LRNT 506: M-Learning Application for Second Language Acquisition

M-Learning Application for Second Language Acquisition
Assignment2: the literature review
LRNT 506
January 10, 2016
Literature Review
Theoretical frameworks
The theoretical background for this research is rooted in two theories: Technology Acceptance Model (TAM), and the socio-cultural theory (SCT). TAM has been utilized in measuring, predicting, and explaining the behaviour of people with regard to their rejection or acceptance following the introduction of new technology (Davis, 1989; Davis, Bagozzi, & Warshaw, 1989). The Technology Acceptance Model suggests that the perceived ease of utilization and usefulness affect the attitude of users towards using technologies in the process of learning (Huang, Lin, & Chuang, 2007). In this research, Technology Acceptance Model is appropriate as it would be used in measuring, predicting and explaining learners’ acceptance of mobile devices and technologies in learning a second language – that is, in second language acquisition. Socio-cultural theory is also relevant to this research. SCT is rooted in Vygotskian thought, and it is essentially a theory regarding the development of human cognitive, as well as higher mental, function (Lantolf, 2006). SCT postulates that the growth of human cognitive as well as higher mental function originates from social interactions. A child’s early language learning, from a social-cultural perspective, is due to processes of meaning-making in joint activity with other individuals of a particular culture. The principles of SCT are applicable to second language acquisition: learning is entrenched in social events and occur as the individual interacts with others individuals, events, as well as objects within the environment (Lantolf, 2006). The knowledge of Socio-Cultural Theory could be useful for educators to determine and develop ways of setting up activities and tasks that could allow for the facilitation of language learning, for instance by employing Mobile Learning or mLearning.
Review of literature
A more recent change in the teaching of English language has certainly been the utilization of tablets and mobile phones in language learning. By using the phones, learners get to learn the fundamental aspects of conversational English (Kim, 2012). In the context of learning, the usage of mobile devices such as cellphones and tablets is referred to as mobile assisted language learning (Krashen, 1981). The concept of mLearning has permeated through people because of its mobility in accessing knowledge and information across space and time. There is a mounting body of literature on mLearning. MLearning is rapidly securing its place in the contexts of language learning. A vital area that needs to be considered during the implementation of any new mLearning technology is the willingness of the users to utilize the new technology effectively. There are balancing areas for this perspective: these are learner training and instructor education (Wu, 2015). Instructors who plan to include technology in their curriculum require knowledge of technological pedagogical content. Such knowledge for language educators entails pedagogical and technological knowledge and skills particularly for their discipline (Krashen, 1981). Researchers have reported that mobile technologies have a significant effect on boosting the confidence of learners in speaking and listening, and mobile devices also enable knowledge building (Duman, Orhon & Gedik, 2015).
The development of wireless and mobile technologies has served to open up an extensive range of possibilities within the domain of language learning. For the past decade and a half, there have been a number of trials of mobile-assisted language learning (MALL) apps (Lu, 2011). Kukulska-Hulme and Shield (2008) offer evaluations of quite a few MALL developments since the year 2001, and the focus has largely been on the delivery of fundamental features for instance quiz drills and vocabulary learning in text format over cell phones. Even so, successful acquisition of a second language entails developing a lot more intricate skills compared to those utilized in simple vocabulary drills (Wu, 2015). Overall, the goals of language acquisition could be grouped into either productive or receptive language usage, which, depending on whether oral or written, could be subdivided into four groups: writing, reading, listening and speaking (Krashen, 1981).
Putting mobile devices directly in the learners’ hands serves to shift focus from the educator as the only model of language learning in second language acquisition. In essence, language is modelled with the help of mobile devices or technologies, as lots of applications on iPods and iPads actually support language practice (Burston, 2014). Likewise, numerous applications are coming out which facilitate student creation of the content, notwithstanding language. Videotaping on a mobile device has been demonstrated as being an effective way of capturing language learning in action (Liu & Chen, 2015). Moreover, recording apps offer feedback as regards spoken language, and facilitate peer and self-assessment. All these uses encourage students to co-construct language within a social environment (Gillette, 1994).
Mobile devices and technologies that are employed in mobile-assisted language learning (MALL) are ubiquitous and portable. They include smart phones, mobile phones, MP3 players, tablet personal computers, personal digital assistants (PDAs), and iPods (Cerni & Job, 2012).
In the area of computer-assisted language learning (CALL), Thornton and Houser (2012) reported that the search for, as well as study of, applications of the computer in education and learning language has developed MALL, a part of CALL, which is basically an approach to language learning which is enhanced or aided by using a handheld mobile device. In only a few years, mobile-assisted language learning has gained a lot of attention among language teachers. With mobile-assisted language learning, learners can easily access language learning content and interact with their peers and educators anywhere and anytime (Kim, 2012).
These days, learners have become more and more technologically savvy and they clearly know what they want and understand how to find and obtain a lot of information. If administrators and educators do not provide what a learner is seeking, they are likely to find a way of getting it on their own. This is the nature of development and adaptation (Duman, Orhon, & Gedik, 2015). Currently, learners are making use of their creativity in expressing themselves and demonstrating what they know with the use of the extensive range of technologies available to them. The demand for MALL would increase in future, together with the demand for second language acquisition as well as learning flexibility (Kim, 2012).
This research will seek to determine the benefits associated with mobile learning application in second language (L2) acquisition for second language learners. The usage of mobile technologies in mLearning helps to boost grammatical accurateness of the second language learners. There are a number of factors which may contribute to the effectiveness of mLearning in second language acquisition. The notion of Zone of Proximal Development, which is an aspect of the socio-cultural theory, was initially presented by Vygotsky. As per this concept, learning is actually the result of a combined social collaboration between a less knowledgeable individual such as a student, and a more knowledgeable individual such as an educator (Gillette, 1994). Besides giving emphasis to the social nature of learning, Lantolf (2006) pointed out that although the educator and classroom environment might function as mediators of L2 learning, L2 learning is still a self-regulating process that cannot be controlled by the syllabus or the educator. Furthermore, Gillette (1994) pointed out that for classroom interaction to become facilitative, it is important that it breaks from the conventional pattern of educators possessing the power over discussions and provide L2 learners with more participation rights that allow them to take more initiative and therefore responsibility for learning the second language. Thus, using mobile technologies and mLearning to give learners the responsibility of learning incredibly facilitates second language acquisition.
There are a number of developments and researches toward the utilization of wireless devices for various facets of language learning. Areas of mobile-assisted language learning are numerous and common ones include phonetics, grammar, listening, reading comprehension, and vocabulary (Wu...