International Journal of English, Literature and Social Sciences (IJELS) Vol-5, Issue-1, Jan – Feb 2020

https://dx.doi.org/10.22161/ijels.51.30 ISSN: 2456-7620

Mobile Assisted Language Learning: Evidence of

an Emerging Paradigm
Nabil MORCHID
Laboratory of Language and Society, Ibn Tofail University, Morocco
Email: [email protected]

Abstract— Mobile-Assisted Language Learning (MALL) may not have reached the highest levels of maturity;
still, it manages to forge an identity of its own in the educational sphere. The intent of this paper is to
substantiate the legitimacy of MALL. In particular, this study adopts a content-design approach as a means of
researching the reciprocity between the offerings of mobile technology and the imperatives of language
learning. The content-design estimation of the different extensions of MALL revealed the multiple affordances of
mobile technology in the language learning discourse. Short Message Service (SMS)-based language learning,
educational podcasting, mobile social networking, and game-based learning emphasise the potential of mobile
technology in a wide range of language learning contexts. Still, for MALL to reach its full potential, it must
belong dependently of a valid theoretical and pedagogical orientation in language learning.
Keywords— education, ICT, mobile learning, MALL, social media.

I. INTRODUCTION II. SMS-BASED LANGUAGE LEARNING

MALL is an offspring of computer-assisted language SMS is arguably the most prevalent form of wireless
learning (Kukulska-hulme, 2012). There is more to MALL data exchange in view of its availability in a wide range of
than the normal progression from the core patterns of its mobile devices regardless of their levels of sophistication.
predecessor. The mobile trend in language learning The key feature of SMS resides in its ability to assist
manages to develop an identity of its own in the wireless connectivity in the absence of Internet coverage.
educational field by reinventing the environments needed Indeed, SMS-based learning is well suited to the basics of
for language learning. MALL favours a learner-centred MALL because of the convenience of accessibility and
approach to language learning in which the continuity and affordability. A of research has been conducted with the
spontaneity of use are the key features (Kukulska-hulme, intent to experiment on the use of SMS in language
2009). learning.
MALL has multiple manifestations in the educational Motiwalla (2007) enquires on the use of SMS and
discourse, and so are the perspectives used in labelling the Wireless Access Protocols (WAP) text-messaging to
mobile tradition in language learning. Kukulska-hulme and extend learners’ abilities to learn outside the traditional
Shield (2008) adopts a content- design approach in school environments. The experimentation is held on a
determining the multiple incorporations of mobile population of higher education learners who are brought to
technology for language learning purposes. A content interact on an m-learning platform by means of text-
approach to MALL synchronises with the basics of messaging. The study is not specific to the influence of
institutionalised education while a design approach to SMS and WAP text-messaging on language learning per
MALL emphasises the autonomy of learners who can be se; still, it does not exclude course contents that are
functional in contexts other than school. In parallel, exclusive to language learning. The findings from the
Miangah and Nazarat (2012) forwards a language-skill research corroborate the legitimacy of the m-learning
taxonomy to determine the impact MALL has on distinct treatment. Most importantly, the study demonstrates the
language learning skills. Yang (2013) advances a ability of mobile technology to assist language leaning
classification of MALL that is centred on the internal from the perspective of SMS and WAP text-messaging.
capabilities of mobile devices. For the purpose of this Cavus and Ibrahim (2009) is presented with the intent
study, a content-design approach is used in estimating the to explore the susceptibility of SMS text-messaging to
potential of MALL. In particular, different incorporations enhance learners’ ability to learn technical English
of MALL are exposed and researched for their added vocabulary. The enquiry is held on a population of 45 first-
values. year undergraduate students. The subjects are allowed

