An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction

By Agnes Kukulska-Hulme, Lesley Shield. ReCALL, 2008

897 citations recorded by the source corpus.

Mobile learning is undergoing rapid evolution. While early generations of mobile learning tended to propose activities that were carefully crafted by educators and technologists, learners are increasingly motivated by their personal learning needs, including those arising from greater mobility and frequent travel. At the same time, it is often argued that mobile devices are particularly suited to supporting social contacts and collaborative learning-claims that have obvious relevance for language learning. A review of publications reporting mobile-assisted language learning (MALL) was undertaken to discover how far mobile devices are being used to support social contact and collaborative learning. In particular, we were interested in speaking and listening practice and in the possibilities for both synchronous and asynchronous interaction in the context of online and distance learning. We reflect on how mobile language learning has developed to date and suggest directions for the future.

Subfields: Developmental and Educational Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/8a0813300e91ba33a825e454a1e4f34344157f15

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In Developmental and Educational Psychology

In Information Systems

Citations in the corpus

Mobile English learning: An evidence-based study with fifth graders (2011, methodology): “When we look at current mobile applications for language learning, however, we notice that these are mostly text-based (Kukulska-Hulme & Shield, 2008) and use an “ intelligent tutoring ” model (Bull, 1994; Chen & Chung, 2008; Collins, 2005; Thornton & Houser, 2005).”
Exploring the role of social media in collaborative learning the new domain of learning (2020, background): “…devices and social media can provide ample futuristic learning opportunities to the students in accessing course contents as well as interaction with peers and experts (Cavus & Ibra-him, 2008, 2009; Kukulska-Hulme & Shield, 2008; Nihalani & Mayrath, 2010; Richard-son & Lenarcic, 2008, Shih, 2007).”
The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis (2016, background): “It is note-worthy that although researchers (Kukulska-Hulme & Shield, 2008; Roschelle & Pea, 2002) have proposed that conveying information and giving feedback via mobile devices can help to keep learners in touch with their peers, promote discussions, and to facilitate the effects of cooperative…”
Twenty years of MALL project implementation: A meta-analysis of learning outcomes (2014, background): “Despite the appearance of over 600 MALL publications over the past twenty years, including three major overviews of the ﬁ eld (Chinnery, 2006; Kukulska-Hulme & Shield, 2008; Burston, 2014), no study has systematically evaluated the learning outcomes of MALL implementation projects.”
Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media (2013, background): “…can provide educational opportunities for students to access course content, as well as interact with instructors and student colleagues wherever they are located (Cavus & Ibrahim, 2008, 2009; Kukulska-Hulme & Shield, 2008; Nihalani & Mayrath, 2010; Richardson & Lenarcic, 2008; Shih & Mills, 2007).”