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A Review of Emerging Technologies: Mobile Assisted Language Learning

(MALL)

Article · December 2014

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 Asian Journal of Education and e-Learning (ISSN: 2321 – 2454)
Volume 02 – Issue 06, December 2014

A Review of Emerging Technologies: Mobile Assisted

Language Learning (MALL)

Atef Odeh AbuSa'aleek

Department of English language and Translation, Unaizah Community College
Qassim University, Kingdom of Saudi Arabia
Email: atefodeh {at} hotmail.com

_________________________________________________________________________________________________
ABSTRACT--- Mobile is a significant tool that supports and integrates effectively in enhancing the language skills
due to its features such as accessibility, interactivity, immediacy, permanency, situating of instructional activities. This
paper investigates the phenomenon and the impact of Mobile Assisted Language Learning on English language skills.
It also explores the salient features and drawbacks of Mobile Assisted Language Learning. In addition, it tries to shed
light on the current perspectives and the future of Mobile Assisted Language Learning. The study found that mobile
devices are finding their way into classrooms in children’s pockets, and we must ensure that educational practice can
include these technologies in productive ways. The study recommends that studies on the impact of Mobile on English
language skills and get its maximum benefits for English language learning and teaching.

Keywords--- Mobile Assisted Language Learning (MALL), effective learning, modern communication devices
_________________________________________________________________________________________________

1. INTRODUCTION
Mobile Assisted Language Learning (MALL) considers as approach in which mobile is used to support and enhance
learning of languages. In the present study, the writer uses the terms Mobile Assisted Language Learning (MALL) to
refer also to Mobile Learning (M-Learning).
Mobile devices have created a new field of research that relates to language learning and mobile technologies called
Mobile Assisted Language Learning (Colpaert, 2004; Beatty, 2003).
Researchers (Attewell & Webster, 2004; Chinnery, 2006; Klopfer, Squire, & Jenkins, 2002; Soloway, Norris,
Blumenfeld, Fishman, Krajcik, & Marx, 2001) explored how to use mobile technology to support language learning and
the salient features of MALL, including portability, social interactivity, context sensitivity, connectivity, individuality,
and immediacy. According to Kukulska-Hulme & Shield (2008) that researchers and educators need to understand how
mobile technologies can be efficiently used to support various kinds of learning and develop effective methods and
materials especially when mobile technologies integrated into teaching and learning. Ogata & Yano (2005) have
introduced five features of MALL, such as, accessibility, interactivity, immediacy, permanency, situating of instructional
activities. In addition, Huang & Lin (2012) mentioned some merits of mobile technologies such as flexibility, low cost,
small size and user-friendliness.
In language learning, the features of mobile technologies such as Texting, voice and video recording, access to the
Internet and cameras, enable the learners to enhance their communicative skills and access to authentic materials.
Nowadays, due to the expansion of wireless and mobile technologies MALL exists through numerous devices such as
Smart phones, mobile phones, iPods, tablet PCs, hand-held computers, PDAs, MP3 players. MALL designers have
started to implement techniques that maximize the benefits of these new devices. The increasing number of possible
delivery tools has produced a wide range of MALL programs, from very-short tutorials to full courses.
In fact, it was a challenging affair to cover learning tasks by a mobile phone. Mobile devices have rapidly developed to
become tools for learning the languages. Teachers and students are getting used to this environment to make education as
ubiquitous as possible. Furthermore, the rising of internet made open and distance learning a means of receiving
education from all over the world. In a short period, the attractiveness of distance learning led to the realization that
various mobile devices provide effective resource for teaching and learning (Miangah & Nezarat; 2012).

2. AIMS OF THE STUDY

1. To investigate the phenomenon and the impact of Mobile Assisted Language Learning on English language
skills.
2. To explore the salient features and drawbacks of Mobile Assisted Language Learning.
3. To shed light on the current perspectives and the future of Mobile Assisted Language Learning.

