Abstract
Mobile Assisted Language Learning (MALL) is now common in extra-curricular language learning, but, more recently, teachers have increasingly sought ways to utilise MALL as a communicative classroom tool. Research into the extent that MALL can transform a whole communicative language course, and learners’ impressions of such courses, is scarce. This study, therefore, sought the opinions of five undergraduate learners on a short communicative English language course based on communicative principles, with materials entirely sourced from learner’s own devices. Learner reflections elicited in interviews suggested that MALL had aided the facilitation of an environment that was interactive, motivating, differentiated, authentic and autonomous, at times potentially more so than on a course using traditional material sources. The novel aspect of allowing freedom in choosing materials caused some complications, though none were considered insurmountable with minor adjustments to the course plan. In summary, student reactions implied that a communicative course could be taught exclusively through mobile-sourced materials, but further research is required to identify exactly how this would best be achieved. Nevertheless, findings here give reasons for practitioners to explore methods of classroom teaching inclusive of MALL that encourage self-directed learning, the creation of a platform for interaction, personalization, differentiation, a shared experience for learners and elements of game-play.
Highlights
With classroom practitioners increasingly seeking how to incorporate Mobile Assisted Language Learning into their practice, an important consideration is whether students respond positively when this is employed in collaboration with commonly held language teaching principles, such as those associated with communicative approaches
To the central question asked by this study, students responded positively, overall, to a course that solely relies upon learners’ own mobile phones for materials, taught according to communicative principles in a classroom environment, with a small number concerns such as the use of online materials for formal language examples
On the matter of Mobile Assisted Language Learning (MALL) being a beneficial replacement to traditional materials in a communicative classroom, various conclusions are evident
Summary
With classroom practitioners increasingly seeking how to incorporate Mobile Assisted Language Learning into their practice, an important consideration is whether students respond positively when this is employed in collaboration with commonly held language teaching principles, such as those associated with communicative approaches. This research, investigates the reflections of students on a short language course that combines use of portable electronic devices with learning through communicative principles. Employing interviews, it aims to establish if such a course is well received by students, if benefits are identified in comparison with learning through traditionally-sourced materials, and if any further reflections are uncovered which may benefit a practitioner seeking to employ such technology in a suitable way in a communicative classroom environment
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