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International Journal of English, Literature and Social Sciences (IJELS) Vol-5, Issue-1, Jan – Feb 2020
https://dx.doi.org/10.22161/ijels.51.30 ISSN: 2456-7620

permanent access to mobile phones that support SMS evidence of the outperformance of the experimental group
messages. At regular intervals of time, the subjects receive in the post-tests.
SMS messages which display a selection vocabulary input. SMS-based language learning measures up to a
The findings from the research enquiry reveal the sustainable trend in educational technology because it
convenience of SMS text-messaging in a distinct language synchronises with the fundamentals of language learning.
learning environment. Also, the study gives evidence of The features of connectivity, mobility and affordability
positive attitude towards the use of mobile learning on the within the SMS based model of learning positively impact
part of learners who show willingness to engage in further the environments needed for language learning. Most
learning experiences that are enhanced by mobile importantly, SMS-text messaging does not only extend
technology. learners’ abilities to access course content or language
Zhang, Song and Burston (2011) manages to input for the sake of linguistic proficiency, but it yields
demonstrate the advantages of a mobile-assisted language new opportunities for a different kind of learning that it is
approach to vocabulary learning by means of SMS empowered from the inside. Learners are brought to take
connectivity. The research findings corroborate the control of their own learning in environments of much
advantages of the SMS-based approach to vocabulary authenticity that are true to their needs.
learning. The use of SMS text-messaging in vocabulary
learning is understood to boost learners’ use of III. EDUCATIONAL PODCASTING
“fragmented time” and thereby increase the odds for Podcasting is a polyvalent medium of communication
retention (Zhang, Song and Burston, 2011, p.208). Also, because of its ability to diffuse multiple digital file
learners’ reliance on their mobile phones conditions formats. Podcasting does not only revolutionise the
regular exposure to vocabulary input, which positively distinctions between the conventional channels of
impacts the vocabulary learning process. communication, but it also causes the proliferation of
Plana, Torrano and Grova (2012) interrogates the varied digital media contents. Most importantly, the
effectiveness of an SMS-based instructional tool in the increasing availability and affordability of portable devices
teaching of English as a foreign language. The study is ensure welcoming environments for further expansion of
carried out on a population of 13 first-year university podcasts. Sophistication is the key feature of this relatively
students over a two-year period. The duration of the new trend in communication and it is well suited to the
enquiry is chronologically structured to answer four orientations needed in the academic discourse to reach
research questions: better performance standards. The impact of educational
Is using SMS messaging via a mobile phone an podcasts on language learning is well observed from the
effective tool in terms of motivation and lens of many experimental studies.
engagement? (2) What types of mini-lessons do Abdous, Camarena and Facer (2015) exposes the most
subjects think are better to be sent via SMS in convenient applications of podcasts in foreign language
terms of effectiveness, engagement and learning. In particular, the study contrasts the instructional
usefulness for their learning purposes? (3) What use of podcast technology to a supplemental use of the
is the appropriate time for the activities to be same technology. An operational definition is given for
sent? (4) Did students who participated in the each of the two incorporations of educational podcasting.
project perform better that the control groups? Supplemental podcasting designates the unplanned use of
(Plana, Torrano and Grova, 2012, p. 33) podcasting, in which faculty members provide students
The findings from the research enquiry corroborate the with recorded lectures for later use and review while
hypothesised advantages in the use of SMS-based integrated podcasting targets the incorporation of
technology in language learning. As for learners’ attitudes “podcasting into a variety of instructional activities, which
towards the experimental tool of learning, the large includes recorded critiques of student projects and exams,
majority of the participants approve off the SMS-based student video presentations, student interviews, recorded
tradition in language learning. Still, they favour less lectures, dictations, roundtable discussions, and guest
complex SMS exercises that are completed in relatively lecturers” ( Abdous, Camarena and Facer, 2015, p. 79).
shorter time than is the case with difficult exercises. Also, The experimental study is carried out on 128 students
the most suitable time period for the subject to receive the distributed over eight foreign language learning classes, in
SMS exercises is reportedly from 1 pm to 8 pm. which the courses are taught in English, German, Spanish,
Concerning the content based part of the study, there is Japanese and French. A pretest-posttest design is adopted
to measure the impact of the two incorporations of

