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MALL (Mobile Assisted Language Learning) - A Paradise For English Language Learners
MALL (Mobile Assisted Language Learning) - A Paradise For English Language Learners
Vol-01, Issue-02
[July-September, 2013]
Editor-in-Chief
Mustafa Mubarak Pathan
Department of English Language & Translation Studies
The Faculty of Arts, the University of Sebha
Sebha, Libya
Indexed in:
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Linguistics Abstracts Online
Open J-gate
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Abstract
In the age o f globalizat ion the modern mo bile related techno logies facilitate in changing the
teaching-learning process rapidly at the Universit y and Professio nal Co llege level to make the
pedagogy more and more interactive. Global techno logies enhance the level o f teaching to
mot ivate students in providing information by means o f an interesting and inno vat ive way o f
tasks. The appropriate use o f mo bile techno logy in classroom makes easy teaching- learning
process to gain informat ion in depth. Teachers are able to use techno logy by creat ing suitable
environment for teaching if they are trained. The present article deals wit h how to make
an effective, appropriate and interact ive use of mo bile-related techno logies in Universit y
level and Professional Co llege level teaching system.
Keywords: Globalizat ion, MALL, pedagogy, desktop machines, M-training
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In the classroom, for the effect ive co mbinat ion of different modes of delivery, modes of
teaching and st yles o f learning, the fo llowing ways can be used by the teacher:
Record the lecture and upload it as a podcast. As Facer and Abdous (2011) point out,
Instructors and learners do not need to worry about suffering fro m an insufficient hardware
supply. Smartphone (Mobile) devices, iPods (with vo ice recorders) and MP3 recorders are
handy tools for recording content for podcasts at any t ime (p. 74).
The learners can easily fo llow the uploaded podcast and share the link to the mobiles o f
the other students to use while studying or for reference.
Share number wit h the students and ask them to message any quest ion while the
students are reviewing the lesson. Then teacher has the chance to answer the salient features
in the next class or direct the students as to where they can find the answers. Addit io nally two
or more questions on the same point will give valuable feedback on which areas o f the lecture
were harder to fo llow.
Ask a new quest ion related to the subject and let the students use their phones to see how
quickly they can find the answer. This will enable students to see how well
they have understood the context of the question, along wit h recognit ion of important
keywords of lecture.
Create short lists of salient points like important data, exam t ips etc, which can be
shared with students through messaging.
Allow students to take 5 minutes to study the context systemat ically by using 3G webs in
their mo biles. Before one puts forward the quest ions, teachers can ask students to put away
their phones and quizzing them. This pattern represents PPP (Presentation, Practice and
Production)
Approach
specified
by
Yedla
( 2012: 53)
to
teach
Specific Co mmunication Skills in English for technocrats.
Build vocabulary by sending flashcards with a new word and its definit ion, everyday.
All this can be done wit h students phones using mo bile learning applicat ions. Apart fro m the
commo nly used SMS, MMS is the more recent mobile messaging applicat ion which can
deliver all t ypes of informat ion, such as text message, sound, images and video message. This
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