Mobile learning to support teaching english as a second language

Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012

Mobile Learning to Support Teaching English as a Second Language
Maryam Tayebinik 1* Dr. Marlia Puteh 2
1. Faculty of Education , Universiti Technologi Malaysia, 81310, UTM Skudai, Johur, Malaysia
2. Language Academy, Universiti Technologi Malaysia, International campus, 54100, Kuala Lumpur,
Malaysia
* E-mail of the corresponding author: ttayebi@gmail.com

Abstract
Technology utilization in distance education has demonstrated its significance in the transfer of knowledge for both
the instructors and the learners. This is also made possible through the use of the Internet which helps change the
traditional teaching approaches into more modern methods when integrated with the pedagogical instruction. Mobile
devices together with other forms of technology-based tools in education have established their potential in language
teaching. In this regards, the Teaching of English as a Second Language (TESL) has become easier and more
attractive via mobile learning. The aim of this study is to review the mobile-based teaching and learning in the
English language classroom. Such integration of mobile learning with English language teaching may offer great
innovations in the pedagogical delivery.
Keywords: TESL, M-learning, Distance Education, Language Teaching/Learning, Educational Wireless Portable
Tools, Technology

1. Introduction
Rapid change in the learning environment is the result of speedy developments in the information and
communication technologies that have affected all areas of our life. For this reason, many educational institutions
have begun looking for new teaching models to fulfil the following objectives: to meet their students’ needs parallel
to new technological introductions, to provide more effective learning activities and to promote the environment that
motivates the students. One of the potential technologies deemed suitable to play a fruitful role in this regard are
mobile ones. Portability and accessibility of mobile devices in this digital era have attracted many scholars to apply
them in the educational settings. Furthermore, several researchers have attempted to prove applicability of mobile
learning as modern ways of teaching and learning (Naismith, 2004). Moreover, applying portable technologies have
been demanded by most of the modern learners who oftentimes are forced to study anywhere and anytime, for
example, at work, in the bus or at weekends (Evans, 2008).The wireless portable devices such as IPods, MP3 players,
smart phones (like Blackberry, iPhone), and Personal Digital Assistants (PDAs) could provide opportunities to
respond to the need of this generation. Evans (2008) believes that a distinguishable feature of mobile learning or
M-learning is the potential to study when travelling on transport.
Language learning is also expected to benefit from the extensive possession of mobile devices such as phones and
media players (Kukulska-Hulme, 2006). In addition to the above mentioned profits of M-learning for learners that
can be attributed to ESL learners too, teachers may benefit from applying portable wireless devices through their
teaching process. To increase access to authentic teaching and learning subjects, mobile technology can be used
mainly by teachers even when they are travelling to schools or arrange lesson plans (Shohel & Banks, 2010; Shohel
& Shrestha, 2010). Although a number of researchers (Collins, 2005; Ogata, et al., 2006; Kukulska-Hulme, 2006;
Sarica & Cavus, 2009; Guerrero, et al., 2010; Sandberg, et al., 2010) have verified the advantages of M-learning in
teaching English as a foreign or second language, great deal of teachers are reluctant to include M-learning in their
schedule. This study tries to assist in clarifying the usability and applicability of mobile learning in TESL by
reviewing the related literature in this area.

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2. Technology in Language Teaching and Learning
“Technology has accompanied the process of language teaching and learning for many years. Cassette players and
television were traditional primitive technological tools, which were used in language classes as pedagogical aids.
Today, when we think about technology, the first teaching aid that appears in our vision is the computer. Likewise, in
the field of English language teaching, computer is a good teaching aid, especially since it has been complemented
with the connection to the Internet. That is why a great deal of studies has been carried out to investigate the effects
of computer-based or web-based language learning in the educational environments.
Educators have also recognized the potential of technology as an instructional tool in foreign language teaching and
its application is increasing too (Donmus, 2010). They asserted that technology is able to generate either
collaborative (Fowler, et al., 1996; Resta & Laferrière, 2007) or independent (Hoic-Bozic, et al., 2009) learning
environment in which learners can practice and learn a new language. Accordingly, the combination of technology
into language education has become a daily event, and the educational multimedia courseware is produced largely as
reference subjects to promote English language teaching and learning (Yunus, et al., 2010). Moreover, usage of the
Internet in language teaching has been considered a serious methodology. Hismanoğlua (2010) emphasized that
besides its technological function, the Internet can also be used as a pedagogical tool for improving language
learning and teaching.
The recent Internet- based technologies employed in foreign language instruction is Web 2.0 tools. The most
common tools of Web 2.0 include wiki, blog, podcast, social network and video conferencing have demonstrated the
capability of the current technology in language teaching and learning. Studies have revealed that wikis are useful
tools for learning and teaching as they provide collaborative writing (Cress & Kimmerle, 2008). Likewise, blogs or
text formatted journal entries by users, can improve writing skills, promote active learning, and provide feedback for
students and teachers (Alexander, 2006; Seitzinger, 2006). Language learners normally use blogs in their classes to
enhance both writing and reading skills (Sarica & Cavus, 2009).
Apart from wikis and blogging, social networking is a good opportunity for language learners to improve their
writing and reading ability especially when they type messages or read them (Sarica & Cavus, 2009). Lam (2000)
confirmed the potential of online messages to boost the writing ability of ESL learners and stated that online
exchanges and discussions via the web and email messages may enhance the students’ writing skill. Language
teachers were the first to acknowledge the benefits of the application of social networking tools in foreign language
acquisition. In order to engage in the best practices for continuous professional development, these teachers set up
the first communities of practice (Pop, 2010).Totally, modern technologies can be considered as infrastructures for
wide spreading distance education.