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International Journal of English, Literature and Social Sciences (IJELS) Vol-5, Issue-1, Jan – Feb 2020
https://dx.doi.org/10.22161/ijels.51.30 ISSN: 2456-7620

podcasting on learners’ performance standards. The on how to handle podcasts. The participants are assigned
findings from the research enquiry corroborate the to two groups. The control group encompasses 21
hypothesised advantages of an instructional incorporation participants who are taught in a conventional way. The
of podcasting in language learning in comparison with the experimental group, on the other hand, is made of 25
supplemental use of the same technology. The advantages participants who are offered the means, a mobile phone
of the instructional use of podcasts translate into increased with Internet connection, to access the podcasts needed for
willingness among students to use the technology, the treatment. In addition to posttest-pretest design, a
enhanced ease in the completion of school assignment and questionnaire is handed to the experimental group to
improved speaking skills. Indeed, the study does not only measure learners’ attitudes towards the experimental use
substantiate the legitimacy of podcasting as a significant of podcasts. Eventually, the post-test scores corroborate
instructional tool in language learning, but it enables new the experimental group’s outperformance in listening
configurations of podcasting for educational purposes. comprehension skills and thereby validate the legitimacy
Farangi, Nejadghanbar, Askary, and Ghobrani (2015) of podcasting in language learning. As for the participants’
reports on the influence of podcasting on learners’ attitudes towards the use of podcasts, there is evidence of
speaking skills. In particular, this experimental research is positive attitude towards the merits of the experimental
held on 60 Iranian EFL learners who are presented with an technology mainly because of the opportunities it yields
upper-intermediate level of English. The participants fall for collaborative learning.
within the same age category, 15-18 year olds, and are all In line with what has been noted on the multiple
male learners. The gender bias in the research sample is incorporations of podcasting in language learning, Li
attributed to the concentration ratio of the mobile phone (2010) informs on the effects of podcasting on learners’
technology that is favourable to males more than females attitudes towards language learning. The experimental
in Iran. The participants are arbitrarily distributed over study is presented as a mixed-methods case study, initially
three groups of 20 learners, one control group and two held on a sample population of 10 Hon Kong secondary
experimental groups. The control group is taught in a ESL students which is subsequently narrowed down to 3
traditional way. The first experimental group receives a participants. The participants are trained on how to use
student-centred incorporation of educational podcasting, in varied technology devices to access podcasts. In a later
which the learners create and react to their own podcasts stage, the participants are allowed access to a wide
on a web-based platform that is monitored by the selection of Internet accessible podcasts to choose the most
instructor. In the second experimental group, a teacher- suitable contents for language learning. The researcher
centred approach to learning is adopted. The learners are uses three instruments for data collection: interviews,
required to access a selection of podcasts that is fully journal writing and questionnaires. The interview is
developed by the instructors. A pretest-posttest design is managed to serve two purposes: to disregard the
used to compare the performances of the three groups. participants who hold negative views of the intended use
Eventually, the findings from the study substantiate the of podcasting and to construct a solid view of the three
advantages from using educational podcasts as a means to participants’ attitudes towards podcasting. The journal is
boost EFL learners’ speaking skills. The learners in both used to keep track of the changes in learners’ attitudes
experimental groups outperform their peers in the control towards podcasting. The questionnaire is managed to yield
group in view of their recently enhanced speaking abilities. quantifiable data specific to learners’ appreciation of the
The two experimental groups are identified with experimental treatment. The findings from the study
performance variances. The learner-centred group shows validate the hypothesised influence of podcasting on
higher performance standards than is the case with the language learning. This influence is well expressed in
teacher-centred group. On this evidence, the use of learners’ positive attitudes towards educational podcasts.
podcasts in language learning needs to be part of a socially Podcasting does not only enhance learners’ listening and
oriented process where learners are prompted to exchange speaking skills but it also increases the affect variable in
both attitudes and course contents. language learning. In this vein, a participant reports: “I
In parallel, Al Quasim and Al Fadda (2013) informs enjoy listening to the culture of the US. It is fun to learn
on the impact of the same educational technology on other things this way.” (Li, 2010, p. 85). Still, the incorporation
language-learning skills among a different population of of educational podcasts in language learning is presented
learners. Eventually, the research is carried out on 46 with a number of challenges that basically relate to the
female Saudi EFL learners. All the participants are “style of podcasting” (Li, 2010, p.87). In this respect, the
undergraduate college students with no prior knowledge podcasts used for language learning need to be true to

