This document outlines a proposed study that aims to examine the effectiveness of mobile technologies in contextualizing language learning for adult learners. It discusses how mobile devices can support situated learning and how context is important for language acquisition. The study aims to provide insight into learners' and teachers' expectations of a well-situated mobile learning environment. It plans to use a between groups experimental design and two-way ANOVA to analyze differences in TOEFL scores between ESL/EFL students who do or do not use mobile devices, and whether the learning environment interacts with device use. The methodology discusses sampling, instruments, procedures and planned analyses. Limitations regarding sample size, appropriate devices, data collection length and test scores are also noted.

1. Exploring the
Effectiveness of Mobile
Technology in Language
Learning Environment for
Adult Learners
Sirui Wang, Ph.D. student
The University of Southern Mississippi
July 23, 2012

2. Background
 Mobile Technology and language learning
Mobile assistant language learning (MALL) is
benefited by mobile technologies, which is one of
the mobile learning’s contributions to language
education (Dias, 2002).
 Mobile Technology
Mobile technologies are commonly used all around
the world because of their portability, ubiquity, ease
of accessibility (Keskin & Metcalf, 2011).

3. Background (continue…)
 Language learning and Context
o According to Verschueren (2005), “language
use is always situated against a complex
background” (p.75).
o If appropriate language is inputted into a
situation, language acquisition can occur
(Krashen, 1985).
o Social world, mental world, & physical world
(Verschueren, 2005, Understanding
Pragmatics)

4. Purpose of Study
 provide a general picture of the importance
of context in language acquisition,
 examine and describe the effectiveness of
mobile technologies in contextualizing
language learning environment, and
 delve learners and teachers’ expectations of
language learning in a well-situated
language learning environment.

5. Overview of the theoretical
foundation
 Situated Learning Theory
 a theory that suggests learning is naturally
tied to authentic activity, context, and
culture (Brown, Collins, & Duguid, 1989)
 considers learning as a "social process
whereby knowledge is co-constructed, and
…is situated in a specific context and
embedded within a particular social and
physical environment" (Lave & Wenger,
1991, p.41)

6. Research Questions
 Is there any effectiveness of mobile
devices for ESL students?
 Is there any effectiveness of mobile
devices for EFL students?
 Will learning environment and mobile
devices together have effects in students’
English performance?

7. Methodology
 Participant
 Convenient sampling (ESL students vs. EFL
students)
 Between groups (mobile technology vs.
non-mobile technology)
 Instrument
 Two-way factorial ANOVA
− Learning environment (IV)
− Learning devices (IV)
− TOEFL score (DV)

8. Methodology (continue…)
 Procedure
 Decide the population/sample
 Define the variables
 Decide the mobile device
 Conduct statistical analysis
 Analysis (not yet)

9. Delimitations
 The size of the population
 The proper mobile device being the
platform
 The length for collecting adequate data
 The standard test scores

10. Questions?