Although many studies have explored the role of dictionaries in English language learning, few have investigated mobile dictionaries (MDs) from learners’ perspectives. This study aimed to explore Chinese EFL learners’ acceptance of three types of MDs: monolingual, bilingualised and bilingual. A total of 125 participants used mobile dictionaries in various English learning contexts, especially in reading comprehension and vocabulary learning. Adapted from the Technology Acceptance Model and the mobile technology evaluation framework, the questionnaire in this study addressed three key themes: (1) perceived ease of use, (2) perceived usefulness, and (3) behavioural intention to use.
Analysis shows that the bilingualised MD group reported the most positive perceptions, especially compared to the bilingual MD group. A total of 101 participants participated in semi-structured group interviews to further explore the reasons underlying their perceptions. Several factors impacting learner acceptance, from the micro to the macro level, are proposed and discussed. As an interdisciplinary study, this research fills theoretical and empirical gaps in investigating mobile-assisted language learning. It offers application designers and language teachers insights into learners’ acceptance of MDs. Moreover, it provides recommendations concerning making MDs more personalised, attractive and effective.
Zhang, D. & Pérez-Paredes, P. (2020). Exploring Chinese EFL teachers’ perceptions of Augmented Reality (AR) in English language learning. In Miller, L. & Wu, G. (eds) Language Learning with Technology: theories, principles and practices. Springer.
Keynote abstract
Mobile assisted language learning (MALL) has become one the most popular keywords in computer assisted language learning (CALL) research over the last twenty years. While MALL enthusiasts have glossed its many affordances, the use of MALL in instructed classroom settings presents challenges of their own (Kukulska-Hulme & Shield, 2008; Conole & Pérez-Paredes, 2017; Pérez-Paredes, Ordoñana Guillamón, & Aguado Jiménez, 2018) that, I argue, have not been successfully defined in CALL research and classroom settings.
Traxler (2009) has noted that mobile learning is uniquely placed to support learning that is personalized, authentic, and situated. However, some relevant studies have thrown cold water on these expectations (Golonka, E. et al., 2014; Grgurović, Chapelle & Shelley, 2013). In this plenary, I will discuss different conceptualizations of MALL that emphasize areas of language learning that are anchored on different theories of language learning. I will use three case studies that have used different research methodologies, namely survey and mixed methods, across different contexts, countries and types of learning. I will discuss the self-directed uses of MALL (Zhang & Pérez-Paredes, 2019), the design and use of apps to promote the acquisition of frequency-related declarative knowledge (Pérez-Paredes et al., 2019) and the impact of new technologies such as Augmented Reality (AR) on language classrooms (Zhang & Pérez-Paredes, 2020). Ultimately, I will discuss a conceptual framework that situates MALL more critically in the context of existing and future practices of instructed (Foster, 2019; Kaminski, 2019) and self-directed (Trinder, 2017) language learning. Keywords: MALL, language learning, self-directed language learning, second language learning theory
References
Conole, G. & Pérez-Paredes, P. (2017). Adult language learning in informal settings and the role of mobile learning. Mobile and ubiquitous learning. An international handbook. New York: Springer, pp.45-58.
Foster, I. (2019) The future of language learning. Language, Culture and Curriculum, 32,3, 261-269,
Golonka, E. et al. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness”. Computer Assisted Language Learning, 27.1, 70-105.
Grgurović, M. Chapelle, C. & Shelley, M. (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL, 25, pp 165-198.
Kaminski, A. (2019). Young learners’ engagement with multimodal texts. ELT Journal, 73(2), 175–185.
Kukulska-Hulme, A. & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20, pp 271-289.
Pérez-Paredes, P., Ordoñana Guillamón, C., & Aguado Jiménez, P. (2018). Language teachers’ perceptions on the use of OER language processing technologies in MALL. Computer Assisted Language Learning, 31(5-6), 522-545.
Pérez-Paredes, P., Ordoñana Guillamón, C., Van de Vyver, J., Meurice, A., Aguado Jiménez, P., Conole, G., & Sánchez Hernández, P. (2019). Mobile data-driven language learning: Affordances and learners’ perception. System, 84, 145–159.
Zhang, D., & Pérez-Paredes, P. (2019). Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources. Computer Assisted Language Learning.
