. Lindstaedt, C. D. Kloos, & D. Hérnandez-Leo (Eds.), Proceedings of 7th European Conference on Technology Enhanced Learning (EC-TEL 2012) (pp. 419-424). September, 18-21, 2012, Saarbrücken, Germany.Mobile learning games have increasingly been topic of educational research with the intention to utilize their manifold and ubiquitous capabilities for learning and teaching. This paper presents a review of current research ac-tivities in the field. It particularly focuses is on the educational values serious mobile games provide. The study results substantiate their generally assumed motivational potential. Also, they indicate that mobile learning games may have the potential to bring about cognitive learning outcomes

PDAS as workplace tools for science teachers

This paper reports on work in progress on a project investigating the use of personal digital assistants (PDAs) to help students make use of knowledge gained during the study of a Masters course in science education in their professional practice. We report on a review of the literature on mobile technologies as learning tools in workplace settings. We analyse this literature to suggest possible hypotheses for our study. We also describe the selection and design of activities for use on the PDAs, the evaluation strategy based on an activity theory augmented approach for the project and the issues arising during the project

Study on the use of mobile devices in schools: the case of Greece

This paper presents a reflection on the use of mobile technologies in the classroom in Greece, based on a review of relevant literature, PhD thesis and the case of the 1st Lyceum of Rhodes. Despite several developments, m-learning is far from being part of everyday educational practice. This is in accordance to the level of academic research on m-learning in Greece. Few PhD dissertations focus on mobile learning. However, most Greek universities have postgraduate programs on the use of ICT in education and mobile learning is part of their curriculum, giving hope for the future