The Pedagogical Applications of Mobile-Assisted Language Learning (MALL) in Improving the Iranian EFL Learners' Oral Performance

Bahram Moghaddas; Hassan Bashirnezhad

doi:doi:10.11648/j.ijalt.20160201.12

| Peer-Reviewed

The Pedagogical Applications of Mobile-Assisted Language Learning (MALL) in Improving the Iranian EFL Learners' Oral Performance

Bahram Moghaddas, Hassan Bashirnezhad

Published in International Journal of Applied Linguistics and Translation (Volume 2, Issue 1)

Received: 29 December 2015 Accepted: 8 February 2016 Published: 1 March 2016

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

In the era of globalization, the use of mobile technologies changed the teaching-learning process in the various educational levels to make the pedagogy natural, vivid and interactive. Implementing global technologies in the educational contexts not only promote the level of teaching but also motivate the learners in providing information by means of innovative and attractive tasks. The appropriate use of mobile-related technologies in and outside classroom facilitates the teaching-learning process and helps the students learn the language better and gain information in depth. Language instructors can create the suitable environment for teaching by applying technology. The present article deals with the effective use of mobile-related technologies in the Iranian EFL contexts. The learners were divided into two groups of experimental and control, each group consisted of 30 students to assess the validity and utility of MALL in an English language institute. The results showed that the experimental group outperformed the control group and learners' fluency improved in their speaking skill.

Published in	International Journal of Applied Linguistics and Translation (Volume 2, Issue 1)
DOI	10.11648/j.ijalt.20160201.12
Page(s)	8-14
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Mobile-Assisted Language Learning, Oral Performance, Language Learning, Computer-Assisted Language Learning, Speaking Skill