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International Journal of English, Literature and Social Sciences (IJELS) Vol-5, Issue-1, Jan – Feb 2020
https://dx.doi.org/10.22161/ijels.51.30 ISSN: 2456-7620

learners’ interests. The length and format of podcasts are attributes of social networking are further extended by the
important determinants of use because learners are more principle of mobility in portable devises. In this vein, the
inclined to use audio-visual podcast of appropriate lengths use of social networking in MALL yields favourable
than is the case with long audio podcasts. environments for language learning. In this subsection, the
As noted above, educational podcasting allows itself legitimacy of mobile social networking as a means for
to be a sustainable tool in language learning. The language learning is examined from the perspective of
capabilities of podcasting cause the proliferation of varied distinct social networking mobile applications.
language-learning input. Most importantly, the feature of
accessibility within pocasting is espoused with high levels 4.1 Facebook
of authenticity. Language learners are brought to take Facebook is arguably the world’s most popular
control of their own learning. Although there is evidence platform for social networking. The Facebook statistics
of the legitimacy of podcasting as a means of instruction in reveal that the average number of daily mobile-Facebook
the language learning discourse, more research is needed users is 1.15 billion for December, 2016 (Facebook, 2017).
to optimise the resources for a valid and sustainable Facebook is presented with the convenience of portability
incorporation of this mobile trend in language learning. In which allows it be a functional tool in MALL. Indeed,
this respect, as it has been reported by Abdous et al. there is evidence of the massive growth of Facebook
(2015), the instructional use of podcasting is more which has become a worldwide social network with an
advantageous to language when it is planned and increasing number of users. Facebook’s content-sharing
contextualised. Research needs to concentrate on the most capabilities are presented with the ability to impact the
convenient configurations of podcasting for the technology educational discourse. The legitimacy of Facebook as a
to synchronise with the basics of formal education. In suitable learning environment for language learning is
parallel, more experimental studies are required to captured from the lens of the following studies:
interrogate the efficiency of podcasting in improving Akbari, Pilot and Simons (2015) uses three variables
distinct language learning skills other than listening and from the Self-Determination Theory, “autonomy”,
speaking, with maximum emphasis on the accuracy “competence” and “relatedness”, to reveal the differences
dimensions in language learning. in foreign-language learning between a an experimental
group where learning is carried out on a Facebook page
IV. MOBILE SOCIAL NETWORKING and a control group with no experimental treatment. The
Social networking is a web-based orientation among a experimental study is presented with a pre-test-post-test
large population of Internet users. Not only does social design and it is carried out on a sample population of 40
networking revolutionise access to information, but it also doctoral students. The treatment in the experimental group
redefines the realities of social life. Kaplan and Haenlein is conducted over a one month period. The participants
(2010) traces back social networking to the fundamental take part in different language-learning activities on a
structures of social media, also referred to as “ a group of Facebook page. The language learning activities
Internet-based applications that build on the ideological emphasise learners’ interactivity and participation.
and technological foundations of Web 2.0, and that allow Meanwhile, the intervention in the control group is
the creation and exchange of user Generated Content” conceived to recreate similar learning experiences except
(p.61). Indeed, the social media constitute a virtually rich for the inclusion of a Facebook page as a learning
environment where different platforms constantly evolve environment. The research findings corroborate the
to stimulate and enable the exchange of a wide range of hypothesised advantages of Facebook-mediated language
contents. Social networking is well positioned to carry in learning. In particular, all the variables under investigation
the intent of the social media in view of its susceptibility to receive better treatment in the experimental group than is
endorse the social nature of communication. Social the case in the control group. The participants in the
networking applications are optimised to activate massive experimental group have the ability to outperform their
exchange of information, experience and attitude between peers in face-to-face learning environment. This is
the members of different social groups across the globe, attributed to the favourable learning environments in social
locally and globally. The far-reaching character of social networking, where learners are made more competent,
networking causes reciprocal effect on the part of its users. autonomous and susceptible to relate to one another
Reciprocity is the key feature of social networking, and throughout their language-learning experiences. The
there should be no reason why it cannot adapt to the experimentation gives evidence of the positive influence
fundamentals of language learning. Most importantly, the

