MALL: The Pedagogical Challenges
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| Title: | MALL: The Pedagogical Challenges |
|---|---|
| Language: | English |
| Authors: | Burston, Jack |
| Source: | Computer Assisted Language Learning. 2014 27(4):344-357. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Telecommunications, Educational Technology, Teaching Methods, Second Language Learning, Second Language Instruction, Student Centered Curriculum, Constructivism (Learning), Task Analysis, Cooperative Learning, Costs, Internet, Handheld Devices, Multimedia Instruction, Instructional Effectiveness, Learning Theories, Financial Support, Standards |
| DOI: | 10.1080/09588221.2014.914539 |
| ISSN: | 0958-8221 |
| Abstract: | In this paper the development of mobile-assisted language learning (MALL) over the past 20 years is reviewed with a particular focus on the pedagogical challenges facing its exploitation. Following a consideration of the definition of mobile learning, the paper describes the dominant mobile technologies upon which MALL applications have been based: MP3 players, personal digital assistants, and mobile phones. It then identifies the prevalent methodological approach that has underlain the great majority of MALL implementations: a behaviorist, teacher-centered, transmission model of instruction. However, though rarely implemented, MALL is equally capable of supporting more innovative constructivist, collaborative, learner-centered instruction, examples of which are examined. Besides being restricted by a pedagogical approach very much out of step with methodologies that have guided foreign language teaching for nearly four decades, MALL has also been constrained by access to technology. In part, this problem has been due to the necessity of acquiring mobile devices for student usage and the costs associated with mobile network and Internet connections. Even more so, the exploitation of mobile devices for language learning has been hampered by a lack of hardware standardization and entrenched operating system incompatibilities. The paper concludes that MALL has yet to realize its full potential and that achieving this aim is more a matter of pedagogy than technology. The financial and technological factors that have impeded the effective exploitation of MALL are likely to be resolved as operating system incompatibilities are overcome by market forces and students as well as teachers acquire suitable mobile devices for their own personal use. The future of MALL lies in the exploitation of the communication and multimedia affordances of mobile devices in ways that support collaborative, task-based learning both within and outside of the classroom. |
| Abstractor: | As Provided |
| Number of References: | 90 |
| Entry Date: | 2014 |
| Accession Number: | EJ1030653 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1030653 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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Following a consideration of the definition of mobile learning, the paper describes the dominant mobile technologies upon which MALL applications have been based: MP3 players, personal digital assistants, and mobile phones. It then identifies the prevalent methodological approach that has underlain the great majority of MALL implementations: a behaviorist, teacher-centered, transmission model of instruction. However, though rarely implemented, MALL is equally capable of supporting more innovative constructivist, collaborative, learner-centered instruction, examples of which are examined. Besides being restricted by a pedagogical approach very much out of step with methodologies that have guided foreign language teaching for nearly four decades, MALL has also been constrained by access to technology. In part, this problem has been due to the necessity of acquiring mobile devices for student usage and the costs associated with mobile network and Internet connections. Even more so, the exploitation of mobile devices for language learning has been hampered by a lack of hardware standardization and entrenched operating system incompatibilities. The paper concludes that MALL has yet to realize its full potential and that achieving this aim is more a matter of pedagogy than technology. The financial and technological factors that have impeded the effective exploitation of MALL are likely to be resolved as operating system incompatibilities are overcome by market forces and students as well as teachers acquire suitable mobile devices for their own personal use. The future of MALL lies in the exploitation of the communication and multimedia affordances of mobile devices in ways that support collaborative, task-based learning both within and outside of the classroom. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 90 – Name: DateEntry Label: Entry Date Group: Date Data: 2014 – Name: AN Label: Accession Number Group: ID Data: EJ1030653 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1030653 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09588221.2014.914539 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 344 Subjects: – SubjectFull: Telecommunications Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Second Language Learning Type: general – SubjectFull: Second Language Instruction Type: general – SubjectFull: Student Centered Curriculum Type: general – SubjectFull: Constructivism (Learning) Type: general – SubjectFull: Task Analysis Type: general – SubjectFull: Cooperative Learning Type: general – SubjectFull: Costs Type: general – SubjectFull: Internet Type: general – SubjectFull: Handheld Devices Type: general – SubjectFull: Multimedia Instruction Type: general – SubjectFull: Instructional Effectiveness Type: general – SubjectFull: Learning Theories Type: general – SubjectFull: Financial Support Type: general – SubjectFull: Standards Type: general Titles: – TitleFull: MALL: The Pedagogical Challenges Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burston, Jack IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 0958-8221 Numbering: – Type: volume Value: 27 – Type: issue Value: 4 Titles: – TitleFull: Computer Assisted Language Learning Type: main |
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