References

[1]	Ally, M. (Ed.). (2009). Mobile learning. Transforming the delivery of education and training. Edmonton: AU Press.
[2]	Boersma, P., & Weenink, D. (2007). PRAAT. Retrieved from http://www.praat.org
[3]	Burns, A. and Joyce, H. (1997). Focus on speaking. Sydney: National Center for English Language Teaching and Research.
[4]	Bursten, J. (2013). Mobile-Assisted Language Learning: A Selected Annotated Bibliography of Implementation Studies 1994–2012. Language Learning & Technology. Volume 17, Number 3. pp. 157–22. http://llt.msu.edu/issues/october2013/burston.pdf
[5]	Carter, R and McCarthy, M. (1995). Grammar and Spoken Language. Applied Linguistics, Vol 16 No 2. 141-158.
[6]	Clifton, J. (2006). Facilitator talk. ELT Journal, 60, 142-150.
[7]	Foley, A. (1991). A psycholinguistic framework for task-based approaches to language teaching. Applied Linguistics, 12, 62-75.
[8]	Nah, Ki-Chune. White, Peter. and Sussex, Roland (2008). "The Potential of Using mobile Phone to Access the Internet for Learning EFL Listening Skills Within a Korean Context." ReCALL. 20 (3): 331-347 http://www.eurocall-languages.org/recall/index.html
[9]	Klopfer, E, Squire, K and Jenkins, H. (2002). "Environmental Detectives: PDAs as a window into a virtual simulated world." Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education. Vaxjo, Sweden: IEEE Computer Society, 95-98.
[10]	Beethan, H., & Sharpe, R. (Eds.). (2007). Rethinking pedagogy for a digital age: Designing and delivering e-learning. London, UK: Routledge Falmer.
[11]	Chinnery, G. (2006). Emerging technologies. Going to mall: mobile assisted language learning. Language Learning and Technology, 10 (1), 19-16.
[12]	Colley, J., De Gani, A., & Stead, G. (2010). What in the World are you doing with your mobile phone? World differences in the use of mobiles. Retrieved August 27, 2011, from http://www.mole-project.net/
[13]	Colley, J., De Gani, A., & Stead, G. (2010). Future trends in mobile use. Retrieved Aujust 27th, 2011, from http://www.mole-project.net/images/documents/deliverables/global_mobile_trends.pdf
[14]	Dias, A. Carvalho, L., Keegan, D. Kismihok, G., Mileva, N., Nix, J., & Rekkedal. T (2008). An Introduction to Mobile Learning. Retrieved 25th July, 2011, from http://www.ericsson.com/ericsson/corpinfo/programs/the_role_of_mobile_learning_in_european_education/products/wp/socrates_wp1_english.pdf
[15]	De Jong, N. H., Steinel, M. P, Florijn, A., Schoonen, R. & Hulstijn, J. H. (2012). Facets of speaking proficiency. Studies in Second Language Acquisition, 34 (1), (pp. 5-34) (30 p.).
[16]	Facer, B. & Abdous, M. (2011). Academic Podcasting and Mobile Assisted Language Learning: Applications and Outcomes. Hershey, PA: IGI Global.
[17]	Geddes, S. (2004). Mobile learning in the 21st century: Benefit for learners. Knowledge Tree e-journal. Retrieved August 9th, 2011, from https://olt.qut.edu.au/udf/OLTCONFERENCEPAPERS/gen/static/papers/Cobcroft_OLT2006_paper.pdf.
[18]	Hartman, G. De Gani, A., & Stead, G. (2011). Cross-platform mobile development. Retrieved August 27th, 2011, from http://www.mole-project.net/images/documents/deliverables/WP4_crossplatform_mobile_development_March2011.pdf
[19]	Hwang, G.-J. & Tsai, C.-C. (2011), Research trends in mobile and ubiquitous learning: a review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42: E65–E70. doi: 10.1111/j.1467-8535.2011.01183.x.
[20]	Ismail, I., Baharum, H., & Idrus, R. M. (2010). Simplistic is the ingredient for mobile learning. International Journal of Interactive Mobile Technologies, 4 (3), 4 – 8) retrieved July 25th, 2011, from http://online-journals.org/i-jim/issue/view/85
[21]	Jacob, S. and Issac, B. (2008) "The Mobile Devices and its Mobile Learning Usage Analysis", Proceedings of the International Multi-conference and Computer Scientists, pp 19-21.
[22]	Kolb, L. (2008). Toys to Tools: Connecting Student Cell phone to Education in and out of the Classroom. USA: International Society for Technology in Education.
[23]	Kolb, L. (2011). Adventures with cell phones. Educational Leadership, 68 (5), 39-43.
[24]	Kukulska-Hulme, Agnes and Jones, Chris (2011). The next generation: design and the infrastructure for learning in a mobile and networked world. In: Olofsson, A. D. and Lindberg, J. Ola eds. Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching. Hershey, PA: Information Science Reference (an Imprint of IGI Global), pp. 57–78.
[25]	Kukulska-Hulme. A., and Shield, Lesley (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20 (3), pp. 271–289.
[26]	Kukulska-Hulme, A. (2006). Mobile language learning now and in the future. In: Svensson, Patrik ed. Fran vision till praktik: Sprakutbildning och Informationsteknik (From vision to practice: language learning and IT). Sweden: Swedish Net University (N¨atuniversitetet), pp. 295–310.