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International Journal of English, Literature and Social Sciences (IJELS) Vol-5, Issue-1, Jan – Feb 2020
https://dx.doi.org/10.22161/ijels.51.30 ISSN: 2456-7620

social networking has on language learning when for educational purposes is not without difficulties. The
Facebook is used as a medium of instruction. spontaneity of Facebook needs orientation to adapt to the
The potential of Facebook to improve learners’ institutionalised practices in formal education.
communicative competencies is captured from the lens of
Buga, Căpeneaţă, Chirasnel and Popa (2014). The study 4.2 WHATSAPP MESSENGER
departs from the extensive use of Facebook as a mass WhatsApp Messenger is another leading freeware
medium of communication to conceive a sustainable application for cell phones with more than a billion active
educational tool in language learning. The intervention is users all over the world (WhatsApp, 2017). WhatsApp was
carried out on a sample population of 50 Romanian initially presented as an Internet-based messaging form of
foreign-language learners, in which one group is made of data exchange. The internal structures of WhatsApp have
19 middle-school students with English as a foreign rapidly evolved to transform into a consequential social
language and another group is made of 19 high-school networking service as it “now supports sending and
students with French as foreign language. All the receiving a variety of media: text, photos, videos,
participants are brought to connect on Facebook and post documents, and location, as well as voice calls”. The
different language learning assignments. The teacher WhatsApp platform encapsulates a number of
monitors learners’ contributions. The results of the conveniences that are possibly advantageous to the
experimentation indicate high levels of involvement on the educational discourse and language learning is no
part of students who respond positively to the experimental exception. In this vein, the offerings of the WhatsApp
learning activities. The findings from the study reveal the technology in language learning are captured from the lens
positive influences Facebook has on learners’ attitude of selection of studies that vary the perspectives of
towards foreign-language learning. experimentation.
In parallel with what has been noted on the possible Lai (2015) investigates a WhatsApp-based immersion
incorporations of Facebook as an educational tool in in second-language learning. Language immersion is
language learning. Lantz-Anderson, Vigmo and Bowen typical of the use of students’ native language as a means
(2013) reports on the impact of Facebook on language of instruction in varied course contents. The study
learning from a socio-cultural perspective. The emphasis is synchronises the immersion principle in language learning
on the ability of Facebook to generate welcoming with the WhatsApp technology. In particular, the
environments for language learning with ample WhatsApp platform is used to ease Hong Kong seventh-
opportunities for collaboration. The socio-cultural view of grade students’ ability to learn high-frequency English
learning is optimised and contained in a cross-cultural verbs. The findings of the study substantiate potential of
exploratory case study, held on a sample population of 60 mobile immersion. The participants’ ability to learn
students from varied socio-cultural contexts. Eventually, vocabulary increases in parallel with their connectivity on
the participants in the study are located in Columbia, WhatsApp. Also, the WhatsApp platform is found
Finland, Sweden and Taiwan where the English language adequate for interactive language learning.
is not students’ native language. Ethnographic data are In line with what has been noted on the offerings of
collected form students’ multiple interactions on a WhatsApp in language education, a study by Aburezeq
Facebook group for the purpose of investigating the use of (2013) varies the perspective of enquiry by capitalising on
social networking as a means for academic English teachers’ view of what should be a WhatsApp-based
language learning. The findings from the research model of language learning. Eventually, the study is
demonstrate the potential of Facebook to complement the intended to open up new horizons for the teaching of the
institutionalised practices in language learning. The Arabic language in the United Arab Emirates. The
Facebook-mediated learning experience is found experimentation is held over a fifteen-week period on a
advantageous to students because it offers interactive mixed population of pre-service teachers and students for
learning environments. Still, the spontaneity of Facebook the purpose of estimating the offerings of WhatsApp
language learning needs to adapt to the formal character of technology in distinct language learning contexts.
education as a mass medium of orientation. Eventually, both teachers and students are brought to take
Facebook incarnates the fundamentals of social part in customised WhatsApp leaning environments in
networking. An increasing number of studies are managed order to determine the susceptibility of the instructional
to interrogate the legitimacy of Facebook in language model to impact three modes of interaction: learner-
learning. The offerings of Facebook in the language learner, learner-content and learner-teacher. The findings
learning discourse are consequential; still, its incorporation of the study corroborate the positive effect of the

