Mobile Assisted Language Learning (MALL) and Vocabulary development

Ph Vivian

April 2018

In accordance with Trinder (2017), the ubiquity of smartphones in the technological era has given way to Mobile Assisted Language Learning (MALL). Trinder (op.cit.) also asserts that the rise of mobile technology has, to some extent, shaped the modern communication patterns as well as English language use among ELF learners. In the limitation of this reflection, the positive effects of mobile phones on vocabulary development are taken into consideration.

In terms of English language learning, Klopfer, Squire, and Jenkins (2002) indicate one of the characteristics of mobile devices is social interactivity. Accordingly, mobile phones can be used to send SMS, emails, and written chat messages in which students have chances to interact with each other and increase their range of vocabulary (Miangah and Nezarat, 2012).

Kennedy and Levy (2008) has conducted a research in which the students weekly received nine to ten messages covering known words in new contexts through SMS. The finding of the study shows that the messages are considerably useful to the students’ vocabulary learning.

Additionally, as stated by Miangah and Nezarat (op.cit.), vocabulary learning is also facilitated through pictorial annotation presented on the learners’ mobile devices. In agreement with Miangah and Nezarat (op.cit.), Chen and Hsu (2008) expound that pictorial interpretation could offer a considerable assistance for English learners’ ability of retaining vocabulary.

In my personal teaching contexts, when asked about their perception of the impact of smartphones on English vocabulary learning, the overwhelming majority of my students give a favourable response. They say that they believe mobile-assisted learning is a new way of learning when they can study whenever and wherever they are and their range of vocabulary is much more varied thanks to the interactivity, instance, mobility, and convenience of mobile phones.

Although it is the fact that more research is needed to convincingly prove this notion toward a specific group of learners, the supportive aspects that mobile phones have offered to vocabulary retention in the field of English language learning cannot be denied.

REFERENCES

[1]    Chen, C.-M., & Hsu, S.-H. (2008). Personalized Intelligent Mobile Learning System for Supporting Effective English Learning. Educational Technology & Society, 11 (3), 153-180.

[2]    Kennedy, C. & Levy, M. (2008). “L’italiano al telefonino: Using SMS to support beginners’ language learning”. ReCALL, 20(3), pp. 315–350.

[3]    Klopfer, E., Squire, K. & Jenkins, H. (2002). "Environmental Detectives: PDAs as a window into a virtual simulated world." In: Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education. Vaxjo, Sweden: IEEE Computer Society, pp. 95-98.

[4]    Miangah, T. M., & Nezarat, A. (2012). Mobile-Assisted Language Learning. International Journal of Parallel Emergent and Distributed Systems. 3(1). 309-319.

[5]    Trinder, R. (2017). Informal and deliberate learning with new technologies. ELT Journal. 1-12.