3. Distance Education
Historically, distance education has not been isolated from the use of technology to support learners and learning.
Nipper (1989) classified three different generations of technology use over distance education in the twentieth
century. According to him, the initial emphasis was solely on the print-based model of teaching. Later in the
mid-century, multimedia teaching was integrated with the use of print with broadcast media, cassettes, and
micro-computers. Finally, in the third generation towards the end of the twentieth century, new interactive
communication technologies with previous methods are widespread. Nowadays, distance education offers a variety
of digital technologies, including websites and digital libraries as well as communication tools such as email, virtual
learning environments (VLEs) and the recent application of social networking and blogging. This is referred as
‘social media’ and it relies on free shared digital content that is authored, critiqued, and reconfigured by the
community of users rather than individuals (Lee & McLoughlin, 2010).
Apart from computer-based technologies in distance education, mobile learning has been considered as a worthy tool
in distance education. Mobile phone is a more popular technology because a majority of individuals own mobile
phones which are equipped with services such as Bluetooth, Wireless Internet (Wi-Fi), General Packet Radio System
(GPRS), Global Systems for Mobile (GSM) and multimedia message (MMS). Mobile learners are then presented
with direct access to the information they require on their mobile phones. These properties have initiated the
educators to incorporate this system in the distance education program. The innovation of mobile devices has
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changed the shape of English language teaching and learning by focusing on portable devices known as “mobile
learning” or M-learning system. M-learning has constructed a different learning environment such as Personal
Learning Environment (PLE) and Virtual Learning Environment (VLE) which have considered as an exclusive
teaching and learning approach (Dawabi, et al., 2003).

4. Mobile Learning
The creation of mobile devices such as cell phones, PDAs, IPods and podcast has demonstrated that
technology-based pedagogy is employed rather extensively in some academic environment. Although mobile
learning is gradually being accepted in not many educational settings, its advantages cannot be overlooked.
Mobile learning is defined as any service or facility that contributes to acquisition of knowledge regardless of time
and location (Lehner & Nosekabel, 2002). According to Vavoula and Sharples (2002) learning can be considered
mobile in three different contexts: learning is mobile in regard to space, it is mobile due to the different places, and it
is mobile in terms of time. Hence, mobile learning system can deliver education to learners anytime and anywhere
they need it. M-learning is limitless in terms of the content and geographical extent, so, this offers dispersed virtual
classrooms accessible any time (Jalalyazdi, et al., 2009). Another variety of M-learning which is applied exclusively
for language learning is called Mobile assisted language learning (MALL). Although, this is an illustration of
technology- based language learning, it is different than computer assisted language learning (CALL) because it
focuses on the “continuity or spontaneity of access and interaction across different contexts of use (Kukulska-Hulme,
2009, p. 162).
The novel model of mobile learning creates various learning environment since students can download applications
synchronously or asynchronously. They can also access notifications, weekly activities, feedbacks, assignments, their
courses, online libraries, grading reports and these have increased their interest in studies (Kristoffersen & Ljungberg,
1998). Individual learners who are engaged in this type of learning can personalize their learning environments by
deciding where and when to learn. Furthermore, to develop mobile learning activities, instructional designers should
pay special attention in creating and managing the knowledge database such as the vocabulary databases, reading
materials, and learning materials including audio or video files. In the meantime, accessibility and technical
connection problems are the most important considerations (Park, 2011). Chang (2010) claimed that mobile learning
is an audio-based learning project that allows learners to participate in an asynchronous learning discussion on
mobile devices instead of the text-based discussion. In other words, learners can download audio files recorded by
their peers and listen to these recordings while on the move. Since multimedia message services (MMS), an
evolutionary form of short message services (SMS), can send not only text but also graphics, video, and audio clips.
This project utilized audio-based input to post discussion articles in an audio file format. Park (2011) outlined several
disadvantages of audio-based learning in M-learning. They include:
• The lack of ability to search through a message;
• The availability of background noise;
• Difficulty in reviewing the recorded audio files.
However, he also presented the advantages such as:
• The flexibility of learning and
• Hands-free operation.

5. Mobile Varieties in Teaching English
There are currently several types of mobile learning devices that are in use. The following section elaborates them in
more details.

