Mobile assisted language learning (MALL) facilitates situated, authentic, context-aware, contingent and personalized learning. These and more advantages supported by teaching methodology theories are explained and related to suggestions for practical uses of MALL among different age groups (young learners,...
This study is based on mobile-assisted language learning and specifically focuses on the interaction diversity between English teachers and TESOL students. A smartphone app WeChat is applied in three English Reading classes for undergraduate English majo
The development and integration of new mobile devices and applications have changed our daily lives and learning styles. It would be helpful for instructors to be aware of both the benefits and challenges of adapting mobile assisted language learning in their classrooms. This review explores some of...
There has been little review research with regard to the latest developments of mobile assisted language learning (MALL) research and its implications for professionals in this emerging field of information technology applied to language... Liu, Gi-Zen,Lu, Hui-Ching,Lai, Chun-Ting - 《Literary ...
The Stages in Mobile-Assisted Language Learning Material DevelopmentMobile language learningNeeds-analysisVocational language learningMobile language learning is increasingly becoming an integral part of higher education with a wider availability of lightweight handheld devices, which allow 'anywhere' and 'any...
There has been little review research with regard to the latest developments of mobile assisted language learning (MALL) research and its implications for professionals in this emerging field of information technology applied to language... Liu, Gi-Zen,Lu, Hui-Ching,Lai, Chun-Ting - 《Literary ...
移动辅助语言学习研究初探AReviewofMobileAssistedLanguageLearning 系统标签: 辅助语言移动学习初探learningassisted 华南理工大学学报(社会科学版) 第15卷第1期JournalofSouthChinaUniversityofTechnologyVol.15 No.1 2013年2月(SocialScienceEdition)Feb. 2013 收稿日期:2012-08-24 作者简介:陈小彬(1982-),男,广东潮州人...
What role do self-regulation skills play in the actual use of mobile technology for language learning? What insights can be gained from studying student-initiated Mobile Assisted Language Learning? How do attitude and subjective norm influence students' intention to use mobile technology? What implicat...
Dashtestani, R., & Hojatpanah, S. (2021). Mobile-assisted language learning in a secondary school in Iran: Discrepancy between the stakeholders’ needs and the status quo. In A. Marcus-Quinn & T. Hourigan (Eds.),Handbook for online learning contexts: Digital, mobile and open: policy ...
Retrieved from: http://www.tirfonline.org/english-in-the-workforce/mobile- assisted-language-Learning /Traxler, J. (2013). Mobile learning for languages: Can the past speak to the future? Monterey, CA: The International Research Foundation for English Language Education. URL: http://www.ti...