Mobile Assisted Language Learning Experiences

Daesang Kim, Daniel Ruecker and Dong-Joong Kim

International Journal of Mobile and Blended Learning, Volume 9 • Issue 1 • January-March 2017

https://www-igi-global-com.libezproxy.open.ac.uk/gateway/article/full-text-html/166670

The study investigated the benefits of learning with mobile technology for TESOL students and examined their perceptions of learning with this type of technology. It built on a previous study by Kim et al (2013) which investigated how fifty three students in an English Language course perceived the use of mobile devices to complete projects. The authors also note that mobile devices can provide new learning experiences for students (Baran, 2014) and provide students with ownership of learning and increased learning opportunities (Kakulska-Hulm (2009).

In this study, the activities were based on a constructivist model of learning in which the students developed language through experimentation outside of the classroom.

The study identified the following points that are relevant to Team Violet’s design:

· Creating initial interest to encourage students to use the technology is vital.

· It is important to give very clear instructions as to what the students’ need to do with the technology.

· The technology is used to enhance and facilitate learning and is not the focus of the activity.

· Participants respond well to activities which keep technology usage simple

In summary, mobile learning activities can be very effective as long as they are easy to use and used to facilitate activities such as sharing knowledge and communicating with peers. It is also very important for the activities to be perceived as both useful and interesting by all participants.

References:

Kim, D., Ruecker, D. and Kim, D. (2017). Mobile Assisted Language Learning Experiences. International Journal of Mobile and Blended Learning, 9(1), pp.49-66.