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3. THE CONCEPT OF MOBILE ASSISTED LANGUAGE LEARNING

Mobile phones have became an important component in the world especially in the field of education, therefore there is
need to think of using this technology in language learning activity. The rapid use of mobile technology has attracted the
attention of researchers and paved the way of emerging the field of (MALL) and (M-Learning) to support the process of
language learning. Ogata et al. (2010) state that “computer assisted mobile learning uses lightweight devices such as
personal digital assistant (PDA), cellular mobile phones, and so on” (p.8).
According to Miangah & Nezarat (2012:309) ‘‘Mobile-Assisted Language Learning (MALL) deals with the use of mobile
technology in language learning. In contrast to classroom learning, in MALL there is no need for the learners to sit in a
classroom or at a computer to get learning materials. In fact, MALL can be considered an ideal solution to language
learning barriers in terms of time and place’’.
Pachler, Bachmair & Cook (2010, p. 6) defined MALL as “the processes of coming to know and being able to operate
successfully in, and across, new and ever changing contexts and learning spaces with an emphasis on understanding and
knowing how to utilize our everyday life-worlds as learning spaces.”
Miangah & Nezarat (2012:309) have stated that ‘the main characteristics of mobile learning (m-learning) are recognized
as the potential for learning process to be personalized, spontaneous, informal and ubiquitous. Although learning
through mobile phones may take longer time compared to computers, the learners feel a greater sense of freedom of time
and place, so that they can take the advantage of spare time to learn a second language when and where they are’.
Nowadays MALL supports the preservation and utilization of newly acquired language skills and serves as a main source
of language education for learners. Learners are able to maintain their linguistic talents sharp while reducing the risk of
degradation of valuable knowledge, skills and abilities through using mobile in short exercises and tasks.
According to Wood (2003) the term mobile learning (m-learning) refers to the use of mobile and handheld IT devices,
such as PDAs, mobile phones, laptops and tablet PCs, in teaching and learning. Pachler and Cook (2010, p. 6) define M-
learning as “the processes of coming to know and being able to operate successfully in, and across, new and ever
changing contexts and learning spaces with an emphasis on understanding and knowing how to utilize our everyday life-
worlds as learning spaces.”
As seen from the above definitions of MALL, the employment of mobile technologies differentiates mobile learning
from other forms of learning. Therefore, if learning process happens via or with a mobile device away from traditional
learning environment, then it is Mobile assisted language learning.
4. THE IMPACT OF MOBILE ASSISTED LANGUAGE LEARNING ON ENGLISH LANGUAGE
SKILLS

Mobile is a significant tool that supports and integrates effectively in enhancing the language skills. Sharples, Milrad,
Arnedillo-Sánchez, & Vavoula, (2009:2) state that MALL assists in ‘linking people in real world and virtual worlds,
creating learning communities between people on the move, providing expertise on demand, and supporting a lifetime of
learning’.
Viberg & Grönlund (2012) found that most of MALL studies focus on vocabulary acquisition, listening and speaking
skills, and language acquisition. They also found that studies on grammar learning, pronunciation, and writing skills are
underrepresented. In addition, Viberg & Grönlund (2012) state that MALL researchers have devoted less attention to
individuals’ language learning strategies and learning styles. Mobile technology has become an important tool in the
teaching and learning process. Many studies (Ally, 2009; Dias, 2002; Dickey, 2001; Green, Collier, & Evans,
2001;Twarog & Pereszlenyi- Pinter,1988; ) have shown an explosion of interest in using Mobile devices for English
language teaching and learning .
Twarog and Pereszlenyi- Pinter (1988) used Mobiles to provide assistance and feedback to distant language learners.
According to Green, Collier, & Evans (2001) in 1996, English teachers at Brigham Young University-Hawaii taught a
distance-learning English course from Hawaii to Tonga via Mobile and computer. Dickey (2001) conducted a study to
teach an English conversation course in South Korea by utilizing teleconferencing. MALL permits learners to access to
the desired learning materials. Wi-Fi technology in mobile devices allows learners to access supplementary learning
materials from the Internet Teachers can use mobile devices to communicate and send learning materials to their learners
anytime (Ally, 2009). Dias (2002a, 2002b) set up a web-board accessible by mobile devices to afford links to English
language learning websites. Learners were able to communicate with each other, their teachers and any guest lecturers
asynchronously. Yedla (2013:92) states that ‘The main aim of the technology is advancing and enhancing the classroom
teaching especially to enhance group teaching to self-learning. The experience of independent learning may encourage
the students to continue the learning process on their own in English language communication skills for their future
purpose’.
MALL applications can facilitate learners in interacting with others collaboratively anytime and anywhere. Hence, the
development of MALL as a new approach for education has implications for the way students and tutors in educational
institutions interact (Huang, Hwang, & Chang, 2010).

