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INTRODUCTION

Mobile language learning applications have the potential to transform the way languages
are learned. This study examined the fifty most popular commercially-available language
learning applications for mobile phones and evaluated them according to a wide range of
criteria. Three major trends were found: first, apps tend to teach vocabulary in isolated
units rather than in relevant contexts; second, apps minimally adapt to suit the skill sets of
individual learners; and third, apps rarely offer explanatory corrective feedback to
learners. Despite a pedagogical shift toward more communicative approaches to language
learning, these apps are behaviorist in nature. To better align with Second Language
Acquisition (SLA) and L2 pedagogical research, we recommend the incorporation of more
contextualized language, adaptive technology, and explanatory feedback in these
applications.

A remarkable number of people are turning to their mobile devices to learn a foreign
language. The global market for digital English language learning products, for example,
reached $1.8 billion in 2013. Revenues are projected to surge to over $3.1 billion by 2018,
with a compound annual growth rate (CAGR) over a five-year period of 11.1% (Adkins,
2008). Language learning apps like DuoLingo are immensely popular, with over 70 million
sign-ups (Hickey, 2015). Mobile language learning approaches are clearly in demand and
will continue to grow in use as more people turn to smartphones or tablets as a primary
computing device.

The rise of mobile app usage for language learning raises an important question: are
current commercial mobile language learning apps effective tools for language learners,
based upon what we know about research in L2 pedagogy, pedagogical design, and
Second Language Acquisition (SLA) research? And further, given this information, how
can the state of commercial applications inform academic research and vice versa?
While the pedagogical uses and new opportunities of mobile technology for language
learning have been studied in academic contexts, existing commercial mobile language
learning apps have not been systematically evaluated and characterized.

M LEARNING
Mobile learning, also known as m-learning, is an educational system. Mobile
learning supports, with the help of mobile devices, a continuous access to the learning
process. This can be on appliances like your phone, laptop or tablet. You can learn
wherever and whenever you want! :-) With the advent of mobile learning, educational
systems are changing. What's the importance of mobile learning? Let's take a look at
mobile learning in education and talk about the advantages and disadvantages of mobile
education.

More and more schools are using laptops or tablets. Children consider it to be a fun.
There are increasingly more educational apps available for teachers.

This is the most easy way of mobile learning. You can offer texts, videos or audios. It’s
possible to do this whenever you want. Participants are able to prepare homework by
watching a video that the teacher has put online. This way of mobile learning is relatively
less interactive. It’s more about individual consuming. There is no interaction with
teachers or other students, which makes it an asynchronous way of learning

If you do want to have some more interaction, you can use mobile devices during your
lessons. An example of this is asking questions during your instruction. Teachers ask
questions and the pupils will answer them on their mobile devices. Teachers are able to
get immediate feedback. This is especially easy for teaching large groups.

Mobile learning is a advancement of class room teaching, In this paper describe the
introduction and uses of Mobile learning, explanation of using mobile learning in the field
of library. Describe the advantages, challenges, barriers encounter when use such Mobile
devices like Mobile, Tablet, MP3 Player, ipad, Smartphone in education.

Increasingly, Mobile Learning or mLearning is becoming an integral part of an


Device (BYOD) policy in place that recognizes the learners’ demand to choose the device
they wish to use for learning.
In this article, I will outline the usage of Mobile Apps for learning. Mobile Apps are one of
the delivery formats that offer the additional flexibility of offline viewing of the eLearning
course to the learners from their mobile devices. (They need to have an internet access
to download the course and then they can view it with/without the internet connection.
However, to track their progress through the LMS, they must be connected to the internet
as only then can their progress information be passed on to the LMS).
mLearning effectively blends the “anytime-anywhere access” to varied forms of learning
delivery. The options available on mobile devices today include formal training,
supplements to formal training and specific Performance Support Tools (PSTs).

