Supporting Language Learning on the Move. An evaluative framework for mobile language learning resources.

Abstract

Mobile learning is becoming increasingly common, and mobile learning resources for supporting the teaching and learning of language are now widely available (Pegrum, 2014). There is, however, little systematic research into their benefits, with most publications reporting case studies of pilots or trials, and data largely consisting of learners’ and teachers’ perceptions (Burston, 2013). As useful as these studies are, they do not necessarily help teachers to identify those aspects of mobile resources that can make a significant pedagogical contribution in particular learning contexts.

This chapter presents a framework for evaluating mobile-assisted language learning (MALL) resources, which may take the form of web services or apps (or collections of websites or apps), referred to here as mobile materials; or which may take the form of activities designed around websites or apps, referred to here as mobile activities. In both cases, the websites and apps may either have a dedicated language learning focus or be generic in nature.

After a discussion of the nature of mobile hardware and software, we consider the evaluation of MALL resources, which in fact means an evaluation of the learning design of those resources. We present five categories according to which their learning design may be evaluated, namely the use of the affordances of the devices, general pedagogical approaches, specific L2 pedagogical approaches, second language acquisition (SLA) principles, and affective principles. We synthesise these points into an evaluative framework that can be used by practitioners to appraise particular MALL resources or even guide their own production of such resources.