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Oberg & Daniels (2013) conducted a study on the effect a student-centred mobile learning instructional method has on
language acquisition based on the use of Apple’s iPod Touch personal mobile devices to deliver content compared with a
group oriented instructional method of content delivery in terms of learner acquisition of course material. The findings
indicate that there is significant difference between the groups, hence the experimental group scored consistently higher
than the control group. Finding also indicates that learners have positive attitudes towards the self-study iPod Touch-
based instructional method.
The m-learning games can also be used to teach second language skills such as vocabulary, pronunciation, grammar,
listening and reading comprehension and spelling. There are other strategies for learning vocabulary via mobile phones.
Learners can be provided with some tailored vocabulary practices based on activities performed in the classroom. They
were asked to complete them on their mobile phones and send them back to their instructors. Learning vocabulary can
also be accompanied by the pictorial annotation shown on learners' mobile devices for better understanding of new
words. In a study conducted by Chen, et al., learners were provided with verbal as well as pictorial annotation for
learning English vocabulary. Results of a post-test showed that the pictorial annotation assisted learners with lower
verbal and higher visual ability to retain vocabulary (Chen & Hsu 2008).
The application of mobile-assisted vocabulary learning would be highly practical and convenient for language learners.
Such practice will contribute to meaningful vocabulary learning when the learning process is integrated with social,
cultural and life contexts (Chen & Li, 2010). Thornton &Houser (2005) conducted a study to compared the effect of
different vocabulary learning modes, one using paper material and the other supported by mobile phones and the findings
revealed that mobile phone group gained significantly more vocabulary than the paper group.
5. SALIENT FEATURES OF MOBILE ASSISTED LANGUAGE LEARNING

