M-Learning Application for Second Language Acquisition: Methodology and Methods

M-Learning Application for Second Language Acquisition
February 07, 2016
Table of Contents
 TOC \o "1-3" \h \z \u Table of Contents  PAGEREF _Toc284330870 \h
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Chapter 1: Introduction  PAGEREF _Toc284330871 \h
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Introduction  PAGEREF _Toc284330872 \h
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Research Question 4
Dissemination 4
Chapter 2: Literature Review 5
Theoretical Framework 5
Literature Review 6
Chapter 3: Methodology and Methods  PAGEREF _Toc284330884 \h
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Methodology  PAGEREF _Toc284330885 \h
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Methods  PAGEREF _Toc284330887 \h
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Literature Search Strategy  PAGEREF _Toc284330888 \h
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Exclusion and Inclusion Criteria  PAGEREF _Toc284330888 \h
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Search Specifics  PAGEREF _Toc284330888 \h
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Data Collection  PAGEREF _Toc284330888 \h
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Data Analysis  PAGEREF _Toc284330888 \h
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Limitations and Delimitations  PAGEREF _Toc284330889 \h
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Importance of the Research  PAGEREF _Toc284330890 \h
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Proposed Table of Contents  PAGEREF _Toc284330891 \h
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Timeline  PAGEREF _Toc284330892 \h
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References 18
Chapter 1: Introduction
Introduction
Today, with the development of Internet and mobile technology, people are able to access, store, and share information in ways never before possible. The pervasiveness of mobile devices could make it easy for students to adapt to mobile learning. In recent years, there has been an increased use of virtual learning environments to support learning (Allen & Seaman, 2010). There are a number of factors which need to be taken into consideration with regard to virtual learning environments. Some of these factors include accessibility, affordability, age of the learners, and language. An application that is compatible with common mobile devices would increase learners’ interactivity and satisfaction and allow them use the mobile devices and applications they are already familiar with (Burston, 2014).
Mobile devices are popular and pervasive in our daily lives. In 2013, there were nearly 7 billion active mobile phone subscribers across the world (Ozcan, 2014). Mobile learning, using various mobile technologies, is useful to language learning in term of accessibility, instant delivery and updates, affordability and the novelty of the gadget (Ally, Tin, & Elliott, 2007). As various mobile technology tools have developed, mobile learning can be used in a classroom setting and adapted to the different learning needs and learning styles among learners and aid in second language acquisition (Kondo, 2012).
Now more than ever before, learners are at the center of teaching and learning. Learning is more collaborative through online social interaction including the development of online learning communities between learners, and between learners and instructors. Kukulska-Hulme and Shield (2008) suggest that mobile assisted language learning (MALL) to support social contact and collaborative learning is a possibility for asynchronous as well as synchronous interaction in online distance learning. Research regarding why people are motivated to participate in social network sites (SNS) such as Facebook emphasizes reinforcement of self-esteem and relieving emotional stress (Krasnova, Spiekermann, Koroleva, & Hildebrand, 2010). Anton (1999) noted the importance of interaction and participation in creating language learning opportunities. A study of second language (L2) learning situations found that collaborative interaction between language learners can assist individual L2 learning (Swain & Lapkin, 1998). It is possible that MALL could help learners with different learning needs/levels to improve their language competence and communication skills. This research proposal focuses on the aspects of the development of a mobile learning application that can be utilized in improving and upgrading the communication skills of second language learners.
Research Question
This research seeks to answer the following question:
What are the benefits associated with mobile learning application in second language acquisition for second language learners?
Sub-questions are:
What strategies or best practices exist with regard to facilitating language learning?
Which factors may contribute to the effectiveness of mLearning in second language acquisition?
Dissemination
The result of this review is being disseminated through article published in adequate peer-reviewed journals to be able to communicate with peers. Additional dissemination would occur through presentations at conferences or Webinars.
Chapter 2: 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).
Technology Acceptance Model
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
SCT 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 occurs 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.
Literature Review
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. Mobile devices and technologies that are employed in 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 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).
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 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 been embraced well by people because mLearning allows students to access knowledge and information wherever, whenever; that is, across space and time. These days, mLearning is rapidly securing its place in the context 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 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 such as 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 being developed and introduced into the market which allow students, notwithstanding their language, to participate in creating learning content. 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 with regard to spoken language, and help to facilitate peer and self-assessment. All of these uses encourage students to co-construct language within a social environment (Gillette, 1994).
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. There are a number of developments and research 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, 2015). Each is discussed further below.
Learning vocabulary: depending on the students’ language proficiency level, the sort of activities that focus on vocabulary learning through the use of mobile devices vary from one research study to another one. Sending short messages (SMS) or e-mail to learners is one way that can be used to learn new vocabulary basing upon the lessons that were covered in classroom. In their study, Kennedy and Levy (2010) gave the students the alternative of receiving messages that covered known phrases in new contexts via short messages to their cellphones totaling 9-10 SMSs on a weekly basis. The findings demonstrated that the SMSs were useful for vocabulary learning (Kennedy & Levy, 2010). Moreover, learning vocabulary could be accompanied by pictorial annotation which is shown on the mobile phones of the students so that they can understand new words better. In their study, Chen and Hsu (2008) gave the students both verbal and pictorial annotation for learning English vocabulary. The findings of a post-test revealed that the pictorial annotation actually helped the students with higher visual and lower verbal capacity in retaining vocabulary.
Learning grammar: Tai (2012) reported that learners can learn grammatical points via a specially designed program which is installed on mobile devices wherein grammatical rules are instructed, and followed by multiple-choice activities in which the students pick the right answer from the options provided. In essence, the grammatical exercises could be in the form of fill-in the blanks or false-true which the students are to respond to (Chen & Hsu, 2008). Short message service or vocal service could also be employed in presenting grammatical explanations to the learners (Tai, 2012).
Listening and comprehension: in learning any second language, listening exercises are regarded as the initial phase. Thanks to the dawn of the second generation of cellphones, a mobile multimedia system can now be designed that could be used to learn listening skills via listening exercises. In their study, Sun and Huang (2010) developed a system which comprised 2 subsystems. The first subsystem was a multimedia materials website which uploaded and retained video materials. The second subsystem was a set of multimedia English listening exercise on the cellphone for the students to repeat a number of exercises in English learning within a ubiquitous learning environment. These researchers pointed out that mobile multimedia English listening exercise system could improve the Englis...