Abstract
Combining insights from Activity Theory (Engeström, 2014), mobile-assisted language-learning (MALL) (Stockwell and Hubbard, 2013), and computer-assisted language learning (CALL) research (Chapelle, 2001), this paper proposes three levels of teacher involvement in the adaptation and/or creation of MALL resources to enhance learner interaction with the target language and potentially contribute to the field of learner-computer interactions. Specifically, this paper (1) proposes three levels of teacher involvement in MALL material creation, moving from easily adaptable pre-made materials (e.g., Duolingo) to customizable materials (e.g., Quizlet) and finally to teacher-created materials (e.g., Moodle); (2) demonstrates how these levels of design can be implemented in a MALL context to increase target language interaction according to Activity Theory (e.g., how teachers can incorporate gaming features into their online courses); and (3) concludes with recommendations as to how MALL “engineers” can work together to enhance the overall L2 learning experience and potentially collaborate in research and in the design of pedagogical materials. From a pedagogical standpoint, through these three levels of teacher involvement in material creation, teachers can extend the reach of their classrooms by mobilizing the target L2 environments, depending on their MALL/CALL proficiency and/or interests. This approach also invites second language acquisition scholars from a wide range of technological abilities to contribute to CALL research.
Highlights
When presenting about researcher-designed computer-assisted language learning (CALL)materials, some common questions asked of the researcher are: “How long have you been a programmer?” or “How can I learn how to do this?”
This paper aims to help language teachers and researchers enter the world of mobile-assisted language learning (MALL) without requiring a background in programming and will do so by proposing three levels of teacher involvement in customizing and/or creating MALL materials
Given that CALL is a young discipline primarily grounded in the humanities, an alternative theoretical framework to CALL can be adapted from applied sciences, engineering
Summary
When presenting about researcher-designed computer-assisted language learning (CALL). Propose and define three levels of teacher involvement with modifiable MALL materials, moving from adapting pre-made MALL materials (by selecting features for students to use), to customizing or modifying materials (e.g., Quizlet (Quizlet, Inc., San Francisco, CA, USA, https://quizlet.com), digital flashcards), to creating their own materials (e.g., Moodle, constructing mobile apps via app creators); Demonstrate how these levels of design can be implemented in a MALL context to increase target language interaction according to Activity Theory; and Conclude with recommendations as to how MALL ‘engineers’ can work together to enhance the overall L2 learning experience and potentially collaborate on research and the design of pedagogical materials. Arrange a variety of customizable MALL materials for their learners
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