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International Journal of English, Literature and Social Sciences (IJELS) Vol-5, Issue-1, Jan – Feb 2020
https://dx.doi.org/10.22161/ijels.51.30 ISSN: 2456-7620

WhatsApp incorporation on the three types of interaction. learning. The YouTube platforms are social contexts with
In this vein, the WhatsApp model of learning is presented a lot of opportunities for learning. The use of YouTube as
with the ability to ease multiple modes of communication an instructional tool in language learning is investigated in
in the context of language learning. Still, the incorporation many studies.
of WhatsApp in language leaning is also obstructed by the Alhamami (2013) is carried out for the purpose of a
scarcity of theoretical frameworks with the ability to valid educational incorporation of YouTube. The use of
inform on the correct use of the technology. YouTube for language learning is assessed against an
Fattah (2015) is conducted with the intent to evaluation list. Most specifically, the checklist comprises
investigate the use of WhatsApp to enhance students’ five evaluative criteria: “video characteristics”,
writing skills, in particular punctuation and sentence “attractiveness”, “clarity”, “reaction” and “content”. These
structure. The experimental study is carried out with a pre- are the determinants of validity that ensure efficient use of
post-test design on a sample population of 30 EFL students YouTube as a means of instruction. The “video
in Saudi Arabia. The treatment in the experimental group characteristics” of YouTube language learning relate to the
consists of engaging students in an interactive writing correct display of the contents intended for language
activity on a WhatsApp group. On a weekly basis, the learning. “Attractiveness” is exclusive to the affect
participants respond to a writing topic throughout five construct in language learning and how it manages to
distinct steps: pre-writing, drafting, reviewing, editing, and condition the acceptance of YouTube technology on the
publishing. Simultaneously, the control group is instructed part of language learners. “Clarity” is a category of
identical course contents with the exception of the meanings that determine the accessibility of the language
WhatsApp inclusion. The findings of the study substantiate learning contents on YouTube. “Reaction” is specific the
the advantages from the instructional use of WhatsApp in interactive environments of YouTube and the extent to
the teaching of writing. The students in the experimental which they allow the instructor to assist learners
group were able to outperform their peers in the control throughout their language learning. “Content” is related to
group because of their enhanced abilities to generate the quality of the video design and how it manages to
correct sentence structures and punctuate their written communicate detailed information about the uploaded
compositions. contents on YouTube.
Mobile-assisted language learning is an emerging In parallel with what has been noted on the divide
paradigm in language education and so is the WhatsApp between technology and pedagogy in the YouTube
orientation in language learning. The legitimacy of tradition in language learning, Brook (2011) investigates
WhatsApp as means of language learning has been the potential of YouTube in an English as Second
validated from many perspectives. The offerings of Language (ESL) context. The YouTube experimentation is
WhatsApp are of strategic interest to the language learning held on a population of 10 students who take part in an
discourse. They benefit language learners in many ways. ESL programme for the purpose of gaining the linguistic,
Still, for maximum efficiency, the educational social and cultural competencies needed for integrating an
incorporation of WhatsApp must synchronise with valid American university. The experimentation is structured
pedagogies and theories of learning. over a series of lessons to ensure the participants are
assisted in the choice of a local culture topic, the design of
4.3 YOUTUBE a video-script and the fundamentals of video-sharing.
YouTube is definitely the largest video-sharing Eventually, the findings of study corroborate the positive
platform on the Internet with more than a billion users all influence of YouTube in ESL learning contexts. YouTube
over the world (Youtube, 2017). The Internet giant is is identified with the ability to yield highly interactive
presented with the convenience of mobility as more than learning environments with ample opportunities for
half of YouTube users access the application from mobile interaction. Besides the learner-learner interaction, the
devices. The contents uploaded on YouTube come from YouTube platform is found capable of activating unlimited
different sources. An increasing number of individuals and channels of communication. Most importantly; the
media channels have the ability to upload and react to a enabling attributes of YouTube translate into quantifiable
varied range of media contents. Interactivity is another proficiency skills on the part of learners who are given full
feature of YouTube, and it does not only ease social control over the process of learning.
networking practices, but it also fosters the individual’s Indeed, educational YouTube is presented with a
perceptions of their environment. It is worth mentioning number of abilities that are likely to revitalise the language
that YouTube is a perfect match for the social theory of learning contexts. The various applications of YouTube in