5.1 PDAs
Personal Digital assistants (PDAs) are pocket-sized computers that are expandable with some hardware components
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like keyboards and wireless networks and can be equipped with software programs such as word processors,
flash-cards, databases, and bilingual dictionaries (Houser, et al., 2002). Chinnery (2006) asserted that one of the
primary roles of PDAs has been as a translator in a language-learning classroom. Other than that, software programs
such as ‘MobiLearn’ have managed to convert PDAs into ‘talking phrasebooks’. In this regard, Myers (2000)
evaluated the achievements of Chinese learners of English using PDA translators. She discovered that the learners
practiced saying new words by typing into the machine repeatedly. In order to recognize the word stems, they typed
the full words into the machine. Gradually, they looked up for phrases and words in English and quickly their
English spelling improved significantly. In addition, various projects have been implemented for using PDAs in
language learning environments. For instance, Thornton and Houser (2003) developed an English idiom web site
exclusively for mobile technologies that could offer definitions, illustrative animations and videos as well as
multiple-choice questions. In their study, they found that students were successful in downloading and using this web
site via PDA and mobile phones.

5.2 IPods
Another form of mobile devices is the IPod which was produced by Apple Company. It is a portable media player of
digital audio files or MP3s that enables users to listen to them with high quality sound. The new version of IPods
does not only provide audio. Students can download language learning software easily and share texts and images or
audio/video files with their peers and teachers.
Several applications of the IPod in language learning have been discussed. For example, Belanger (2005) quoted the
findings of a study done in Duke University through which freshmen students used IPods to submit their audio
assignments, oral quizzes, record audio journals and obtain oral feedback from their lecturer. The activities employed
by the IPods application have enhanced not only the listening activities, but also grammar and vocabulary
construction and publication of students’ work. An advanced feature of IPod, which is called “PodText”, provides
more potential for language learning (Shinagawa & Schneider, 2007). IPods application enables the practice of
English language skills, for instance, voice recording and speaking/ listening exercises. Furthermore, listening to
authentic materials such as songs and news in English is also possible via IPods. Not only that, writing skills can be
enhanced when the instructor sends text messages and the students can read and answer those messages (Sarica &
Cavus, 2009).

5.3 podcast
Podcasting is also classified as a variety of M-learning. The term podcast is formed through the combination of IPod
(portable digital audio player) and broadcasting. It is mainly digital audio programs that can be downloaded from the
Internet (Usluela & Mazman, 2009). “Podcasting is a form of M-learning in which a device is used to listen to or
watch an audio or video broadcast. Broadcasts are published on the Internet and automatically download on to a
desktop or laptop computer” (Evans, 2008, p.492). Evans (2008) asserted that podcasting has a significant potential
as a modern learning tool for adult learners in higher education. It is already widely utilized in language learning,
especially for offering authentic content and the act of recording it. Myriad types of authentic podcasting are
available for English language learners. For example, “Englishcaster” provides a list of podcasts specifically created
for English language learners (Chinnery, 2006). Furthermore, in this regard some researchers like Stanley (2005)
created a podcast applicable for teaching in EFL/ESL classes.

5.4 cell phones
Short Message Service (SMS), voice-messaging, cameras, video-recording and even Internet access for cell phone
users are practical for language learning. Chinnery (2006) believed that all of these features allow language teachers
to offer access to authentic content, communicative language practice, as well as completion of tasks to the students.
A cell phone is the most popular and accessible mobile device in language learning as it is widely used by
individuals regardless of their age and gender. Houser, et al. (2002) quoted the results of a study performed by
Stanford Learning Lab on learning language via mobile phones. They provided some programs including translation
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of words and phrases, vocabulary practice, access to live talking tutors and quizzes. The findings of the study
revealed that mobile phones were effective for quiz delivery carried out in small segments. It also concluded that
quizzes and voice vocabulary lessons had great potential in the teaching and learning of language. Kiernan and
Aizawa (2004) evaluated the effectiveness of course delivery on Japanese university students’ achievement in EFL
classes using mobile devices. The results of their study demonstrated that learning gained through task-based mobile
learning including text messages, emails and speaking activities was satisfactorily achieved by the students. They
found that second language acquisition is significantly enhanced through the application of cell phones as tools in
EFL classrooms.

6. Conclusion
This paper has highlighted the application of a variety of mobile devices in the educational delivery, particularly in
the field of TESL. Mobile devices like other technologies, at first appeared peculiar for pedagogical use but slowly,
they have become a part of our life. Great changes in utilizing PDA, IPod, Podcast, and cell phone for the teaching
and learning of languages have proven the potential of mobile technologies. Furthermore, related literature has
identified the adoption of this technology by language teachers. Portability and wide access to mobile phones have
made it more popular in education. A computer is perhaps more excellent than a mobile phone “for handling various
types of information such as visual, sound, and textual information, but mobile phone is superior to a computer in
portability (Yamaguchi, 2005). Hence, the integration of mobile learning with English teaching and learning may
offer vast innovations in the coming days. Even though the utilization of mobile learning in TESL is not common in
many countries, such educational setting seems a fashionable path in language learning. Mobile learning applications
in language learning has its advantages and its potential should not be overlooked, for, the future holds great
possibilities for this type of technological device for pedagogical use.

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