Editorial

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Open AccessEditorial

Introducing the Special Issue: MOBILizing Language Learning in the 21st Century

by Sonia Rocca

Languages 2018, 3(1), 2; https://doi.org/10.3390/languages3010002 - 30 Jan 2018

Cited by 7 | Viewed by 3690

Mobilizing paraphrases as ‘making mobile’, alluding to people as well as resources being organized with a clear intent[...] Full article

(This article belongs to the Special Issue MOBILizing Language Learning in the 21st Century)

Research

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Improving Motivation to Learn English in Japan with a Self-Study Shadowing Application

by Jennifer Louise Teeter

Languages 2017, 2(4), 19; https://doi.org/10.3390/languages2040019 - 27 Sep 2017

Cited by 8 | Viewed by 10380

Abstract

The scarcity of opportunities to communicate in English in Japan proves a challenge for learners, as significant improvements in English as a Foreign Language) (EFL) listening and speaking will not materialize without consistent practice and a motivation to study. Furthermore, analysis of standardized [...] Read more.

The scarcity of opportunities to communicate in English in Japan proves a challenge for learners, as significant improvements in English as a Foreign Language) (EFL) listening and speaking will not materialize without consistent practice and a motivation to study. Furthermore, analysis of standardized test scores shows that university students’ scores tend to decrease after their first year of study (Sumida 2015; Mikada 2016). In order to overcome these difficulties, a team of teachers at a university in Japan introduced a mobile-assisted language learning (MALL) shadowing application where students can train their ears while also practicing speaking with shadowing, a technique recognized as effective for improving speaking and listening (Kadota 2014; Hamada 2016). This paper describes the introduction of this application in general education English classes. It then considers its impact on the motivation, attitudes towards communicating orally in English, and perception of English ability of 1001 first-year university students, the majority science and engineering majors, who used it over one semester. Preliminary results of a pre- and post-intervention Likert questionnaire indicate that through this system, linguistic self-confidence, interest in English, ideal L2 self, attitudes towards communicating in the L2, and perceptions of English ability were potentially enhanced. Full article

(This article belongs to the Special Issue MOBILizing Language Learning in the 21st Century)

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Achieving Independent Language Learning through the Mobilization of Ubiquitous Instructional Technology Resources

by Jack Burston, Androulla Athanasiou and Maro Yiokari-Neophytou

Languages 2017, 2(3), 16; https://doi.org/10.3390/languages2030016 - 28 Aug 2017

Cited by 4 | Viewed by 3606

Abstract

In programs meant for foreign language majors, there is typically a broad range of linguistic competence in advanced-level Languages for Specific Purposes (LSP) courses. Troublesome in any course, this is especially so when instruction directly relates to professional training, where students need to [...] Read more.

In programs meant for foreign language majors, there is typically a broad range of linguistic competence in advanced-level Languages for Specific Purposes (LSP) courses. Troublesome in any course, this is especially so when instruction directly relates to professional training, where students need to attain a level of competence that will allow them to subsequently function as fully independent language learners. Considering the normal constraints on in-class instruction, the mobilization of ubiquitous instructional technology resources, coupled with sound curriculum design and metacognitive awareness raising, is critical to providing the amount of time on task required to attain this objective. The case of the English for Specific Academic Purposes course that is the subject of this study provides an example of how the challenge of bringing students up to the level of independent language learners has been approached. It is hoped this may serve as a pedagogical model that can be applied to advanced-level LSP courses in general. Full article

(This article belongs to the Special Issue MOBILizing Language Learning in the 21st Century)

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Visually-Impaired Brazilian Students Learning English with Smartphones: Overcoming Limitations

by Miriam Sester Retorta and Vera Lúcia Lopes Cristovão

Languages 2017, 2(3), 12; https://doi.org/10.3390/languages2030012 - 31 Jul 2017

Cited by 10 | Viewed by 7984

Abstract

The aim of this research was to investigate the role of smartphones in teaching the English language to a population of fifteen, visually-impaired Brazilian students. Classroom ethnography was chosen as the methodological design and data generated from classroom observations, didactic materials that were [...] Read more.