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language learning converge towards fostering the quality taught vocabulary in a conventional way. In both
of video contents to stimulate a wide range of interactivity experimental groups, the participants are offered smart
on the part of learners. The realities mediated on YouTube phones with a customised game-based application for
are potentially advantageous to the contexts of language learning vocabulary. Still, only the third group has
learning because they allow language learners to be permanent access to the smart phones outside the regular
functional in real-life situations where the outcomes of school hours. The findings from the study reveal the
learning are easily converted to life-long competencies. outperformance of the third group where access to smart
The social networking tradition in language learning is phones is not controlled. The participants in the third
not exclusive to Facebook, WhatsApp and YouTube; still, group spent more time operating the vocabulary game in
these are among the most prominent social-networking their smart phones, which demonstrates the susceptibility
platforms. They have rapidly evolved and expanded to of mobile gaming to create the need for learning.
attract the largest numbers of users and thereby forge In parallel with what has been noted on the positive
identities of their own all over the globe. Many studies are influence of mobile gaming on language learners’
conducted with the intent to inform on the reciprocity motivation, Perry (2015) departs from the addictive
between language learning and social networking. Indeed, character of video games to optimise a “gamification” of
there is evidence of the legitimacy of social networking in language learning. The researcher manages to explore the
the educational context as it perfectly synchronises with offerings of quest-based learning. The study uses a mobile
the basics of MALL. However, the educational use of quest game, named Explorez [explore]. This mobile
social networking remains an immature orientation in learning tool is presented as “a virtual narrative treasure
language learning, in need of a lot research. hunt wherein the player is hired as the personal assistant to
a famous French celebrity” (Perry, 2015, p. 1310). The
V. GAME-BASED LEARNING application uses GPS technology to generate augmented
Mobile gaming is already a legitimate extension of the reality environments where language learners interact and
fundamentals of mobile technology. The mobile gaming learn through the completion of a series of task based
industry continues to penetrate new markets and generate learning objectives. Most importantly, learners’ multiple
substantial revenues. According to Statistica (2017), the interactions on the virtual platform capitalise on the use of
net revenues of Google Play and Apple App Store for the written, audio, and video contents to ensure learners obtain
last quarter of 2015 equalled 4.1 billion U.S dollars while maximum practice in receptive and productive language
the revenues of both companies in the same quarter of skills. The findings of the study substantiate the merits of
2016 reached 7.4 billion U.S dollars. This accounts for a this innovative language learning tool. The legitimacy of
78% growth over a one-year period. The far-reaching Explorez does not only draw on the fun component in the
character of mobile gaming does not only impact the language learning, but it also connects to the imperatives
global smartphone market, but it redefines the common of accuracy.
conceptions of social interaction. The language learning There is evidence of the legitimacy of the game-based
context is also impacted by the mobile game-based tradition in language learning. It is an innovative
tradition in education. This is due to the social nature of orientation in the language learning discourse with the
gaming that is further enhanced by the features of ability to activate new modes of language acquisition. The
technology and mobility. The influence of mobile gaming conventional environments of language learning are
on language learning is consequential, but it needs to be reinvented and extended (Perry, 2015; Reinhardt & Sykes,
theoretically based. This subsection exposes the potential 2014; Thorne, Black, & Sykes, 2009). In parallel, game-
of mobile gaming and the challenges educators need to based learning is identified with the ability to promote
undertake for maximum efficiency. intrinsic motivation on the part of language learners
Mobile gaming offers many opportunities for (Sanderberg, Maris & de Geus 2011). Language
educators to connect to the needs of a large population of proficiency is a major theme in the multiple incorporations
language learners. In this respect, Sanderberg, Maris and of mobile game-based learning. The augmented realities
de Geus (2011) reports on the advantages of the and interactive environments in mobile gaming enable
instructional use of mobile gaming in language learning. quantifiable language proficiency skills. In this vein,
The enquiry uses a GPS-based game to extend the abilities Hwang, Shih, Ma, Shadiev and Chen (2016) corroborates
of EFL students to learn vocabulary. In particular, the the positive influence of mobile game-based language
experimentation is conducted on three groups: one control learning on students’ listening and speaking skills. Hwang,
group and two experimental groups. The control group is Chen, Shadiev, Huang and Chen (2014) substantiates the