[27]	Lantolf, J. P. (2000). Introducing sociocultural theory. In J. P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning (pp. 1-26). Oxford: Oxford University Press.
[28]	Mirland, M. (2006). How should learning activities using mobile technologies be designed to support innovative educational practices, In M. Sharples (ed.) (2006) Big issues in mobile learning. Report of a workshop by the Kaleidoscope Network of Excellence Mobile Learning Initiative. University of Nottingham, UK. (p. 27-29) Retrieved July 9th, 2011, from http://mlearning.noe-kaleidoscope.org/repository/BigIssues.pdf
[29]	Nah, K., C., White, P, & Sussex, R. (2008). &e potential of using a mobile phone to access the Internet for learning EFL listening skills within a Korean context. ReCALL, 20 (3), 331–347.
[30]	Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2006). Futurelab 11: Literature review in mobile technologies and learning. University of Birmingham, UK. Retrieved Octobor 21, 2009, from www.futurelab.org.uk/research/lit_reviews.htm
[31]	Naismith, L., Lonsdale, P., Vavoula, G. and Sharples, M. (2004) Literature Review in Mobile Technologies and Learning, Report 11 for Futurelab, Retrieved September 10, 2011, from http://www.futurelab.org.uk/sites/default/files/Mobile_Technologies_and_Learning_review.pdf
[32]	Norazah Mohd Nordin, Mohamed Amin Embi, Melor Md. Yunus (2010). Mobile learning framework for lifelong learning. International Conference on Learner Diversity 2010. Procedia Social and Behavioral Sciences 7 (C), 130–138.
[33]	Oberg, A., & Daniels, P. (2013). Analysis of the effect a student-centred mobile learning instructional method has on language acquisition. Computer Assisted Language Learning, 26 (2), 177-196.
[34]	Osborne, J. 2007. Investigating L2 fluency through oral learner corpora. In Spoken Corpora in Applied Linguistics, M. C. Campoy & M.J. Luzón (eds.). Frankfurt: Peter Lang, 181-197.
[35]	Reynolds, M. (1990). Classroom power: some dynamics of classroom task. In R. Clark, N. Fairclough, R. Ivanic, N. McLeod, J. Thomas, and P. Meara (Eds.), Language and power (pp. 122-136). Clevedon, Avon: BAAL and CILT.
[36]	Rosell-Aguilar, F. (2007). Top of the pods—In search of a podcasting “podagogy” for language learning. Computer Assisted Language Learning, 20 (5), 471-492.
[37]	Ros i Solé, C., Calic, J., & Neijmann, D. (2010). A social and self-reflective approach to MALL. RECALL Journal, 22 (1), 3952. Retrievable from http://journals.cambridge.org
[38]	Seiz-Ortiz, R., & Romero-Forteza, F. (2013). Pedagogical evaluation of web-based autonomous language learning. Glasgow, 10-13 July 2013 Papers, 302.
[39]	Sharples, M., Taylor, J., & Vavoula, G. (2005). Towards a theory of mobile learning. Proceedings of mLearn 2005, 1 (1), 1-9.
[40]	Sharples, M. (2005) Learning as conversation: Transforming education in the mobile age, Proceedings of Seeing, Understanding, Learning in the Mobile Age, pp. 147–152.
[41]	Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20, 253–170.
[42]	Stockwell, G. (2012). Commentary: Working with constraints in mobile learning – A response to Ballance. Language Learning & Technology, 16 (3), 24-31.
[43]	Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A retrospective. Modern Language Journal, 85, 39-56.
[44]	Swain, M. (1995). Three functions of output in second language learning. In G. Cook and B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honor of H. G Widdowson (125-144). Oxford: Oxford University Press.
[45]	Shih, J. L., Chuang, C. W. & Hwang, G. J. (2010). An inquiry based mobile learning approach to enhancing social science learning effectiveness. Educational Technology & Society, 13, 4, 50–62.
[46]	Skehan, P. (2003). Task-based instruction. Language Teaching, 36, 1–14.
[47]	Tavakoli, P., & Skehan, P. (2005). Strategic planning, task structure, and performance testing. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 239–276). Amsterdam: John Benjamins.
[48]	Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21, 217–228.
[49]	Wong, L. H., & Looi, C. K. (2010). Vocabulary Learning by Mobile-Assisted Authentic Content Creation and Social Meaning-making: Two Case Studies, Journal of Computed and Assisted Learning, 26 (5), 421-433.
[50]	Yedla, Suneetha, 2013. “Classroom to Smart Room: Need of the Hour for English for Engineering” Contemporary Research in India: An International Peer Reviewed Journal, Vol. 3, Issue 1, Pg: 115-117. ISSN: 2231-2137.
[51]	Yedla, Suneetha, 2012. “Teaching Techniques in ESP for Technocrats”, Thematics Journal of English Language Teaching: An International Peer Re viewed Journal, Vol. 2, Issue 1, Pg. No. 50-54, ISSN 2231-4873.
[52]	Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Logos International: Tokyo.

