MALL

Mobile Assisted Language Learning - MALL

MALL is 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).

Ten Principles for Mobile Language Learning 

It is still very early in the development of mobile language learning, and the rapid shifts of the past decade in terms of devices, communication options, the rise of apps, and social networking make it a challenge to offer guidance. Additionally, the promise of innovations involving location-based learning and augmented reality underline the volatility of the field. Nevertheless there is a need to build upon the research results and reflective reports from CALL, mobile learning, and MALL itself, in order to limit the repetition of errors and omissions with each new iteration of products, and to maximize its benefits. Based on the preceding discussion incorporating elements of physical, pedagogical, and psycho-social dimensions and drawing on additional literature from multiple sources, we offer the following 10 principles as an initial basis for developing and implementing mobile language learning. It should be noted that these are meant to be relatively neutral with respect to pedagogical approach: They are likely to be applied in different ways, for example, by those holding sociocultural vs. interactionist positions. 

The 10 principles below focus instead on more general lessons learned from implementing technology applications. As such, they should be complemented by additional guidelines from the specific language teaching and learning approaches employed by the users. 

Principle 1. Mobile activities, tasks, and apps should distinguish both 1) the affordances and limitations of the mobile device and 2) the affordances and limitations of the environment in which the device will be used in light of the learning target. Crucially, if the fundamental goal is language learning, then these affordances and limitations should be directly connected in a principled way to second language learning research and theory.

Principle 2. Limit multi-tasking and environmental distractions. 

Mobile environments, such as when commuting, by their nature are likely to be distracting, and multi-tasking is a natural part of that environment. We have increasing data that most people, including so-called digital natives, are not good at multi-tasking (Ophir, Nass, & Wagner, 2009) and that it raises stress levels, increases error rates, and lowers productivity. As a result, it interferes with both deliberate and incidental language learning in both educational and workplace settings. 

Principle 3. Push, but respect boundaries. 

Research has shown that the push mechanism has the potential to prompt learners to action (e.g., Stockwell, 2013), but at the same time, learners have ideas of when and how frequently they would like to receive these reminders (Kennedy & Levy, 2008). Assuming learners are constantly connected with their mobile devices, it is possible to send content, activities, or simply reminders to learners regularly.These messages have the potential to shift attention to the learning task. However, they can also interrupt other more or equally valid activities, particularly in the workplace. A recommendation is to allow the user some control over when these push events occur, and to plan them for particular times to allow the learner to plan to accommodate them. 

Principle 4. Strive to maintain equity.

In a classroom or other formal language learning setting, important issues to be sensitive to include whether the learner has a mobile device, what device the learner has in terms of compatibility and functionality, how consistent device connectivity is, and what the expense is for using that device for the planned operation. Reasonably equivalent non-mobile alternatives should be available if an inequity is apparent.

Principle 5. Acknowledge and plan for accommodating language learner differences. 

As with other types of technology implementations, mobile learning should take into account a range of learning styles (Chun, 2001; Heift, 2002) as well as differences in comfort levels for learning in a public vs. a private space. For mobile devices, access issues such as visual acuity and manual dexterity for smaller keypads and touchscreens are also prominent concerns. 

Principle 6. Be aware of language learners’ existing uses and cultures of use for their devices. 

Studies have shown that students may perceive their mobile devices as being for personal and social use rather than as educational tools (Liu, 2013; Stockwell, 2010). Some mobile applications may require developing new skills, but the more consistent a task or app is with existing uses, the more readily learners will likely accept it.

 

Principle 7. Keep mobile language learning activities and tasks short and succinct when possible. 

As a corollary, divide longer tasks or activities into smaller, coherent chunks. This point is standard advice from other mobile learning frameworks. Interruptions, which will occur predictably in many mobile environments, should trigger as little backtracking as possible when students are returning to the task. 

Principle 8. Let the language learning task fit the technology and environment, and let the technology and environment fit the task. 

If the assumption is that learners will be using a mobile phone at short intervals during the day (e.g., “dead time” between classes or other activities) in settings where it may be difficult to incorporate sound, then tasks should be developed that fit that technology and environment and still allow effective learning. If the assumption is that learners will be engaged in a task that requires longer chunks of time (20-30 minutes) and necessitates reading substantial text or other visuals from the screen and typing in short responses to questions, then appropriate technology (larger smartphones or tablets) and a more contemplative environment (e.g., library, classroom, or students’ homes) would be called for. As Kukulska-Hulme notes, the mobility of the learner as well as of the technology must be considered. 

Principle 9. Some, possibly most, learners will need guidance and training to effectively use mobile devices for language learning. 

Hubbard (2013) makes a case for learner training in other domains of CALL, and there is no reason to believe that mobile language learning will be exempt from these challenges. Most of the preceding principles incorporate elements that are controlled by learners — teachers and developers may acknowledge them, but ultimately the implementation is in the hands of the mobile user. Learners unaware of the negative impact of multitasking or the environment in which they are using mobile devices, for example, need to be informed and trained in making their use as efficient as possible. Although the devices may claim to be intuitive, using them for language learning is not. Similarly, the literature from CALL on collaborative learning supports the idea that training for collaboration may be beneficial (Hampel, 2009).

Principle 10. Recognize and accommodate multiple stakeholders. 

In the language classroom setting, adequate preparation and motivational support for teachers as well as learners must be provided. In the workplace, the impact of the potential ubiquity of mobile learning on co-workers, supervisors, and productivity in general should be considered, especially as it relates to Principle 2 above. Within both educational and workplace environments, mobile language learning is just one type of mobile learning that is likely to be occurring. There is potential for positive carryover from one learning domain to another, but also conflict as the needs for content learning and language learning merge or clash.