The effectiveness of CALL and MALL in the fosterage of learner autonomy in language

learning

Mayra Vanessa PLATA VERGARA

Leonardo José ACOSTA VELILLA

Paper submitted

in partial fulfillment of the requirements for the course

Autonomous Learning Environments

Master in English Language Teaching – Self-Directed Learning

Department of Foreign Languages and Cultures

Universidad de La Sabana

Chía, Colombia

March 2020
 1. Introduction
These days, it is difficult for most people to picture life without technology,

especially for youths who are immersed continuously in it, even learning languages (Kacetl

& Klímová, 2019). Language education is no longer confined in books or limited within the

classroom walls, and knowledge transcends all sorts of constraints, being available

"anytime and anywhere" (Lyddon, 2016, p. 303). For instance, according to Maliqi (2016),

thanks to different technological tools, language lessons become "livelier" (p.123), as

learners can rehearse their skills as they want. Additionally, technology seems to be a

tremendous supporter for teachers, reducing the working time and inspiring creativity to

learners as well as involving them in new communities and ideas (Gandhimathi & Anitha

Devi, 2015; in Wang, 2005).

Furthermore, technological advances such as computers or mobile phones appear to be

more learner-centered as they place the learning in the hands of students themselves

(Farivar & Rahimi, 2015). The fact that students can control their own learning process in

and outside the classroom suggests that technology-based approaches, such as Computer-

Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL),

might offer effective strategies to enhance learner autonomy (Lyddon, 2016). For that

reason, this literature review aims to answer whether, according to recent research, is there

a real effectiveness of CALL and MALL in the fosterage of autonomy in language

learning?
 2. Literature review

2.1 Autonomy
When we refer to the term autonomy, we can find several definitions and ideas

about it, which encompass several fields and interpretations. For Kte' pi (2018), it is a

construct that means "self-law," and refers to each person's capacity to make rational

decisions and act with self-independence; this independence implies that the only one who

may have control over their actions is oneself. In the same way, this term is addressed by

Heffner (2012) as an idea that implies taking responsibility for one's own behavior.

Similarly, Ling Koh & Frick (2010), consider autonomy as the ability for self-

determination and self-governance of individuals' own acts. Thus, it is possible to convey

that, in general terms, governing oneself is a core characteristic of being autonomous

2.2 Learner Autonomy and technology

In the language learning domain, Holec, during the '80s, was the first scholar who built

up the gist of the term learner' s autonomy and referred to it as the ability to take charge of

one's own learning (Aoki 1998). According to Sereti and Giossos (2018), this concept

refers to the student's capability to decide how and what they learn, considering the

responsibility of their learning process.

Additionally, Khoshsima and Rezaeian Tiyar( 2015) highlight that autonomous learners

create their own settings in which they include their own rules and goals. Likewise, these

authors state that in language learning, students have the chance to choose, which means

that they can set up individual objectives and be in a continuous and active learning

process. Nonetheless, to reach that goal, teachers need to recur to learning methods that are
considered effective and motivate learners toward the autonomous acquisition of the

language, using, for instance, technology-based strategies and tools.

According to Benson, technology is an excellent promoter of learner autonomy. In

essence, it offers permanent self-access to academic resources, enables students to self-

direct their learning, and encourages them to take more responsibility and control over their

educational process (cited in Farivar & Rahimi, 2015). Furthermore, technological facilities

help learners to "get exposed to the target language, both written and spoken, create text,

publish their work, communicate with other language learners, and build community"

(Gandhimathi & Anitha Devi, 2015). In this sense, technology suppose an evolution in the

way a second language is learned and taught nowadays.

2.3 CALL and learner autonomy

Computer-Assisted Language Learning was originated during the 1960s with

significant opposition from some teachers, fearing that computers took their places in the

classroom (Blake, 2020). This technology-based approach has been described by Benson

(2011) as "computer software that was specifically designed for, or adapted to, language

learning" (p.146). Nowadays, a significant number of educators recognize, indeed, the vital

role of CALL in enhancing language skills and fostering learner autonomy (Maliqi, 2016).

It appears that the use of computers to learn a second language also enhance self-directed

learning as it can "cater to different individual needs, learning styles, learning strategies,

and even personalities of students" (Farivar & Rahimi, 2015, p. 645). In this sense, it can be

said that CALL provides a more tailored education.

 In recent research about the effectiveness of CALL in fostering autonomy, Farivar

and Rahimi (2015) carried out a study among a group of sixty intermediate Iranian EFL

students, using a proficiency test as well as a questionnaire instrument. Their results

indicated that the implementation of CALL has a positive effect on learner autonomy when

the students have a good perception of the tools that are used by the teacher. These authors

point out that technology-based strategies are "more efficient, learner-centered and

facilitative of learning" (p. 648) as students become more independent when they have

access to their own language material. Besides, Farivar and Rahimi (2015) emphasizes the

vital role of educators in empowering real autonomous individuals and enhancing self-

directed learning environments.

Similarly, a study conducted by Maliqi (2016) in the Republic of Kosova with 300

students and 30 English teachers, analyzed the role of CALL in promoting autonomous

learners. She coincides that this technology-based strategy is beneficial in the fosterage of

autonomy since it allows learners to be responsible for their own tasks by choosing the

resources of their preferences and the possibility of assessing their own development. In the

same way, Maliqi (2016) highlights that, to reach CALL's effectiveness, teachers' support is

crucial and well-perceived. Furthermore, the research findings suggest how necessary it is

for both teachers and students to access computers in today's education.