Cite This Article

Plain Text BibTeX RIS

APA Style

Bahram Moghaddas, Hassan Bashirnezhad. (2016). The Pedagogical Applications of Mobile-Assisted Language Learning (MALL) in Improving the Iranian EFL Learners' Oral Performance. International Journal of Applied Linguistics and Translation, 2(1), 8-14. https://doi.org/10.11648/j.ijalt.20160201.12

Copy | Download

ACS Style

Bahram Moghaddas; Hassan Bashirnezhad. The Pedagogical Applications of Mobile-Assisted Language Learning (MALL) in Improving the Iranian EFL Learners' Oral Performance. Int. J. Appl. Linguist. Transl. 2016, 2(1), 8-14. doi: 10.11648/j.ijalt.20160201.12

Copy | Download

AMA Style

Bahram Moghaddas, Hassan Bashirnezhad. The Pedagogical Applications of Mobile-Assisted Language Learning (MALL) in Improving the Iranian EFL Learners' Oral Performance. Int J Appl Linguist Transl. 2016;2(1):8-14. doi: 10.11648/j.ijalt.20160201.12

Copy | Download

@article{10.11648/j.ijalt.20160201.12,
  author = {Bahram Moghaddas and Hassan Bashirnezhad},
  title = {The Pedagogical Applications of Mobile-Assisted Language Learning (MALL) in Improving the Iranian EFL Learners' Oral Performance},
  journal = {International Journal of Applied Linguistics and Translation},
  volume = {2},
  number = {1},
  pages = {8-14},
  doi = {10.11648/j.ijalt.20160201.12},
  url = {https://doi.org/10.11648/j.ijalt.20160201.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20160201.12},
  abstract = {In the era of globalization, the use of mobile technologies changed the teaching-learning process in the various educational levels to make the pedagogy natural, vivid and interactive. Implementing global technologies in the educational contexts not only promote the level of teaching but also motivate the learners in providing information by means of innovative and attractive tasks. The appropriate use of mobile-related technologies in and outside classroom facilitates the teaching-learning process and helps the students learn the language better and gain information in depth. Language instructors can create the suitable environment for teaching by applying technology. The present article deals with the effective use of mobile-related technologies in the Iranian EFL contexts. The learners were divided into two groups of experimental and control, each group consisted of 30 students to assess the validity and utility of MALL in an English language institute. The results showed that the experimental group outperformed the control group and learners' fluency improved in their speaking skill.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - The Pedagogical Applications of Mobile-Assisted Language Learning (MALL) in Improving the Iranian EFL Learners' Oral Performance
AU  - Bahram Moghaddas
AU  - Hassan Bashirnezhad
Y1  - 2016/03/01
PY  - 2016
N1  - https://doi.org/10.11648/j.ijalt.20160201.12
DO  - 10.11648/j.ijalt.20160201.12
T2  - International Journal of Applied Linguistics and Translation
JF  - International Journal of Applied Linguistics and Translation
JO  - International Journal of Applied Linguistics and Translation
SP  - 8
EP  - 14
PB  - Science Publishing Group
SN  - 2472-1271
UR  - https://doi.org/10.11648/j.ijalt.20160201.12
AB  - In the era of globalization, the use of mobile technologies changed the teaching-learning process in the various educational levels to make the pedagogy natural, vivid and interactive. Implementing global technologies in the educational contexts not only promote the level of teaching but also motivate the learners in providing information by means of innovative and attractive tasks. The appropriate use of mobile-related technologies in and outside classroom facilitates the teaching-learning process and helps the students learn the language better and gain information in depth. Language instructors can create the suitable environment for teaching by applying technology. The present article deals with the effective use of mobile-related technologies in the Iranian EFL contexts. The learners were divided into two groups of experimental and control, each group consisted of 30 students to assess the validity and utility of MALL in an English language institute. The results showed that the experimental group outperformed the control group and learners' fluency improved in their speaking skill.
VL  - 2
IS  - 1
ER  -

Copy | Download

Author Information

Bahram Moghaddas

Department of English, Khazar Institute of Higher Education, Mahmoodabad, Mazandaran, Iran; Mahmoodabad Educational Administration, Mahmoodabad, Mazandaran, Iran
Hassan Bashirnezhad

