This study employed a narrative review and a meta-analysis to synthesize the literature on mobile-assisted language learning (MALL). Following a systematic retrieval of literature from 2008 to 2017, 17 studies with 22 effect sizes were included based on predetermined inclusion and exclusion criteria. By categorizing the characteristics of the studies retrieved, the narrative review revealed a detailed picture of MALL research in terms of the language aspects targeted, theoretical frameworks addressed, mobile technologies adopted, and multimedia components used. The qualitative review helped to contextualize and interpret the results found in the meta-analysis, which revealed a large effect for mobile technologies in language learning, identified three variables (i.e. type of activities, modality of delivery, and duration of treatment) that might influence the effectiveness of mobile technologies, and confirmed the existence of a redundancy effect and a novelty effect in MALL practice. Implications for future research and pedagogy are discussed.
Learners’ self-initiated language learning with mobile technology occurring outside the classroom is often contextualized, heterogeneous, and idiosyncratic. In this study, we propose a time-series clustering methodology for researching informal mobile language learners’ learning and development of another language, with a view to unravelling the essential uniquenesses and commonalities in learners’ developmental processes. Intensive longitudinal writing samples from nine English learners in China were collected and analysed with the methodology proposed, which first depicted individual-level developmental trajectories of writing complexity that were often idiographic or individual-specific, and then distilled salient developmental patterns that transcended the individual heterogeneity. These typically occurring patterns across individuals demonstrated a more predictable and interpretable manifestation of informal language learners’ developmental processes. Methodological and pedagogical implications of adopting the time-series clustering methodology are discussed.
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SpeakApps 2 is a project with support of the Lifelong Learning Programme, Accompanying Measures. It follows up on the work and results reached during the KA2 project "SpeakApps: Oral production and interaction in a foreign language through ICT tools". The overarching aim of SpeakApps 2 is to further enhance Europeans' language learning skills through both self-directed learning and purposeful, teacher-designed materials that can leverage an evergrowing body of Open Educational Resources (OER). SpeakApps 2 targets not only HE educators and teacher trainers, but also those in VET and Secondary Education, and aims to widen the pool of resources for building language teaching skills via scalable trans-European collaborations and innovation using ICT and mobile technologies. SpeakApps 2 now takes further steps to diffuse the results in new countries and to synchronize efforts in European language teaching, in particular using OER. To achieve this, SpeakApps 2 has the objectives of a) integrating five new languages and including new education sectors, and b) developing a scalable digital framework able to bring in more languages, while spreading SpeakApps 2's methodologies and mobile solutions through a series of workshops, targeting the interests of open source communities and other projects for the sharing of resources and future innovations.
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