MALL

Mobile-assisted language learning

  Hi, how are ya! The steadily increasing access to sophisticated but affordable portable technologies over the past several years has brought with it a body of research into using these technologies for learning in both formal and informal contexts. It is not surprising, then, that language teachers have also adopted mobile technologies into their individual teaching and learning contexts. There are recent studies from the mobile-assisted language learning (MALL) literature, exploring the issues that emerge from this body of research through a framework distinguishing physical, pedagogical, and psycho-social dimensions. 

  Recognizing not only the contributions but also the limitations of existing MALL literature, it then identifies a number of findings from the closely allied fields of mobile learning (ML) and computer-assisted language learning (CALL) that can inform both research and practice in MALL. Drawing from all three sources (MALL, ML, and CALL), the paper proposes ten general principles to guide teachers, learners, administrators, employers, and other stakeholders.

  Some of principles are:

• 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
• 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. 
• Push, but respect boundaries. Research has shown that the push mechanism has the potential to prompt learners to action, but at the same time, learners have ideas of when and how frequently they would like to receive these reminders.
• 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.
• 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. 

QR CODE IN LANGUAGE LEARNING

  QR-code is a two-dimensional barcode (matrix code), which was developed by the Japanese company "Denso Wave" in 1994. It allows 2953 bytes of information to be placed in one small square, i.e. 7089 digits or 4296 letters (about 1-2 pages of A4 text), 1817 characters. QR-code allows you to quickly encode and read (decode):

• the texts,
• URL of different sites,
• active links for downloading information,
• commercials, 
• etc.

It is widely used all over the world, but how can we use it in language leaning? That's some of the examples:

• Coding of tasks for group or individual work.
• Links to multimedia sources and resources containing additional information on a specific topic.
• Collections of comments, information blocks and active links to work on a project.
• Links to multimedia, audio and video comments.
• Link to online content that provides access to digital libraries.

By the way, check out the quizlet I made on political vocabulary https://quizlet.com/_7ou8mc?x=1qqt&i=2jiwph !

What is your opinion of MALL and QR-code in everyday life? 

Share your opinion!

Thank for being with me xxx