Department of English, Farhangian University, Mazandaran Campus, Sari, Iran

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Bahram Moghaddas, Hassan Bashirnezhad. (2016). The Pedagogical Applications of Mobile-Assisted Language Learning (MALL) in Improving the Iranian EFL Learners' Oral Performance. International Journal of Applied Linguistics and Translation, 2(1), 8-14. https://doi.org/10.11648/j.ijalt.20160201.12

Copy | Download

ACS Style

Bahram Moghaddas; Hassan Bashirnezhad. The Pedagogical Applications of Mobile-Assisted Language Learning (MALL) in Improving the Iranian EFL Learners' Oral Performance. Int. J. Appl. Linguist. Transl. 2016, 2(1), 8-14. doi: 10.11648/j.ijalt.20160201.12

Copy | Download

AMA Style

Bahram Moghaddas, Hassan Bashirnezhad. The Pedagogical Applications of Mobile-Assisted Language Learning (MALL) in Improving the Iranian EFL Learners' Oral Performance. Int J Appl Linguist Transl. 2016;2(1):8-14. doi: 10.11648/j.ijalt.20160201.12

Copy | Download

@article{10.11648/j.ijalt.20160201.12,
  author = {Bahram Moghaddas and Hassan Bashirnezhad},
  title = {The Pedagogical Applications of Mobile-Assisted Language Learning (MALL) in Improving the Iranian EFL Learners' Oral Performance},
  journal = {International Journal of Applied Linguistics and Translation},
  volume = {2},
  number = {1},
  pages = {8-14},
  doi = {10.11648/j.ijalt.20160201.12},
  url = {https://doi.org/10.11648/j.ijalt.20160201.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20160201.12},
  abstract = {In the era of globalization, the use of mobile technologies changed the teaching-learning process in the various educational levels to make the pedagogy natural, vivid and interactive. Implementing global technologies in the educational contexts not only promote the level of teaching but also motivate the learners in providing information by means of innovative and attractive tasks. The appropriate use of mobile-related technologies in and outside classroom facilitates the teaching-learning process and helps the students learn the language better and gain information in depth. Language instructors can create the suitable environment for teaching by applying technology. The present article deals with the effective use of mobile-related technologies in the Iranian EFL contexts. The learners were divided into two groups of experimental and control, each group consisted of 30 students to assess the validity and utility of MALL in an English language institute. The results showed that the experimental group outperformed the control group and learners' fluency improved in their speaking skill.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - The Pedagogical Applications of Mobile-Assisted Language Learning (MALL) in Improving the Iranian EFL Learners' Oral Performance
AU  - Bahram Moghaddas
AU  - Hassan Bashirnezhad
Y1  - 2016/03/01
PY  - 2016
N1  - https://doi.org/10.11648/j.ijalt.20160201.12
DO  - 10.11648/j.ijalt.20160201.12
T2  - International Journal of Applied Linguistics and Translation
JF  - International Journal of Applied Linguistics and Translation
JO  - International Journal of Applied Linguistics and Translation
SP  - 8
EP  - 14
PB  - Science Publishing Group
SN  - 2472-1271
UR  - https://doi.org/10.11648/j.ijalt.20160201.12
AB  - In the era of globalization, the use of mobile technologies changed the teaching-learning process in the various educational levels to make the pedagogy natural, vivid and interactive. Implementing global technologies in the educational contexts not only promote the level of teaching but also motivate the learners in providing information by means of innovative and attractive tasks. The appropriate use of mobile-related technologies in and outside classroom facilitates the teaching-learning process and helps the students learn the language better and gain information in depth. Language instructors can create the suitable environment for teaching by applying technology. The present article deals with the effective use of mobile-related technologies in the Iranian EFL contexts. The learners were divided into two groups of experimental and control, each group consisted of 30 students to assess the validity and utility of MALL in an English language institute. The results showed that the experimental group outperformed the control group and learners' fluency improved in their speaking skill.
VL  - 2
IS  - 1
ER  -

Copy | Download