The developments of mobile technologies have paved the way of possibilities in the area of language learning.
Educators (Ally, 2004; Holliday, 1999; Roschelle, 2003; Sharples, 2002; Sharples, Taylor, & Vavoula, 2010) indicate
that the mobile technology has many significant advantages for second language learning. Mobile devices can integrated
in a great variety of learning situations, learners can be simultaneously engaged in activities that are both social and
informatic in nature (Roschelle, 2003). According to Ally (2004) that there is increase in the number of wireless Internet
services subscribers. Hence, many interactive learning activities Internet-based take place whether accessed via a mobile
devices, tablet computer or other device, the educational opportunities provided are vast. A recent European study
showed that 52% of daily learning episodes contained the use of at least one piece of electronic technology (Sharples,
Taylor, & Vavoula, 2010). In practical terms, this allows the educator to ensure that some human–human interaction
remains, fulfilling all of Sharples’ three C’s of education (Construction (building an understanding), Conversation (with
teachers, other learners, selves), and Control (of the process, pursuing knowledge) (Sharples, 2002).
According to Huang and Sun (2010) that two main characteristics of mobile devices are portability and connectivity. As
for connectivity, designing the mobile system must have capability of being connected and communicated with the
learning website using the wireless network of the device to access learning material ubiquitously including short
message service (SMS) and mobile e-mail. Portability enables learners to move mobile devices and bring learning
materials.
Kukulska-Hulme. (2009) states that Mobile learning technology is more useful for doing activities outside the classroom.
Such activities enable learning to be more directly connected with the real world experiments. Moreover, learning
through mobile phones outside the classroom has the advantage of better exploiting the learner's free time; even the
students on the move can improve their learning skills.
Jones, Issroff, Scanlon, Clough & McAndrew (2006) have mentioned the following six reasons why MALL is a source
of motivation for the learners first is control (over goals), second is the ownership, third fun factor, fourth is
communication, fifth is learning-in-context, sixth is continuity between contexts.
Miangah & Nezarat, (2012) state that among all modern communication devices, mobile phones are the most powerful
communication medium even richer than email or chat as it can act as a learning device despite its technical limitations.
With such a learning device the learner controls the learning process and progress in his/her own space based on his/her
cognitive state. Students and tutors can download various kinds of materials through their mobile phones easily, hence
Mobile phones have downloading feature. Teachers can download video through their mobile phones also and present
them to students through a TV set available in the classrooms (Kafyulilo, 2012).
Common Wealth of learning (2008) and Cui and Wang, (2008) noticed that Mobile phones can be used for sharing
information resources through Bluetooth, Wi-Fi. In addition to other applications, including emails, Google drive and
social media can equally be used for sharing academic information resources. Teachers can share with students’ their
teaching materials, movies, audio files and other learning materials through their mobile phones. Most of the mobile
phones have features, which can be used for recording and playing multimedia contents.
According to Cui and Wang (2008), universities in United Kingdom have made the use of mobile phones to store and
retrieve information such as e-books, instructional materials, reviewing students’ marks thus making teaching and
learning practices more effective. Koole (2009) has mentioned some factors having key roles in the use of mobile devices
in learning environments. Physical characteristics of a mobile phone such as its size and weight as well as input and
output capabilities such as keypad vs. touchpad and screen size and audio functions are among the factors, which should

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be assessed in this respect. The learner skills and his/her prior knowledge and experience with mobile devices for
learning, as well as the learner's attitude towards the learning through mobile phone play a crucial role in the output
quality of such a mobile-based tasks.
Zhang, Song & Burston (2011) state that Mobile phone technology has the potential to increase learners’ efficiency,
especially in situation where self-regulated learners lack the ability to learn well in an autonomous manner.

6. DRAWBACKS OF MOBILE ASSISTED LANGUAGE LEARNING

Few studies have focused on MALL, and most current research on mobile devices in English language teaching (ELT)
focuses on pre-smart mobile phones (Dias, 2002; Kukulska-Hulme & Shield, 2008; Stockwell, 2007, 2008, 2010;
Thornton & Houser, 2002, 2005).
The above mentioned studies mentioned a number of demerits in MALL such as small screen size and added cost (e.g.
for extra text messages sent or for accessing the Internet) students’ viewing studying with mobile devices outside of the
classroom as an intrusion, that studying with mobile phones entails and text input difficulties. Chinnery (2006)
mentioned some limitations of mobile phones that used as educational devices. Such as reduced screen size, limited
audiovisual quality, virtual keyboarding, and one-finger data entry are some of these limitations.
7. CURRENT PERSPECTIVES OF MOBILE ASSISTED LANGUAGE LEARNING