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International Journal of English, Literature and Social Sciences (IJELS) Vol-5, Issue-1, Jan – Feb 2020
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advantages of using mobile-based situational learning as a VI. CONCLUSIONS

means of fostering students’ writing abilities. Indeed, the A substantial body of research is conducted on the
multiple incorporations of game-based learning are the multiple incorporations of MALL. The extensions of
basis of an innovate approach to language learning that is mobile learning in the language learning discourse confirm
simultaneously true to the authenticity of real-life learning the far-reaching character of mobile technology. SMS-
and committed to the determinants of language based learning, educational podcasting, social networking
proficiency. and mobile gaming are distinct incarnations of MALL.
The concern with the incorporations of mobile game- They vary the means of implementation, but they serve the
based language learning does not stem from the same purpose. They aspire to add more quality to
functionality of the instructional tool as much as it centres education.
on its pedagogical dimension. The multiple incorporations The MALL tradition in education is not without
of mobile technology in language learning contexts are uncertainties (Morchid, 2019). The instructional use of
confronted with the fundamentals of schooling. In this mobile technology for language learning purposes must
vein, Perry (2005)’ “gamification” of language learning stem form a valid conceptual framework, with the ability
may have created optimal environments for language to espouse the learning environments of MALL and the
acquisition with maximum attention given to authenticity. fundamentals of language learning. The fact is that MALL
Still, the divide between the institutionalised character of has not yet proved its worth in the institutionalised
language learning and the innovative attributes of game- contexts of education. It strives for acceptance and
based learning is not fully exposed. The two orientations recognition. The only way for MALL to impact schooling
are not necessarily inclusive of one another in the absence is to synchronise with a functional pedagogy that is
of a convenient theory and methodology of instruction. simultaneously true to the needs of learners and the basics
The challenge for the implementers is to contain the of institutionalised education.
multiple affordances of mobile game-based language The affordances of MALL are many and they exert a
learning in an educational model that is true to the wide range of positive influences on the educational
fundamentals of schooling in terms of authenticity and discourse. The challenge for researchers and educators is
accuracy. The enhanced environments used for simulating to understand and determine the factors that impact
real life situations for learning should not alienate the language learners’ acceptance of MALL. Also, success
legitimate focus on language proficiency. In parallel, implementations of MALL are not necessarily replicable.
another challenge in optimising mobile game-based All incorporations of MALL must be true to the context of
language learning concerns the ethical responsibilities of implementation.
both educators and learners in the gaming environments.
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