In another study conducted with forty upper-intermediate students at a Turkish

University, Zonturlu Sıvacı (2016) examines students' perception of learning English using

CALL, as well as their opinion about learner autonomy. Additionally, this researcher

focuses on students' motivation, their use of metacognitive strategies, and their perception
of accountability when learning English. The results displayed a high level of motivation

from most of the participants, and significant use of metacognitive strategies in their task,

namely, self-monitoring, and self-evaluation. However, in terms of responsibility, findings

indicate that educators are expected to assume most of the burden of students' learning

process, which contradicts the definition of learner autonomy per se. Despite this result,

Zonturlu Sıvacı (2016) suggests that incorporating CALL into the curriculum does raise

students' awareness of the relevance of autonomous learning.

From another point of view, Jitpaisarnwattana (2018) emphasizes a specific CALL

tool called digital storytelling to evaluate its potential in enhancing learner autonomy. This

study was carried out with 17 university students learning English in Thailand, who used

the online platform Zimmertwins to make creative short videos. Through the development

of this project, autonomous learning was fostered under a social-interactive approach by

which collaborative work and peer feedback was promoted. Nonetheless, it is worth

noticing Jitpaisarnwattana's (2018) strong emphasis on the idea that "technology in itself

does not determine learner autonomy" (p.138) if it is not well-guided and monitored. For

that reason, he suggests the development of an adequate theoretical framework when

implementing digital storytelling so that it can be useful for students.

2.4 MALL and learner autonomy

Considered a subdivision of CALL (Kacetl & Klímová, 2019), MALL is related to

the use of mobile devices in language learning through which students can build their own

learning environment, anywhere they like (Maliqi, 2016). According to Kacetl and

Klímová (2019), some of the noteworthy characteristics of MALL is its "convenience,

portability, immediacy, orientation, accuracy, and sensitivity" (p. 4), which results more

practical and beneficial than desktop technologies.

In a recent research, Lyddon (2016) analyzes the affordances and constraints of

MALL in promoting learner autonomy. For this author, although mobile technologies

facilitate learning "anywhere and anytime" (p. 303), restrictions on cell phone use made by

the teacher, truncate potential autonomous learning environments. For this author, learner

autonomy can only be reached, encouraging students to self-reflect on their use of

technology and being self-aware of the required involvement in their academic task.

Promoting self-discipline in this regard will lead students to value MALL as a tool that

helps them to achieve their learning goals.

Analyzing this subject, Kacetl and Klímová (2019) compared sixteen studies

published during the last years, highlighting how beneficial is MALL for the 21st-century

students. These authors found that the use of different apps in education offers excellent

strategies to enhance learner autonomy, enabling students to rehearse contents by

themselves at their own pace. Moreover, the research showed that learners using mobile

devices in the classroom are more autonomous than those who are restricted from it (Kacetl

& Klímová, 2019). Nonetheless, this literature review warns that smartphones may affect

students' attention, face-to-face contact, and access to pertinent feedback. Besides, it could

also offer a decontextualized language training, as a significant number of apps focus on

vocabulary instead of promoting communication using the four language skills. For that

reason, Kacetl and Klímová (2019) emphasize the importance of careful implementation of
mobile learning in class, considering students' needs, as well as the material to be employed

in class.

Similarly, Jitpaisarnwattana (2018) caution that it is necessary to be careful when

establishing a causal relationship between autonomous learning and the use of

technological advances. For this author, technology, per se, cannot imply the fosterage of

learner autonomy. In words of Lyddon (2016), it as a mean in itself is insufficient."

Technology in language learning requires not only the ability to know how to use it but also

a theoretical foundation and adequate guidance to be beneficial for students

(Jitpaisarnwattana, 2018). In this respect, Esfandiari & Gawhary (2019) argues that, though

technology might be more appealing for students, learning its use for academic purposes

could be harder for them. For these authors, without appropriate pedagogical objectives and

correct implementation of technology, there could be detrimental outcomes in enhancing

learner autonomy (Esfandiari & Gawhary, 2019).

3.0 Conclusion

Throughout this literature review the effectiveness of CALL and MALL in the fosterage

of learner autonomy has been analyzed. The different studies that were examined suggest

that those technology-based approaches are effective in promoting autonomous learning. In

essence, CALL and MALL adapt to individual learner's need (Farivar & Rahimi, 2015),

facilitate self-assessing (Maliqi, 2016), extend the learning outside the classroom (Lyddon,

2016), allow students to work at their own pace (Kacetl & Klímová, 2019), enhance

creativity (Gandhimathi & Anitha Devi, 2015), among other benefits.

 Nevertheless, some of the authors make a strong emphasis on the relationship

between technological advances and learner autonomy, suggesting technology itself does

not guarantee the enhancement of autonomous learning (Jitpaisarnwattana, 2018; Lyddon,

2016). In this respect, the role of teachers is seen as crucial, since they have the opportunity

to lead students toward greater autonomy (Farivar & Rahimi, 2015) or, on the contrary,

restrict it (Lyddon, 2016).

Besides, it is worth noting that, although the preliminary literature review was

intended to focus on young learners, mainly in elementary school, most of the recent

studies about CALL and MALL are carried out on high-school and university students.

Considering the relevance and urgency of virtual learning in today's education, it would be

very enriching to research on this matter, bearing in mind primary-level learners.

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