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To enhance the information contained in these references, over 90% of the entries are complemented by a brief (~80 word) summary. To the extent that the publication provides such information, each annotation identifies the country of origin of the study, native language (L1) and/or the second or foreign language (L2) involved, the mobile technology used, the learning area(s) targeted, the type of learners, their numbers, the duration of the study, and a summary of the results (i.e., learning outcomes and survey opinions). Since nearly 60% of MALL implementation studies appear outside of professional journals, in conference proceedings, project reports, academic dissertations, and so forth, locating copies of these publications poses a major challenge in itself. For this reason, where possible, links are included to copies of the works cited.

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Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012

The purpose of this research was to investigate preservice teachers' perceptions about using m-phones and laptops in education as mobile learning tools. A total of 1087 preservice teachers participated in the study. The results indicated that preservice teachers perceived laptops potentially stronger than m-phones as m-learning tools. In terms of limitations the situation was balanced for laptops and m-phones. Generally, the attitudes towards using laptops in education were not exceedingly positive but significantly more positive than m-phones. It was also found that such variables as program/department, grade, gender and possessing a laptop are neutral in causing a practically significant difference in preservice teachers' views. The results imply an urgent need to grow awareness among participating student teachers towards the concept of m-learning, especially m-learning through m-phones. [ABSTRACT FROM AUTHOR]

Preservice teachers' perceptions about using mobile phones and laptops in education as mobile learning tools

We reviewed literature from 2007 to 2016 (March) on mobile language learning in authentic environments. We aimed to understand publications’ trend, research focus, technology used, methodology, and...

Review of research on mobile language learning in authentic environments

Mobile assisted language learning (MALL) is a subarea of the growing field of mobile learning (mLearning) research which increasingly attracts the attention of scholars. This study provides a syste ...

/pdf/mobile-assisted-language-learning-a-literature-review-2nagikpar1.pdf

Mobile Assisted Language Learning : A Literature Review

This study investigated whether the modality effect of content presentation modes on students' cognitive load and listening comprehension depends on the moderating effect of the learners' language proficiencies in a mobile learning context. One hundred and sixty-two students majoring in English in a technology university used personal digital assistants (PDAs) as the learning tool for a mobile listening comprehension activity. Participants were randomly assigned to one of two presentation modes: (1) a single mode in which students were engaged in auditory materials only and (2) a dual mode in which they were exposed to audio and textual inputs simultaneously. Hierarchical regression was employed to examine the moderating effect of the learners' proficiencies. The results confirmed the moderator role of English proficiency on cognitive load: students with lower proficiency appeared to be more perceptive of the text aid. However, the moderating effect was not obtained on the task performance in that student...

Content presentation modes in mobile language listening tasks: English proficiency as a moderator

This study investigated the effects of simultaneous written text on the comprehension of spoken English as a foreign language, when the text is presented with the aid of a personal digital assistant (PDA) as a learning tool. Eighty-seven university students majoring in applied foreign languages were randomly assigned to either listening with auditory materials only, or listening with identical and concurrent written text. Performance efficiency was used to provide a better indicator of the quality of learning. The results revealed that for learners with lower English levels, the presence of concurrent written text elicited higher performance efficiency in the immediate recall task of the English listening comprehension. However, the beneficial effect of the written text did not extend to the subsequent auditory-only passage. The study suggested that when using mobile devices as training tools, the provision of written text facilitates the acquisition of information but not the schema construction of the English listening comprehension skill.

/pdf/effects-of-presentation-mode-on-mobile-language-learning-a-568gr7ae7z.pdf

Effects of presentation mode on mobile language learning: A performance efficiency perspective

This study compared how three different gloss modes affected college students’ L2 reading comprehension and vocabulary acquisition. The study also compared how results on comprehension and vocabulary acquisition may differ depending on the four assessment methods used. A between-subjects design was employed with three groups of Mandarin-speaking college freshmen. The participants read an English passage, each with different gloss formats: in-text mode, marginal gloss mode, and pop-up mode. The English proficiency level of the participants was elementary. Summary writing and multiple-choice questions were used to assess reading comprehension; word translation and word matching were used to assess vocabulary acquisition. Results of a multivariate analysis of covariance (with proficiency as the covariate) indicated that different assessment methods using the same gloss mode yielded different outcomes. In general, while the marginal gloss mode resulted in the highest scores on the multiple choice test, in-tex...

I-Jung Chen

Papers

Content presentation modes in mobile language listening tasks: English proficiency as a moderator

Effects of presentation mode on mobile language learning: A performance efficiency perspective

Hypertext glosses for foreign language reading comprehension and vocabulary acquisition: effects of assessment methods