From computer assisted language learning (CALL) to mobile assisted language use

This article begins by critiquing the long-established acronym CALL (Computer Assisted Language Learning). We then go on to report on a small-scale study which examines how student non-native speakers of English use a range of digital devices beyond the classroom in both their first (L1) and second (L2) languages. We look also at the extent to which they believe that their L2-based activity helps consciously and/or unconsciously with their language learning, practice, and acquisition. We argue that these data, combined with other recent trends in the field, suggest a need to move from CALL towards a more accurate acronym: mobile assisted language use (MALU). We conclude with a definition of MALU together with a brief discussion of a potential alignment of MALU with the notion of the digital resident and a newly emerging educational theory of connectivism

Investigating the use of mobile applications in everyday language learning

The development of mobile phone applications has created a multiplicity of additional affordances and new ways of learning. In particular, mobile language learning applications such as online dictionaries and Google Translate combined with the technical affordances of smartphones and tablets are creating a new relationship between mobile learners and smart devices. In this exploratory study, a mixed method research design was used to understand how youth in Malaysia use their smart devices for learning languages and to uncover the extent of these learning experiences in their daily lives. 337 participants took part in a survey of their language learning experiences using mobile learning applications. Additionally, phenomenological interviews were conducted with 12 participants over a period of four months to uncover the lived experiences of their language learning. This paper presents the preliminary findings of the study which suggest learning is serendipitous, fragmentary and purposive; dependent on function and purpose. The findings may yield new understanding that may prove useful in its implications for formal and informal learning

Building Efl Students' Self-confidence, Motivation, And Ability In Listening English 2.0

The study investigates the relationship among  self-confidence, motivation, and  the ability of listening skill by using using 2.0. It occured when some students getting difficulty to respond listening record,  they did not get any motivation while listening section is was tested to them, and practically they got less confidence to share their answer. I used mobile phone as a tool to transfer listening material, process  to maintain listening class more attractive to the students. It could  build up students' self confidence, motivation, and ability in listening class. Based on the implementation of listening English 2.0, the major findings were; the students felt motivated, confidence, and built up their ability where they are correlated. They feel confidence to answer questions regarding to listening material. The students felt self confidence. These findings provide a valuable framework for lecturer/instructor in English as a Foreign Language to build up those aspects by using technology 2.0

An Introduction to Korean Culture for Rehabilitation Service Providers

[Excerpt] The purpose of this monograph is to provide recommendations to busy rehabilitation service providers in the U.S. for effectively working with persons who hold traditional Korean values. The topics of Korean history, immigration, culture, language, religion, food, views on disabilities and rehabilitation services typically available in Korea are covered briefly to provide the reader with a quick overview and background. For those who seek more detailed information, the references cited in each section can be used as a starting point. For those with prior background knowledge of Korea, I suggest reading Part II first, in which I introduce Korean culture with case stories in the context of rehabilitation process

(Re)-conceptualizing design approaches for mobile language learning

An exploratory study conducted at George Brown College in Toronto, Canada between 2007 and 2009 investigated language learning with mobile devices as an approach to augmenting ESP learning by taking learning outside the classroom into the real-world context. In common with findings at other community colleges, this study identified inadequate language proficiency, particularly in speaking and listening skills, as a major barrier for ESL college learners seeking employment, or employers hiring and retaining immigrants as employees (CIITE, 2004; Palalas, 2009). As a result of these findings, language support was designed to provide English language instruction going beyond the standard 52-hour course: a hybrid English for Accounting course encompassing in-class, online and mobile-assisted ESP instruction. This paper reports on the pilot study of the mobile component of this re-designed course, which represents the first stage of an on-going Design-Based Research (DBR) study. Discussion is also offered of a new learning theory which we have called Ecological Constructivism (Hoven, 2008; Jakobsdottir, McKeown & Hoven, 2010), devised to incorporate the multiple dimensions of Ecological Linguistics and Constructivism in the situated and context-embedded learning engendered by these new uses of mobile devices

ESP for Busy College Students: Is the Blend of In-Class, Online & Mobile Learning the Answer?

Research conducted at George Brown College in Toronto identified a significant gap between students’ language proficiency, the requirements of the program from which they were about to graduate, and the language requirements of the related workplace. Specific language and socio-cultural competencies had to be packaged into a language support solution in a delivery format matching students’ needs and their demanding schedules. Based on these needs, an adjunct language support course was designed following paradigms of computer-assisted language learning (CALL) and Mobile-Assisted Language Learning (MALL) theories of learning. The resulting hybrid English for Special Purposes (ESP) course comprised three components: in-class, online, and mobile. Traditional ESL resources were combined with in-house produced audio-video podcasts and open source content. Results demonstrated that blending in-class, online and mobile language learning is an effective solution for teaching English to adult learners, and it is a solution that enables improved flexibility and individualization of practice

Innovating Language Education: An NMC Horizon Project Strategic Brief

The NMC is a leading educational technology organization. A main outcome of the collaboration between the Language Flagship Technology Innovation Center and the NMC was this publication, which highlights recommendations that emerged from discussions of major trends, challenges, and technology developments by experts and practitioners in language technologies in higher education. Innovating Language Education identifies main trends and areas of interest and constitutes a rich resource that includes key definitions and proofs of concept

Exploring Culturally Responsive Teaching and Student-Created Videos in an At-Risk Middle School Classroom

As the United States public school classrooms encounter notable shifts in student demographics and increased access to technology, teachers face the dual challenges of cultural and digital differences as they attempt to build relationships with students and develop responsive and relevant instruction. Framed by culturally responsive teaching, this qualitative study explored how one middle school teacher and his students in two summer school English classes interacted with and responded to novel technology-based instructional approach that sought to connect the students’ lives outside of school to the classroom. The findings suggest that involving the students within this culturally responsive teaching approach using student-created videos informs the contribution of both the teacher and the students for connecting home and school contexts with a CRT framework