The aim of this research was to investigate the role of smartphones in teaching the English language to a population of fifteen, visually-impaired Brazilian students. Classroom ethnography was chosen as the methodological design and data generated from classroom observations, didactic materials that were made and posted on apps, and two questionnaires were used. We resorted to descriptive and interpretive analyses as we intended to find linguistic and behavioral patterns regarding the use of information and communications technology (ICT), focusing on smartphones, for communication and learning English. Results show that, at the beginning of the course, students had little to no ability to use smartphones, including apps such as WhatsApp and Facebook mobile. After two years of formal language and smartphone instruction, all students learned how to use their mobile phones, and were able to post and listen to podcasts and written texts on WhatsApp and Facebook mobile in both their native language and in English. The students also engaged in real-life communication events with peers in Brazil and other parts of the world. Mobile-assisted language learning (MALL) helped these students enhance their social and cultural capital. Full article

(This article belongs to the Special Issue MOBILizing Language Learning in the 21st Century)

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Mobilizing Instruction in a Second-Language Context: Learners’ Perceptions of Two Speech Technologies

by Denis Liakin, Walcir Cardoso and Natallia Liakina

Languages 2017, 2(3), 11; https://doi.org/10.3390/languages2030011 - 17 Jul 2017

Cited by 24 | Viewed by 6265

Abstract

We report the results of two empirical studies that investigated the use of mobile text-to-speech synthesizers (TTS) and automatic speech recognition (ASR) as tools to promote the development of pronunciation skills in L2 French. Specifically, the study examined learners’ perceptions of the pedagogical [...] Read more.

We report the results of two empirical studies that investigated the use of mobile text-to-speech synthesizers (TTS) and automatic speech recognition (ASR) as tools to promote the development of pronunciation skills in L2 French. Specifically, the study examined learners’ perceptions of the pedagogical use of these tools in learning a French segment (the vowel /y/, as in tu ‘you’) and a suprasegmental feature (across-word resyllabification/liaison, observed in petit enfant ‘small child’), in a mobile-assisted context. Our results indicate that, when used in a “learn anytime anywhere” mobile setting, the participants believe that they have: (1) increased and enhanced access to input; and (2) multiple opportunities for speech output and (3) for the development of prediction skills. Interestingly, these findings meet the requirements for successful L2 learning, one that recommends the inclusion of pedagogical activities that promote exposure to input (Nation & Newton 2009), multiple opportunities for output (Swain 1995), and the development of prediction skills (Dickerson 2015) to foster learner autonomy and, consequently, to maximize classroom time by extending the reach of the classroom. Our findings also indicate that participants recognize the pedagogical importance of TTS and ASR, and enjoy the mobile-enhanced learning environment afforded by these two technologies. Full article

(This article belongs to the Special Issue MOBILizing Language Learning in the 21st Century)

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I Can’t Program! Customizable Mobile Language-Learning Resources for Researchers and Practitioners

by Mike Barcomb, Jennica Grimshaw and Walcir Cardoso

Languages 2017, 2(3), 8; https://doi.org/10.3390/languages2030008 - 08 Jul 2017

Cited by 15 | Viewed by 6681

Abstract

Combining insights from Activity Theory (Engeström, 2014), mobile-assisted language-learning (MALL) (Stockwell and Hubbard, 2013), and computer-assisted language learning (CALL) research (Chapelle, 2001), this paper proposes three levels of teacher involvement in the adaptation and/or creation of MALL resources to enhance learner interaction with [...] Read more.

Combining insights from Activity Theory (Engeström, 2014), mobile-assisted language-learning (MALL) (Stockwell and Hubbard, 2013), and computer-assisted language learning (CALL) research (Chapelle, 2001), this paper proposes three levels of teacher involvement in the adaptation and/or creation of MALL resources to enhance learner interaction with the target language and potentially contribute to the field of learner-computer interactions. Specifically, this paper (1) proposes three levels of teacher involvement in MALL material creation, moving from easily adaptable pre-made materials (e.g., Duolingo) to customizable materials (e.g., Quizlet) and finally to teacher-created materials (e.g., Moodle); (2) demonstrates how these levels of design can be implemented in a MALL context to increase target language interaction according to Activity Theory (e.g., how teachers can incorporate gaming features into their online courses); and (3) concludes with recommendations as to how MALL “engineers” can work together to enhance the overall L2 learning experience and potentially collaborate in research and in the design of pedagogical materials. From a pedagogical standpoint, through these three levels of teacher involvement in material creation, teachers can extend the reach of their classrooms by mobilizing the target L2 environments, depending on their MALL/CALL proficiency and/or interests. This approach also invites second language acquisition scholars from a wide range of technological abilities to contribute to CALL research. Full article

(This article belongs to the Special Issue MOBILizing Language Learning in the 21st Century)

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I Text English to Everyone: Links between Second-Language Texting and Academic Proficiency

by Michelle A. McSweeney

Languages 2017, 2(3), 7; https://doi.org/10.3390/languages2030007 - 27 Jun 2017

Cited by 5 | Viewed by 9252

Abstract

This article reports on research investigating the relationship between text messaging and academic literacy among Spanish-dominant emergent bilingual young adults in New York City (acquiring English). Through assessments of academic language and analysis of a corpus of 44,597 text messages, this study found [...] Read more.

