[L544] Reflection #3 (Mobile-Assisted Language Learning (MALL))

• Stockwell, G. (2012). Mobile-assisted language learning. Contemporary computer-assisted language learning, 18, 201-216.

• Johnson, L. F., Adams, S., & Cummins, M. (2012). Horizon report: 2012 higher education edition. Austin, TX: The New Media Consortium.

As an ESL/EFL learner, I remember that with my smartphone, I used to read mobile versions of magazines, such as The New York Times or International Herald Tribune for my English reading practice as a self-study. Thanks to the Podcasts, I could keep watching free ESL lessons by subscribing it. Mobile English dictionary application also helps me in looking up the new words quickly. These ways of using mobile phones in language learning are based on the aspect of mobile phones as a microcosm of computers (desktop/laptop). According to Stockwell (2012), mobile phone use in language learning is divided into two categories; one as a way of communication tool such as SMS or mobile email, and the other with utilizing mobile applications as an educational tool (p.208). He addressed the unique features of using mobile phones; people wish to use to solve an immediate and comparatively simple problem (p.204), and if the length of the content to read is too long or there are lots of tasks to do on the mobile phone, they prefer using a computer instead of mobile phone because of its small screen size (p.209).

Thinking of the features of mobile phones (smartphones, in particular), I came up with some idea about English vocabulary lesson using mobile phones in class. Target learners would be young beginning level of ESL learners. In the classroom, teacher would wrote down the vocabulary topics on the board that students learned from the last class. Vocabulary topics might be clothes, transportation, shopping, family, physical appearance, etc. Teacher lets each student choose a topic (or assigns them), and students need to take digital photos of 10 words that represent the vocabulary topic, using their mobile phone camera. For instance, if the students chose the topic of clothes, they can take pictures of pants, shirts, skirts, hoodies, etc. If possible, teacher gives a permission for students to walk around the school in order to take appropriate photos within a time-limit, and if it’s not available, teacher can prepare magazines or books in advance so that students might be able to find the photos inside the pages. After coming back to the classroom with photos they would have taken, teacher puts students into groups of 4-6, and each group member shows their ten pictures to others in group. Group members need to guess the vocabulary topic and the word with correct pronunciation and spelling. After the group work, teacher asks the students to upload their 10 digital photos on Flickr (www.flickr.com), a photo-sharing site. As a whole class, students will see all the pictures on the screen taken by the classmates, and review the vocabulary together. This activity is making use of the functions of mobile phone’s camera and Internet access. Moving around to take photos in person and using those pictures in class, students may be encouraged with an ownership of their studying materials. Student-student interaction in class may be enhanced as well.

I would like to finish the reflection with two quotations I liked from the article and wanted to remember. “Technology alone does not create language learning any more than dropping a learner into the middle of a large library does (Healy, 1999, p.136).” “One of the biggest pedagogical challenges then becomes finding ways to utilize available technologies to create a smooth combination of physical spaces and virtual environments (Morris, 2011).”