Derleme
BibTex RIS Kaynak Göster

A Review of Research on Mobile-Assisted Language Learning from 2016 to 2020

Yıl 2023, Cilt: 12 Sayı: 1, 29 - 49, 12.07.2023

Ebru Noyan Ulaş Koçak Hüseyin Güleç

Öz

This principled review scrutinized recent emerging research trends and issues in mobile-assisted language learning (MALL) in second/foreign language education for the period of 2016-2020. For this purpose, twenty five studies fitting the time frame, review criteria and published in three flagship journals (CALL, ReCALL, and Language Learning and Technology) were examined in terms of research topics, research methodology, and research findings. The results indicate that the studies generally integrated various tools and applications resulting in positive learning outcomes and attitudes from the perspective of learners and mixed method studies also dominated the field in terms of the research designs concerned.

Anahtar Kelimeler

mobile learning MALL research trends review results

Kaynakça

  • Andujar, A., & Salaberri-Ramiro, M. S. (2019). Exploring chat-based communication in the EFL class: computer and mobile environments. Computer Assisted Language Learning, 1-28. https://doi.org/10.1080/09588221.2019.1614632
  • Andujar, A. (2020). Mobile-mediated dynamic assessment: A new perspective for second language development. ReCALL, 32(2), 178-194. https://doi.org/10.1017/S0958344019000247
  • Burston, J. (2014). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357. https://doi.org/10.1080/09588221.2014.914539
  • Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4-20. https://doi.org/10.1017/s0958344014000159
  • Castaneda, D. A., & Cho, M. H. (2016). Use of a game-like application on a mobile device to improve accuracy in conjugating Spanish verbs. Computer Assisted Language Learning, 29(7), 1195-1204. https://doi.org/10.1080/09588221.2016.1197950
  • Chen, C. M., Chen, L. C., & Yang, S. M. (2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237-260. https://doi.org/10.1080/09588221.2018.1485708
  • Chen, Y., Carger, C. L., & Smith, T. J. (2017). Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach. Language Learning & Technology, 21(1), 28-41. https://dx.doi.org/10125/44594
  • Cheng, C. H., & Chen, C. H. (2019). Investigating the impacts of using a mobile interactive English learning system on the learning achievements and learning perceptions ofstudent with different backgrounds. Computer Assisted Language Learning, 1-26. https://doi.org/10.1080/09588221.2019.1671460
  • Chen, C., Liu, H., & Huang, H. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170-188. https://doi.org/10.1017/S0958344018000228
  • Duman, G., Orhon, G., & Gedik, N. (2015). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), 197-216. https://doi.org/10.1017/s0958344014000287
  • Eubanks, J. F., Yeh, H. T., & Tseng, H. (2018). Learning Chinese through a twenty-first century writing workshop with the integration of mobile technology in a language immersion elementary school. Computer Assisted Language Learning, 31 (4), 346-366. https://doi.org/10.1080/09588221.2017.1399911
  • Fang, W. C., Yeh, H. C., Luo, B. R., & Chen, N. S. (2020). Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction. ReCALL, 33 (1), 71-87. https://doi.org/10.1017/S0958344020000208 Fouz-González, J. (2020). Using apps for pronunciation training: An empirical evaluation of the English File Pronunciation app. Language Learning & Technology, 24(1), 62–85. https://doi.org/10125/44709
  • Geddes, S. J. (2004). Mobile learning in the 21st century: Benefit to learners. http://www.flexiblelearning.net.au/knowledgetree/edition06/download/geddes.pdf Godwin-Jones, R. (2018). Using mobile devices in the language classroom: Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press. https://www.cambridge.org/gb/files/6915/7488/7114/CambridgePapersInELT_MobilesInTheClassroom_2018_ONLINE.pdf Grimshaw, J., & Cardoso, W. (2018). Activate space rats! Fluency development in a mobile game-assisted environment. Language Learning & Technology, 22(3), 159–175. https://doi.org/10125/44662
  • Hwang, W. Y., Shih, T. K., Ma, Z. H., Shadiev, R., & Chen, S. Y. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639-657. https://doi.org/10.1080/09588221.2015.1016438
  • Hwang, G-J. & Fu, Q-K. (2019) Trends in the research design and application of mobile language learning: a review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4), 567–581. https://doi.org/10.1080/10494820.2018.1486861
  • Jia, C., & Hew, K. F. T. (2019). Supporting lower-level processes in EFL listening: the effect on learners’ listening proficiency of a dictation program supported by a mobile instant messaging app. Computer Assisted Language Learning, 1-28. https://doi.org/10.1080/09588221.2019.1671462
  • Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. https://doi.org/10.1017/S0958344008000335
  • Kukulska-Hulme, A. (2013). Mobile-assisted language learning. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-12). Blackwell Publishing. https://doi.org/10.1002/9781405198431.wbeal0768.pub2
  • Kukulska-Hulme, A., Lee, H., & Norris, L. (2017). Mobile learning revolution: Implication for language pedagogy. In C. A. Chapelle and S. Sauro (Eds.), The handbook of technology and second language teaching and learning (217-233). Wiley Blackwell. https://doi.org/10.1002/9781118914069
  • Kukulska-Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207–218. https://doi.org/10.1111/bjet.12580
  • Kukulska-Hulme, A. (2020). Mobile-assisted language learning. In C. A. Chapelle (Ed.), The concise encyclopedia of applied linguistics (pp. 743-750). John Wiley & Sons Inc.
  • Ko, M. H. (2017). Learner perspectives regarding device type in technology-assisted language learning. Computer Assisted Language Learning, 30(8), 844-863. https://doi.org/10.1080/09588221.2017.1367310
  • Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299-318. https://doi.org/10.1017/S0958344017000258
  • Li, J., & Cummins, J. (2019). Effect of using texting on vocabulary instruction for English learners. Language Learning & Technology, 23(2), 43–64. https://doi.org/10125/44682 Liu, P.-Lin. (2016). Mobile English vocabulary learning based on concept-mapping strategy. Language Learning & Technology, 20(3), 128–141. http://dx.doi.org/10125/44485
  • Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293-311. https://doi.org/10.1017/S0958344019000065
  • Loewen, S., Isbell, D. R., & Sporn, Z. (2020). The effectiveness of app-based language instruction for developing receptive linguistic knowledge and oral communicative ability. Foreign Language Annals, 1-25. https://doi.org/10.1111/flan.12454
  • Moghari, M. H., & Marandi, S. S. (2017). Triumph through texting: Restoring learners’ interest in grammar. ReCALL, 29(3), 357-372. https://doi.org/10.1017/S0958344017000167
  • Palalas, A. (2016). Introduction to the handbook. In A.Palalas & M. Ally (Eds.), The international handbook of mobile-assisted language learning (pp. 1-15). China Central Radio & TV University Press. Pegrum, M. (2016). Future directions in mobile learning. In D. Churchill, J. Lu, T.K.F. Chiu, & B. Fox (Eds.), Mobile learning design: Theories and application (pp.413-431). Springer. https://doi.org/10.1007/978-981-10-0027-0_24
  • Rachels, J. R., & Rockinson-Szapkiw, A. J. (2018). The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy. Computer Assisted Language Learning, 31(1-2), 72-89. https://doi.org/10.1080/09588221.2017.1382536
  • Reinders, H., & Pegrum, M. (2017). Supporting language learning on the move: An evaluative framework for mobile language learning resources. In B. Tomlinson (Ed.), Second language acquisition research and materials development for language learning (pp. 219–231). Routledge: Taylor & Francis Group.
  • Sad, S. N., Ozer, N., Yakar, U., & Ozturk, F. (2020). Mobile or hostile? Using smartphones in learning English as a foreign language. Computer Assisted Language Learning, 1-27. https://doi.org/10.1080/09588221.2020.1770292
  • Seibert Hanson, A. E., & Brown, C. M. (2020). Enhancing L2 learning through a mobile assisted spaced-repetition tool: an effective but bitter pill?. Computer Assisted Language Learning, 33(1-2), 133-155. https://doi.org/10.1080/09588221.2018.1552975
  • Shadiev, R., Hwang, W. Y., & Huang, Y. M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4), 284–303. https://doi.org/10.1080/09588221.2017.1308383
  • Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. Monterey, CA: The International Research Foundation for English Language Education. http://www.tirfonline.org/english-in-the-workforce/mobile-assisted-language-learning Stockwell, G. (2016). Mobile language learning. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology (pp. 296-307 ). Routledge: Taylor & Francis Group.
  • Sun, Z., Lin, C. H., You, J., Shen, H. J., Qi, S., & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking. Computer assisted language learning, 30(3-4), 304-324. https://doi.org/10.1080/09588221.2017.1308384 Traxler, J. (2009). Learning in a mobile age. International Journal of Mobile and Blended Learning, 1(1), 1-12. https://doi.org/10.4018/jmbl.2009010101 Xu, Q., & Peng, H. (2017). Investigating mobile-assisted oral feedback in teaching Chinese as a second language. Computer Assisted Language Learning, 30(3-4), 173-182. https://doi.org/10.1080/09588221.2017.1297836 Zhonggen, Y., Ying, Z., Zhichun, Y., & Wentao, C. (2019). Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform. Computer Assisted Language Learning, 32(4), 323-341. https://doi.org/10.1080/09588221.2018.1517093

