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Mobile Language Learning: Turning Challenges into Opportunities
While mobile language learning is not in itself new, it is true to say there has been a coming of age in recent years. The current crop of technologies, such as smart phones and tablet computers offer more capable mobile options, with the potential, arguably, to lead to effective, pedagogically valid language learning activities. In particular, with the enormous number of apps available for phone users, the road would seem to be clear for widespread uptake by language learners who now can use their own technologies to engage in language learning at a time, place, and pace that suits them. However, as is often the case with the hype surrounding new technological advances, the reality is somewhat different. There are indeed opportunities, but there are challenges also that need to be understood in order to achieve a successful outcome.
The hurdles to extended time-on-task for students learning a language may be broadly grouped into external and internal factors. External factors include such practical matters as the cost and availability of smart phones themselves (relative to the region in question), and aspects concerned with the daily routine, activities, and priorities of the user. Internal factors bring into question the range, type, and quality of the applications available, and how well they may, or may not, be integrated into the learner’s mainstream English language study both in and out of class.
This presentation will survey current use by making reference to data-based studies of language learners and their use of mobile technologies. It will highlight some of the challenges when considering how best to maximize the potential of these new aids for the language learner, and suggest ways forward in the future, particularly with regard to teacher education and learner training.
Biographical Sketches
Mike Levy, Ph.D., is Professor of Second Language Studies and Director of the Brisbane Universities Language Alliance (BULA) in the School of Languages and Comparative Cultural Studies at the University of Queensland, Brisbane, Australia. His research work includes studies on the distinctive role of technology in mediating language learning, mobile language learning, online cultures and culture as concept, teacher education, and learner training. He is also examining the nature of multitasking and the coordination of talk and action in pair work at the computer. He teaches postgraduate courses in CALL and qualitative research methods. His publications include WorldCALL (Routledge, 2011), CALL Dimensions with Glenn Stockwell (Routledge, 2006), and Teacher Education in CALL with Philip Hubbard (Benjamins, 2006). He is Chair of the Steering Committee for the WorldCALL 2013 Conference to be held in Glasgow, Scotland, July 10-13 (www.worldcall.org).
Glenn Stockwell, Ph.D., is Professor in Applied Linguistics at Waseda University, Tokyo, Japan. He teaches a range of English language subjects and several applied linguistics subjects, including second language acquisition, second language teaching methodology, and computer-assisted language learning. His research interests include computer mediated communication, mobile learning, and the role of technology in the language learning process. He is co-author of CALL Dimensions (2006) with Mike Levy published by Lawrence Erlbaum, and editor of Computer Assisted Language Learning: Diversity in Research & Practice published by Cambridge University Press. He has published widely in international journals in the field of CALL, and is Editor-in-Chief of The JALT CALL Journal, Associate Editor of Computer Assisted Language Learning and Language Learning & Technology, and on the editorial boards of ReCALL and the CALICO Journal.
