K. E. Valarmathi
Annammal College of Education for Women, Thoothukudi
Mobile learning is undergoing rapid evolution. Mobile phones can support many kinds of learning, including language learning. Mobile technologies offer numerous practical uses in language learning. A computer is better than a mobile phone for handling various types of information such as visual, sound, and textual information, but mobile phone is superior to a computer in portability. They can be just as easily utilized outside of the classroom as they can in it;learners can study or practice manageable chunks of information in any place on their own time, thereby taking advantage of their convenience.This article discusses the use of Mobile for learning a language.
How to cite this article:
MLA (7th Edition)
Valarmathi, K. E. "Mobile assisted language learning."Journal of Technology for ELT. 1.2 (April 2011): n. pag. Web. (Date of Access).
MLA (6th Edition)
Valarmathi. K. E. "Mobile assisted language learning." Journal of of Technology for ELT 1.2 (April 2011): (Date of Access). <https://sites.google.com/site/journaloftechnologyforelt/archive/ april2011/mobileassistedlanguagelearning>
IntroductionMobile devices play an increasing role in educational communications. Laptops and Personal Digital Assistants (PDAs) are now supplemented by smart phones with internet connectivity. Mobile phone can create a better environment for language learning (with emphasis on learning English as a second and foreign language). Mobile learning environments might be faceto-face, distance, or online; further, they may be self-paced or calendar-based. One of the first projects using mobile phones in language learning was developed by the Stanford University learning lab in a Spanish learning program in 2001 (Brown, 2001).
Need of Mobile Assited Learning
Mobile phones are already becoming much more than devices for transmitting the human voice wirelessly. Mobile phones already support a variety of data and multimedia features, most notably
Users can access information on fine wines, submit samples of music to find out the name of the song, artist, and record label, and submit pictures of famous buildings to access guidebook content. More traditional academic learning content is also being developed using these same capabilities.
Mobile Assisted Language Learning (MALL) describes an approach to language learning that is assisted or enhanced through the use of a handheld mobile device. MALL is a subset of both Mobile Learning (m-learning) and Computer-assisted language learning (CALL). MALL is language learning using mobile devices such as:
Content creation systems
SMS is the most rudimentary, allowing the transmission of simple text messages. MMS allows the integration of visual, audio, and text. Applications such as Java and Brew allow the creation of sophisticated content with art, animation, rich audio, and more.
Within Java and Brew environments, a variety of proprietary technologies have emerged, including Flash movies and the EduMax format, a technology developed by a Chicago company to encode multimedia content in a format that is easy to create and easy to customize to many delivery platforms, including most models of mobile phones, as well as connected handhelds and laptop computers. An advantage of a solution such as EduMax is that a single step of encoding can be output to many devices.
Content delivery systems
Currently, about a quarter of mobile phones world-wide are able to support multimedia applications. This number is expected to grow quickly, as newer mobile phone models penetrate markets. Carriers avidly support this growth, for they see content services as the most logical way to increase revenue.
Mobile phone based curriculum demands effective and comfortable development of platform for teaching and learning along with sound instructional practices. Following issues have been identified for designing content of language learning through mobile phone.
Fig. 1.: Multi modes - touch screen, text and voice interaction
Curriculum and pedagogy
Developing curriculum for mobile phones requires understanding of both the delivery platform and good instructional practices. At present, the technology supports mostly static, non-interactive content. Viewers can listen and view content, but not do much more.
Using current capabilities, a variety of content can be developed for language learning, including:
Developing Mobile Language Learning Class using games
For developing mobile language learning games J2ME and NetBeans software environment are used.
Architecture for Mobile language Class
MALL – Using games
In this game the user will be shown synonyms and antonyms questions for vocabulary building one at a time and he has to type the answer in the provided text box. If the user answers correctly, next question will be displayed. There are few sets of the questions stored in the database each set contains five questions. These sets are organized on level-basis. The complexity of the levels increases as the user keeps on answering. If the user is not able to answer any question, the game is over and the user will be shown the solution.
Fig. 3: Screen shot of WORD game.
The game consists of exercises on English Grammar.
Trends in MALL
MALL is available through numerous devices including mobile phones, iPods, tablet PCs, hand-held computers, PDAs, MP3 players, Smartphones and more. MALL designers have begun to move away from merely copying to techniques that maximize the benefits of these new devices. The increasing number of possible delivery tools provide a wide-range of mobile language learning programs, from very-short tutorials to full courses. The number of people capable of producing MALL content is also on the rise, due largely to a combination of increased popularity, demand and the advent of content generation tools that simplify the programming process through the use of templates and macros.
MALL currently serves not only as a primary source of language education for students but also supports the retention and utilization of newly-acquired language skills. Through mobile participation in short exercises and tasks, learners are able to keep their linguistic talents.
Collaborative Learning in MALL
Collaborative learning is a student-centered approach to learning where the instructor is more like a facilitator than a teacher. Collaborative learning encourages all involved to help support and motivate each other to achieve the learning goal. Because the collaborative learning is student-centered, it often succeeds in engaging the learner.
A language can be learned through collaborative learning with the use of mobile devices But mobile devices don’t actually drive the learning, learners do. The devices, be they phones, palm pilots or laptops, are used as tools, like a pencil or calculator, to accentuate or aid the learning process. Duke University's use of iPods in 2004 is an example of using collaborative learning in MALL.
Collaborating on mobile devices is dependent on the device. The following are examples of collaborative learning using mobile devices:
Applications of MALL
Portability-the small size and weight of mobile devices means they can be taken to different sites or moved around within a site.
Mobile technique for language learning is effective and easy as the mobile device is quite a popular gadget; language learning through games generate interest and makes the process simple; mobile learning techniques involves the principle of ‘anytime anywhere’, which makes it available to the user as and when required. Mobile phone is one device that effectively utilizes time and the user is not bound by time constraints. A mobile language class supports a variety of learning styles in a timely and interactive fashion. It is a paradigm shift from e-learning to m-learning. The influence of technology on current academics is such that in near future the whole context of learning will come under single umbrella of m-learning.