Yıl 2023, Cilt: 12 Sayı: 1, 29 - 49, 12.07.2023

Ebru Noyan Ulaş Koçak Hüseyin Güleç

Öz

Kaynakça

  • Andujar, A., & Salaberri-Ramiro, M. S. (2019). Exploring chat-based communication in the EFL class: computer and mobile environments. Computer Assisted Language Learning, 1-28. https://doi.org/10.1080/09588221.2019.1614632
  • Andujar, A. (2020). Mobile-mediated dynamic assessment: A new perspective for second language development. ReCALL, 32(2), 178-194. https://doi.org/10.1017/S0958344019000247
  • Burston, J. (2014). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357. https://doi.org/10.1080/09588221.2014.914539
  • Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4-20. https://doi.org/10.1017/s0958344014000159
  • Castaneda, D. A., & Cho, M. H. (2016). Use of a game-like application on a mobile device to improve accuracy in conjugating Spanish verbs. Computer Assisted Language Learning, 29(7), 1195-1204. https://doi.org/10.1080/09588221.2016.1197950
  • Chen, C. M., Chen, L. C., & Yang, S. M. (2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237-260. https://doi.org/10.1080/09588221.2018.1485708
  • Chen, Y., Carger, C. L., & Smith, T. J. (2017). Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach. Language Learning & Technology, 21(1), 28-41. https://dx.doi.org/10125/44594
  • Cheng, C. H., & Chen, C. H. (2019). Investigating the impacts of using a mobile interactive English learning system on the learning achievements and learning perceptions ofstudent with different backgrounds. Computer Assisted Language Learning, 1-26. https://doi.org/10.1080/09588221.2019.1671460
  • Chen, C., Liu, H., & Huang, H. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170-188. https://doi.org/10.1017/S0958344018000228
  • Duman, G., Orhon, G., & Gedik, N. (2015). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), 197-216. https://doi.org/10.1017/s0958344014000287
  • Eubanks, J. F., Yeh, H. T., & Tseng, H. (2018). Learning Chinese through a twenty-first century writing workshop with the integration of mobile technology in a language immersion elementary school. Computer Assisted Language Learning, 31 (4), 346-366. https://doi.org/10.1080/09588221.2017.1399911
  • Fang, W. C., Yeh, H. C., Luo, B. R., & Chen, N. S. (2020). Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction. ReCALL, 33 (1), 71-87. https://doi.org/10.1017/S0958344020000208 Fouz-González, J. (2020). Using apps for pronunciation training: An empirical evaluation of the English File Pronunciation app. Language Learning & Technology, 24(1), 62–85. https://doi.org/10125/44709
  • Geddes, S. J. (2004). Mobile learning in the 21st century: Benefit to learners. http://www.flexiblelearning.net.au/knowledgetree/edition06/download/geddes.pdf Godwin-Jones, R. (2018). Using mobile devices in the language classroom: Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press. https://www.cambridge.org/gb/files/6915/7488/7114/CambridgePapersInELT_MobilesInTheClassroom_2018_ONLINE.pdf Grimshaw, J., & Cardoso, W. (2018). Activate space rats! Fluency development in a mobile game-assisted environment. Language Learning & Technology, 22(3), 159–175. https://doi.org/10125/44662
  • Hwang, W. Y., Shih, T. K., Ma, Z. H., Shadiev, R., & Chen, S. Y. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639-657. https://doi.org/10.1080/09588221.2015.1016438
  • Hwang, G-J. & Fu, Q-K. (2019) Trends in the research design and application of mobile language learning: a review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4), 567–581. https://doi.org/10.1080/10494820.2018.1486861
  • Jia, C., & Hew, K. F. T. (2019). Supporting lower-level processes in EFL listening: the effect on learners’ listening proficiency of a dictation program supported by a mobile instant messaging app. Computer Assisted Language Learning, 1-28. https://doi.org/10.1080/09588221.2019.1671462
  • Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. https://doi.org/10.1017/S0958344008000335
  • Kukulska-Hulme, A. (2013). Mobile-assisted language learning. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-12). Blackwell Publishing. https://doi.org/10.1002/9781405198431.wbeal0768.pub2
  • Kukulska-Hulme, A., Lee, H., & Norris, L. (2017). Mobile learning revolution: Implication for language pedagogy. In C. A. Chapelle and S. Sauro (Eds.), The handbook of technology and second language teaching and learning (217-233). Wiley Blackwell. https://doi.org/10.1002/9781118914069
  • Kukulska-Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207–218. https://doi.org/10.1111/bjet.12580
