1st Edition
Mobile Assisted Language Learning Across Educational Contexts
This concise collection critically reflects on mobile assisted language learning research across educational stages, from early childhood through to university settings. // The volume traces the development of MALL practices through researchers' and teachers’ efforts to make sense of the impact of mobile technologies on formal and informal second language learning and development. The chapters explore a range of topics around mobile learning design, implementation, and affordances across different educational and geographic contexts, drawing on both qualitative and quantitative perspectives. In so doing, the book creates a broader conversation around the importance of continuity in the successful integration of MALL practices into L2 learning curricula across the educational lifespan. // This book will appeal to students and scholars in applied linguistics and language teaching and learning, especially to those with a specific interest in mobile technologies.
List of Contributors
Acknowledgements
Chapter 1
Mobile Assisted Language Learning Across Different Educational Settings: an introduction
Valentina Morgana
1.1 MALL Features
1.2 Research methods in MALL
1.3 Structure of the collection and chapter summaries
Chapter 2
Unreported MALL studies: What difference do they make to published experimental MALL research results?
Jack Burston
2.1 Introduction
2.2 MALL Meta-analyses
2.3 Sources of under-reporting problem
2.4 Effect of missing studies upon MALL meta-analyses
2.5 Discussion
2.6 Conclusion: The future of MALL research
Chapter 3
(Re-)contextualizing Storytelling with Children in English L2: Mobile-Assisted Language Teacher Education
Maria Bortoluzzi, Elisa Bertoldi, Ivana Marenzi
3.1 Introduction
3.2 The online and offline contexts
3.3 Theoretical Framework
3.3.1 Multiliteracies
3.3.2 Mobile-Assisted Language Teacher Education (MALTE)
3.3.3 Storytelling for children
3.4 Methodology
3.5 Description of the project
3.5.1 Reflection on observations and outcomes
3.6 Opening up to children and families: mobile storytelling during an emergency
3.7 Conclusions
Chapter 4
Effects of an extensive e-book reading programme on middle school EFL students
Valentina Morgana, Caterina Pavesi
4.1 Introduction
4.2 Literature review: ER on e-books
4.3 Research questions
4.4 Methodology
4.4.1 Research context
4.4.2 Participants
4.4.3 The graded e-readers
4.4.4 Instruments
4.5 Analysis
4.6 Results
4.6.1 Highest impact lexical items
4.6.2 Lowest impact lexical items
4.6.3 Qualitative and quantitative results of vocabulary items
4.6.4 Learners’ attitudes towards e-reading
4.7 Discussion
4.7.1 Effects of e-reading on students’ vocabulary learning
4.7.2 Attitudes toward mobile-assisted extensive reading programme
4.8 Conclusions
Chapter 5
Participants’ perceptions and perspectives of intercultural and social inclusion in an award-winning virtual exchange project
Lisa Griggio, Sara Pittarello
5.1 Introduction
5.2 Description
5.3 Verbatims
5.3.1 Technological/Digital Dimension
5.3.2 Content Dimension
5.3.3 Linguistic and Metalinguistic Dimension
5.3.4 Cultural Dimension
5.3.5 Psychological and Social Dimension
5.4 Conclusions
Chapter 6
Mobile Collaborative Activities and Learner Metacognition
Peter Ilic
6.1 Introduction
6.2 Literature review
6.3 Methodology
6.3.1 Participants
6.3.2 Procedure
6.3.3 Research design
6.4 Results and discussion
6.4.1 Theme one: Short fragmented visits
6.4.2 Theme two: Peers as teachers
6.4.3 Theme three: Mobile as reminder
6.5 Conclusions
Chapter 7
Conclusions: A Lifelong Perspective on Mobile Language Learning
Agnes Kukulska-Hulme
7.1 Introduction
7.2 Mobile learning past and present – a scholarly literature perspective
7.3 Key themes in the collection
7.4 Looking to the future
7.5 Conclusions
Index
Biography
Valentina Morgana is Adjunct Professor of English Linguistics in the Faculty of Language Sciences and Foreign Literature at the Università Cattolica del Sacro Cuore in Milan, Italy. Her recent publications focused on mobile English language teaching and learning in secondary and higher education, and technology-mediated task-based language teaching.
Agnes Kukulska-Hulme is Professor of Learning Technology and Communication in the Institute of Educational Technology at The Open University, UK, where she leads the Future Learning Research and Innovation Programme. She has published widely and co-edited the book Mobile Learning: The Next Generation (Routledge, 2016).