This article reports on research investigating the relationship between text messaging and academic literacy among Spanish-dominant emergent bilingual young adults in New York City (acquiring English). Through assessments of academic language and analysis of a corpus of 44,597 text messages, this study found that emergent bilinguals who send more messages in English and choose English for the settings on their mobile phones tend to have higher academic English skills. This study also found that the English messages they send are lexically less dense than the Spanish messages, illustrating that students use a narrower vocabulary when texting in their second language. This finding is explored in light of previous research that has found that using social media in the target language can help students develop fluency and intercultural competence skills, but not always vocabulary. The results are discussed in terms of the tendency for texters to text monolingually and other affordances and constraints of smart phone use in digitally supporting second language acquisition. Full article

(This article belongs to the Special Issue MOBILizing Language Learning in the 21st Century)

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Maximizing L2 Speaking Practice through iPads

by Theresa Schenker and Angelika Kraemer

Languages 2017, 2(2), 6; https://doi.org/10.3390/languages2020006 - 03 May 2017

Cited by 9 | Viewed by 5254

Abstract

This study investigates the effects of additional out-of-class speaking practice, using a simple iPad application, on students’ overall speaking proficiency, fluency, and syntactic complexity. Students in the experimental and control groups (N = 52) completed an adapted Simulated Oral Proficiency Interview (SOPI) [...] Read more.

This study investigates the effects of additional out-of-class speaking practice, using a simple iPad application, on students’ overall speaking proficiency, fluency, and syntactic complexity. Students in the experimental and control groups (N = 52) completed an adapted Simulated Oral Proficiency Interview (SOPI) at the end of the semester, which was rated by two independent raters. Results of an independent-samples t-test revealed statistically significant differences between the two groups. The students who had received additional speaking practice on iPads achieved higher SOPI scores than the students in the control group. Two of the seven tasks of the SOPI test were used for the analysis of fluency and complexity. Results did not show any statistically significant differences between the two groups for fluency and complexity. The study suggests that mobile technology can be effectively implemented for beginning language learners to enhance their learning outcomes. Full article

(This article belongs to the Special Issue MOBILizing Language Learning in the 21st Century)

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Narrative Perspectives on Self-Directed Foreign Language Learning in a Computer- and Mobile-Assisted Language Learning Context

by Daniel R. Isbell, Hima Rawal, Rachelle Oh and Shawn Loewen

Languages 2017, 2(2), 4; https://doi.org/10.3390/languages2020004 - 21 Apr 2017

Cited by 20 | Viewed by 12187

Abstract

Millions of learners around the world use self-directed computer- and mobile-assisted language learning (CALL, MALL) programs to study foreign languages. One such program, Duolingo, currently attracts over 120 million users and is claimed (by the publisher) to be a highly effective method of [...] Read more.

Millions of learners around the world use self-directed computer- and mobile-assisted language learning (CALL, MALL) programs to study foreign languages. One such program, Duolingo, currently attracts over 120 million users and is claimed (by the publisher) to be a highly effective method of language learning. While L2 researchers have shown limited engagement with similar large-scale commercial programs, issues related to learner persistence, motivation, and program efficacy have been reported. This study investigates the experiences and efficacy of learning Turkish on Duolingo for 12 weeks, drawing on a methodological tradition of researcher narratives. Three graduate student researchers kept diaries and completed weekly reflections on their Turkish learning experiences, which served as source material for individual narrative analysis. The resulting narratives were discussed and analyzed collaboratively from an ecological perspective. Strategies used by the researcher-participants were heavily influenced by ecological factors. Persistence in learning was found to be influenced by ecological factors and varied across timescales. Ultimately, the researcher-participants had limited Turkish learning outcomes and felt demotivated to continue studying on Duolingo. Implications for CALL/MALL design include presenting materials in a meaningful context, capitalizing on social affordances, and providing meaningful feedback to learners in order to facilitate learning and goal-setting. Full article

(This article belongs to the Special Issue MOBILizing Language Learning in the 21st Century)

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