MOBILE ASSISTED LANGUAGE LEARNING


The main characteristics of mobile learning (m-learning) are recognized as the potential for
learning process to be personalized, spontaneous, informal and ubiquitous. Although learning
through mobile phones may take longer time compared to computers, the learners feel a greater
sense of freedom of time and place, so that they can take the advantage of spare time to learn a
second language when and where they are. Mobile-Assisted Language Learning (MALL) deals with
the use of mobile technology in language learning. In contrast to classroom learning, in MALL
there is no need for the learners to sit in a classroom or at a computer to get learning materials. In
fact, MALL can be considered an ideal solution to language learning barriers in terms of time and
place. In this paper by looking at some applications of m-learning as well as some examples across
various aspects of it, we observe the advantages and disadvantages derived from using mobile
technologies for students as well as professionals. Here, it has been tried to demonstrate the benefits
of using mobile phones in learning English as a second language. Areas of mobile-based language
learning discussed in this paper are vocabulary, listening, grammar, phonetics, and reading
comprehension.
MOBILE APPS IN MALL

As mobile computing technologies have been more powerful and inclusive in people’s
daily life, the issue of mobile assisted language learning (MALL) has also been widely
explored in CALL research. Many researches on MALL consider the emerging mobile
technologies have considerable potentials for the effective language learning. This
review study focuses on the investigation of newly emerging mobile technologies and
their pedagogical applications for language teachers and learners. Recent research or
review on mobile assisted language learning tends to focus on more detailed
applications of newly emerging mobile technology, rather than has given a broader point
focusing on types of mobile device itself. In this paper, I thus reviewed recent research
and conference papers for the last decade, which utilized newly emerging and integrated
mobile technology. Its pedagogical benefits and challenges are discussed.

CLASSIFICATION OF MOBILE LEARNING APPS

There are plenty of English learning apps in the play store and choosing the right app is
really a tiresome job. The main difficulty lies on the part of the learner to chose the right
apps so that it suits the level of the learner.
Classification of mobile apps
1. Apps for primary learners
2. Apps for secondary learners
3. Apps for tertiary learners

PRIMARY LEARNERS

The practicality and popularity of mobile devices have given them one of the leading roles in
language teaching as in the other fields of everyday life. Learners have an access to knowledge
no matter where they are and what they are doing. Considering the fact that our age is based on
multi-tasking, we can understand the reason for the wide usage of mobile devices among our
learners. This study investigates the attitudes of prep school students and the teachers towards
the use of mobile devices in learning English. Sixty learners at İzmir Institute of Technology
Summer School participated in this study. Data were gathered by an open-ended questionnaire.
This study was done to suggest an alternative to teaching English traditionally at foundation
courses in order to trigger the motivation of the learners. The results of the study reveal that
learners use mobile devices, especially mobile phones, to learn new vocabulary items and for
translation. The teachers are mainly against the use of mobile devices in the lesson if they are
used for games and social media. The article aims to indicate that the integration of mobile
devices into teaching makes learning process more productive and motivating both for learners
and teachers. When we enter the classroom, we see the students with their best friends sitting
hand in hand; mobile phones or tablets. Nowadays, students are consulting their mobile devices
more than their teachers. If they cannot find what they are looking for on the screens, then they
ask for their teachers’ help. The practicality, mobility, and the accessibility of the mobile devices
inevitably create this situation. Huang et al. (as cited in Viberg and Grönlund, 2012, p.1) point
out the advantages of mobile technologies such as “flexibility, low cost, small size, and user-
friendliness”. Especially, in language learning, students are exposed to the language they are
learning, which is English in this case, every time in their daily life. While they are playing
computer games, using the social media, following the instructions in a manual, doing their
homework, etc., students are not surrounded with the walls of the classrooms. Thornton and
Houser (2005, p.218), in their study, explain that “in many educational institutions around the
world, the amount of class time is very limited.” In the light of this, they conducted a study in
order to investigate the students’ attitudes towards the mobile device usage. They believe that
because of the limited class time, language learners cannot get involved most of the activities
required by the process of language learning. For such a purpose, the use of mobile devices is an
alternative to enable students to be exposed to educational activities. The results of their study
show that students have a positive attitude towards the use of mobile devices. In addition,
students support the use of mobile devices to be informed about their classes.

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