  • Kukulska-Hulme, A. (2020). Mobile-assisted language learning. In C. A. Chapelle (Ed.), The concise encyclopedia of applied linguistics (pp. 743-750). John Wiley & Sons Inc.
  • Ko, M. H. (2017). Learner perspectives regarding device type in technology-assisted language learning. Computer Assisted Language Learning, 30(8), 844-863. https://doi.org/10.1080/09588221.2017.1367310
  • Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299-318. https://doi.org/10.1017/S0958344017000258
  • Li, J., & Cummins, J. (2019). Effect of using texting on vocabulary instruction for English learners. Language Learning & Technology, 23(2), 43–64. https://doi.org/10125/44682 Liu, P.-Lin. (2016). Mobile English vocabulary learning based on concept-mapping strategy. Language Learning & Technology, 20(3), 128–141. http://dx.doi.org/10125/44485
  • Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293-311. https://doi.org/10.1017/S0958344019000065
  • Loewen, S., Isbell, D. R., & Sporn, Z. (2020). The effectiveness of app-based language instruction for developing receptive linguistic knowledge and oral communicative ability. Foreign Language Annals, 1-25. https://doi.org/10.1111/flan.12454
  • Moghari, M. H., & Marandi, S. S. (2017). Triumph through texting: Restoring learners’ interest in grammar. ReCALL, 29(3), 357-372. https://doi.org/10.1017/S0958344017000167
  • Palalas, A. (2016). Introduction to the handbook. In A.Palalas & M. Ally (Eds.), The international handbook of mobile-assisted language learning (pp. 1-15). China Central Radio & TV University Press. Pegrum, M. (2016). Future directions in mobile learning. In D. Churchill, J. Lu, T.K.F. Chiu, & B. Fox (Eds.), Mobile learning design: Theories and application (pp.413-431). Springer. https://doi.org/10.1007/978-981-10-0027-0_24
  • Rachels, J. R., & Rockinson-Szapkiw, A. J. (2018). The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy. Computer Assisted Language Learning, 31(1-2), 72-89. https://doi.org/10.1080/09588221.2017.1382536
  • Reinders, H., & Pegrum, M. (2017). Supporting language learning on the move: An evaluative framework for mobile language learning resources. In B. Tomlinson (Ed.), Second language acquisition research and materials development for language learning (pp. 219–231). Routledge: Taylor & Francis Group.
  • Sad, S. N., Ozer, N., Yakar, U., & Ozturk, F. (2020). Mobile or hostile? Using smartphones in learning English as a foreign language. Computer Assisted Language Learning, 1-27. https://doi.org/10.1080/09588221.2020.1770292
  • Seibert Hanson, A. E., & Brown, C. M. (2020). Enhancing L2 learning through a mobile assisted spaced-repetition tool: an effective but bitter pill?. Computer Assisted Language Learning, 33(1-2), 133-155. https://doi.org/10.1080/09588221.2018.1552975
  • Shadiev, R., Hwang, W. Y., & Huang, Y. M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4), 284–303. https://doi.org/10.1080/09588221.2017.1308383
  • Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. Monterey, CA: The International Research Foundation for English Language Education. http://www.tirfonline.org/english-in-the-workforce/mobile-assisted-language-learning Stockwell, G. (2016). Mobile language learning. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology (pp. 296-307 ). Routledge: Taylor & Francis Group.
  • Sun, Z., Lin, C. H., You, J., Shen, H. J., Qi, S., & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking. Computer assisted language learning, 30(3-4), 304-324. https://doi.org/10.1080/09588221.2017.1308384 Traxler, J. (2009). Learning in a mobile age. International Journal of Mobile and Blended Learning, 1(1), 1-12. https://doi.org/10.4018/jmbl.2009010101 Xu, Q., & Peng, H. (2017). Investigating mobile-assisted oral feedback in teaching Chinese as a second language. Computer Assisted Language Learning, 30(3-4), 173-182. https://doi.org/10.1080/09588221.2017.1297836 Zhonggen, Y., Ying, Z., Zhichun, Y., & Wentao, C. (2019). Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform. Computer Assisted Language Learning, 32(4), 323-341. https://doi.org/10.1080/09588221.2018.1517093
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm ELT Research Journal
Yazarlar

Ebru Noyan 0000-0001-6349-2100

Ulaş Koçak 0000-0002-3982-5195

Hüseyin Güleç 0000-0002-5689-319X

Yayımlanma Tarihi 12 Temmuz 2023
Gönderilme Tarihi 18 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 1

Kaynak Göster

APA Noyan, E., Koçak, U., & Güleç, H. (2023). A Review of Research on Mobile-Assisted Language Learning from 2016 to 2020. ELT Research Journal, 12(1), 29-49.
 Kapak Resmi İndir