EMERGING TECHNOLOGIESGoing to the MALL: Mobile Assisted Language Learning
http://llt.msu.edu/vol10num1/emerging/default.html
http://llt.msu.edu/vol10num1/emerging/default.html
This article deals with Mobile Assisted Language Learning.
It shows different ways in which MALL, like cell phones, PDAs, and iPods, have been used inside the classrooms to teach language.
Firstly, the text shows that there are people who are against MALL, for example, Salaberry argues that it is not clear that any modern technology (e.g., television, radio, the PC) has offered the same pedagogical benefits as traditional second language instruction.
However, George M. Chinnery, who wrote this article, argues that have been many cases in which CALL has been successful. For instance, in Korea, United States, and so on. He also add the following:
· CELL PHONES: Nowadays, they include voice-messaging, Internet access, cameras, SMS text-messaging and even video-recording. All this functions enable students to practice communicative language, have teleconferencing, provide distant language learners with feedback and assistance, have access to task completion, and authentic content.
Most of the results of researches carried out showed that cell phones were effective for review and practice. Moreover, lessons were effective. Some of the reason for that is portability and immediacy in mobile language learning.
· PDAs (Personal digital assistants): They are not as popular as cell phones but they also are effective. One of its primary functions is the translator; they also include Internet and wireless access. There were reported minor problems, for instance, trouble resizing pictures to fit in the small screen and some difficulties with network connections.
· iPods: Last but not least, digital audio files, which provide high-quality sound in a compressed format, and enable to record, watch videos, and download podcastings, depending on the model. In the classroom, the writer shows that you can record speech samples for self and teacher assessment of English language learners.
George M. Chinnery says that potential MALL has in expanding social inclusion in language learning.
Finally, there are challenges, for instance, mobile media has reduced screen sizes, virtual keyboarding and one-finger data entry, limited audiovisual quality, and limited power. However, there are drawbacks that include limited nonverbal communications, a lack of cultural context, limited message lengths, and potentially limited social interaction.
Finally, there are challenges, for instance, mobile media has reduced screen sizes, virtual keyboarding and one-finger data entry, limited audiovisual quality, and limited power. However, there are drawbacks that include limited nonverbal communications, a lack of cultural context, limited message lengths, and potentially limited social interaction.
Comment:
After I read the article, I thought about the wide gap existing in Chile about technology. I have never heard that teachers use cell phones, PADs, and iPods to teach. In Chile only radio, TV, DVD, data projector and computers are used for teaching.
From my point of view, CALL would be successful but I think that in countries without enough resources it is impossible to do. I think computer can provide better services than m- learning, because it has bigger screen, softwares that are very helpful and the m –learning doesn’t have, and it is like a fusion of cell phones, PDAs, and iPods.
From my point of view, CALL would be successful but I think that in countries without enough resources it is impossible to do. I think computer can provide better services than m- learning, because it has bigger screen, softwares that are very helpful and the m –learning doesn’t have, and it is like a fusion of cell phones, PDAs, and iPods.