Zhang, D. & Pérez-Paredes, P. (2020). Exploring Chinese EFL teachers’ perceptions of Augmented Reality (AR) in English language learning. In Miller, L. & Wu, G. (eds) Language Learning with Technology: theories, principles and practices. Springer.
Traxler, J. (2009). Current state of mobile learning. In Ally, M. (ed.) Mobile learning: Transforming the delivery of education and training. Athabasca University Press, 9-24.
Traxler, J. (2018). Learning with Mobiles in the Digital Age. Pedagogika, Special Monothematic Issue: Education Futures for the Digital Age: Theory and Practice
Traxler, J.; Timothy, R.; Kukulska-Hulme, A. & Barcena, E. (2019). Paradoxical paradigm proposals – Learning languages in mobile societies. Argentinian Journal of Applied Linguistics (AJAL), 7(2) pp. 89–109.
Trinder, R. (2017). Informal and deliberate learning with new technologies. ELT Journal, 71(4), 401–412.
Wegerif, R. (2007). Dialogic education and technology: Expanding the space of learning (Vol. 7). Springer Science & Business Media.
Building bridges between non-formal and formal scenarios
To be published in October 2015
Guest Editors:
Jesús García Laborda (Universidad de Alcalá, Spain, jesus.garcialaborda@uah.es) Elena Bárcena (UNED, Spain, mbarcena@flog.uned.es) John Traxler, University of Wolverhampton, U.K., John.Traxler@wlv.ac.uk)
Background & Call for Manuscripts
Since the start of the new millennium, Mobile Assisted Language Learning (MALL) has grown to become a significant paradigm that educators cannot ignore. The primary motivation comes from two factors. Firstly, the wide scale adoption of mobile devices like smartphones and tablets. Secondly, the importance of speaking other languages both in the international professional world, for access and career development, and also in increasingly plurilingual societies. The inherently flexible nature of MALL enables students to be targeted within formal education, lifelong learning, outside formal education and even in situations of professional and social exclusion.
Researchers and developers worldwide have made the connection between mobile devices and foreign languages on the basis that the relevant competences can be trained socially, rather autonomously and, to some extent, developed incidentally. Regional and national boards of education and social affairs are, therefore, designing and implementing programs based upon what is possible to learn when users are mobile and interconnected. Furthermore, context is also taken into consideration in MALL as a significant and versatile element, which can be incorporated as part of the learning process. This special issue draws together research and experiences that illustrate the recent advances in this field, both from a theoretical and/or a practical perspective to mainstream implementation. The issue intends to provide a multidisciplinary view of MALL, emphasizing the integration of methodological and technological innovation in order to effectively attend the language learning needs of mobile individuals and social groups in the 21st century. To this end, the issue will contain original, pertinent and relevant contributions along topics which include but are not limited to the following:
• Creating interactive and collaborative MALL environments • Design and development of educational materials for MALL • Specially significant MALL pilot projects and applications to mainstream implementation • Mobile technology for language teacher training • MALL assessment techniques, practices and certification • From mobile to ubiquitous language learning: future trends in MALL
Important Deadlines
Submission by: 31 December 2014 Notification of acceptance by: 31 March 2015 Revised submission by: 30 June 2015 Final version by: 31 August 2015
Submission and Evaluation Procedure
The Journal of Universal Computer Science is a high-quality electronic publication that deals with all aspects of theoretical and applied computing technology. J.UCS has been appearing monthly since 1995 and is one of the oldest electronic journals with uninterrupted publication since its foundation. A number of special issues as well as the printed archive editions of the volumes are also available in print and can be ordered directly from J.UCS office. The impact factor of J.UCS is 0.669, the 5-year impact factor 0.788 (2010). For further information, please refer to http://www.jucs.org/jucs_info/aims/unique_features.html.
Manuscripts should not exceed 20 double-spaced pages. Papers only prepared according to the JUCS’s guidelines for authors and submitted online (see procedure described below) will be included in the review process. Please refer to http://www.jucs.org/ujs/jucs/info/special_issues/special_guidelines.html.
The guidelines for authors are available at http://www.jucs.org/ujs/jucs/info/submissions/style_guide.html. Please submit your original and proof-read papers using the submission system to https://www.easychair.org/conferences/?conf=malljucs15. Each article will be blind-reviewed by at least 3 reviewers. A selected set of reviewers with the appropriate expertise will be assigned to each article submitted according to its main subject.