Winters (2006) stated that the current perspectives on MALL generally fall into the following four broad categories:
1. Technocentric. This perspective dominates the literature. Here mobile learning is viewed as learning using a
mobile device, such as a PDA, mobile phone, iPod, PlayStation Portable etc.
2. Relationship to e-learning. This perspective characterises mobile learning as an extension of e-learning. These
definitions are often are all-inclusive and do not help in characterising the unique nature of mobile learning.
What is needed is clarity: in agreement with Traxler (2005), the technocentric/e-learning based definitions only
seek to place “mobile learning somewhere on e-learning’s spectrum of portability”.
3. Augmenting formal education. In the mobile learning literature, formal education is often characterised as face-
to-face teaching, or more specifically, as a stereotypical lecture. However, it is not at all clear that this
perspective is wholly correct. Forms of distance education (for example, distance correspondence) have existed
for over 100 years (Peters, 1998), leading to the questions regarding the place of mobile learning in relation to
all forms of “traditional” learning, not only the classroom.
4. Learner-centred. A strong linage of research into conceptualising mobile learning is traceable by reviewing the
combined works of Sharples, Taylor, O’Malley and their colleagues. In their early research, the concept of
mobile learning was strongly linked to the device (Sharples et al., 2002) and the potential for enabling lifelong
learning (Sharples, 2000). However, it soon became clear that rather than the device, the focus should be on the
mobility of the learner. This led to considering mobile learning from the learner’s perspective, and to the
definition that: “Any sort of learning that happens when the learner is not at a fixed, predetermined location, or
learning that happens when the learner takes advantage of learning opportunities offered by mobile
technologies” (O’Malley, Vavoula, Glew, Taylor, Sharples & Lefrere, 2005). Current work (Sharples, 2005;
Taylor, Sharples, O’Malley, Vavoula & Waycott, 2006) is exploring the notion of learning in the mobile age, to
develop a theory of mobile learning that builds on Engeström’s conceptualization of Activity Theory and
Laurillard’s (2002) Conversational Framework. The focus of their work is on mobile learning as communication
in context (Sharples, 2005).

8. THE FUTURE OF MOBILE ASSISTED LANGUAGE LEARNING

Naismith, Sharples, Vavoula, & Lonsdale (2004) highlighted how the mobile technologies can have a great impact on
learning. Learning will move more and more outside of the classroom and into the learner’s environments, both real and
virtual. Learning will involve making rich connections within these environments to both resources and to other people.
In addition to consulting internet-based resources on the move, learners will be able to manage the administration of their
learning through consultations with their personal diaries and institution-based virtual learning environments.
The challenge for the educators and technology developers of the future will be to find ways to ensure that this new
learning is highly situated, personal, collaborative and long term; in other words, truly learner-centred learning.
Educators will need to adapt from a role as transmitters of knowledge to guiders of learning resources. Technology
developers will need to respond to concerns of security and privacy while designing devices and services that learners
want and will pay for.
Whether they are welcome right now or not, mobile devices are finding their way into classrooms in children’s pockets,
and we must ensure that educational practice can include these technologies in productive ways. In the future, the success

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of learning and teaching with mobile technologies will be measured by how seamlessly it weaves itself into our daily
lives, with the greatest success paradoxically occurring at the point where we do not recognise it as learning at all.
9. CONCLUSION
In fact, it was a challenging affair to cover learning tasks by a mobile phone. Mobile devices have rapidly developed to
become tools for learning the languages. Mobile technology has played a significant role to support language learning
due to its salient features of MALL, including portability, social interactivity, context sensitivity, connectivity,
individuality, and immediacy. Due to the expansion of wireless and mobile technologies, MALL exists through
numerous devices such as Smart phones, mobile phones, iPods, tablet PCs, hand-held computers, PDAs, and
MP3 players. With the expansion of mobile technology, mobiles will play a more essential role in learning of English
language. They are powerful tools and can bear almost the same functions as personal computers.
Many studies have shown an explosion of interest in using Mobile devices for English language teaching and learning,
hence most of MALL studies focus on vocabulary acquisition, listening and speaking skills, and language acquisition.
Researchers also found that studies on grammar learning, pronunciation, and writing skills are underrepresented. In spite
of many studies have been conducted in M learning as a growing field of study in language learning, there are need to
conduct more studies in the field of MALL.
We should admit that mobile devices are finding their way into classrooms in children’s pockets, and we must ensure that
educational practice can include these technologies in productive ways.

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