MALL
•Download as PPTX, PDF•
1 like•24 views
Mobile-assisted language learning (MALL) involves using mobile devices like phones, MP3 players, and tablets to assist or enhance language learning. MALL combines aspects of mobile learning and computer-assisted language learning. It allows learning to take place anywhere through content and interactive features on mobile devices. Some key advantages of MALL include personalization that increases engagement and motivation, as well as accessibility anytime and anywhere to help learners stay on track with less dropouts. However, overuse of mobile devices can also lead to isolation, distraction, addiction and security issues if not used properly. Popular language learning apps take advantage of MALL approaches.
Report
Share
Report
Share
Recommended
MCQ technology
Ganga J.S. submitted an assignment on the topic of m-learning. The assignment contained multiple choice questions that tested knowledge of m-learning, including defining m-learning as mobile learning, identifying that m-learning can be done using phones, tablets, and laptops, and stating that a disadvantage is lack of standardization across mobile devices and platforms. The assignment demonstrated understanding of m-learning as using mobile technologies to enable learning anywhere and anytime.
EDUC605 Lit Review-Presentation
This document discusses using mobile learning (m-learning) to enhance English as a foreign language (EFL) instruction. M-learning extends e-learning by using handheld devices anywhere and anytime. Six common themes in m-learning studies are identified: 1) increasing access to education, 2) promoting active learning, 3) encouraging constructive learning, 4) enabling informal learning, 5) assessing student and teacher attitudes, and 6) measuring student achievement. Examples are provided for each theme from previous m-learning research studies conducted in various countries.
MOBILE ASSISTED LANGUAGE LEARNING FOR MALAYSIAN SCHOOLS
This document discusses mobile assisted language learning (MALL) using portable wireless devices like mobile phones and tablets. It provides examples of popular language learning apps and cites research showing that mobile web access will exceed desktop access by 2010-2015. The document also notes that language learning is well-suited to mobile devices as they allow learners to study at their own pace. A study in Malaysia found that most respondents use mobile devices for learning and that MALL could enhance language education in Malaysian schools.
M learning
M-learning or mobile learning is defined as learning across multiple contexts through social and content interactions using personal electronic devices. It allows learning to occur virtually anywhere as long as a mobile signal is available. Some key advantages of m-learning include interactive learning, on-demand access to information, continuity of learning inside and outside the classroom, and the ability to learn at one's own pace. However, there are also limitations such as potential connectivity issues, small screen sizes that can strain the eyes, the need to own an appropriate mobile device, and possible distractions from calls, messages or updates.
Affordable mobile learning with cell phones
This document summarizes research on using mobile phones for English vocabulary learning through text messages. Several studies have found that sending vocabulary words, quizzes, or instructional materials via text message can help with learning. However, most such studies have been conducted in developed areas where internet access is more available. The document calls for more research in developing countries, where internet data plans may be too expensive but text messaging is widely used. It suggests exploring the effectiveness and affordability of using mobile phone texting for English vocabulary learning in resource-constrained environments.
Technology pdf
Mobile learning, also known as m-learning, involves using mobile devices to access educational resources anywhere and anytime. It allows for continuous access to learning and interaction between students and teachers, even outside the classroom. Some key advantages include accessibility of content from any location, support for self-paced learning styles, and lower costs compared to computers. However, challenges include small screens that can cause eye strain, distractions from notifications, lack of standardization across devices, and limited memory and connectivity of mobile devices.
Using Mobile Devices to Assess Language Learning
This document provides an overview of mobile assisted language learning (MALL) and discusses how mobile devices can be used to assess various language skills. It describes how MALL aligns with second language acquisition theories and then gives examples of apps and activities that use mobile devices to assess listening, speaking, reading, writing, vocabulary and grammar. These include using QR codes, Google Voice, websites and text messaging to provide interactive language learning opportunities on mobile devices.
Mobile learning in language classroom
The document discusses the use of mobile technologies in language classrooms. It explains that mobile learning provides instant access to materials, enables interactive activities through tools like polling systems, and allows for multimedia content playback. The document outlines several mobile learning methods, such as using mobile devices to support distance learning or facilitate teacher-student interaction. It also provides examples of mobile apps and platforms that can be used for language learning, testing, and collaborative work. Finally, the document shares the mobile learning experience at Moscow State University, where smartphones were incorporated into listening exercises, tests, and other classroom activities.
Recommended
MCQ technology
Ganga J.S. submitted an assignment on the topic of m-learning. The assignment contained multiple choice questions that tested knowledge of m-learning, including defining m-learning as mobile learning, identifying that m-learning can be done using phones, tablets, and laptops, and stating that a disadvantage is lack of standardization across mobile devices and platforms. The assignment demonstrated understanding of m-learning as using mobile technologies to enable learning anywhere and anytime.
EDUC605 Lit Review-Presentation
This document discusses using mobile learning (m-learning) to enhance English as a foreign language (EFL) instruction. M-learning extends e-learning by using handheld devices anywhere and anytime. Six common themes in m-learning studies are identified: 1) increasing access to education, 2) promoting active learning, 3) encouraging constructive learning, 4) enabling informal learning, 5) assessing student and teacher attitudes, and 6) measuring student achievement. Examples are provided for each theme from previous m-learning research studies conducted in various countries.
MOBILE ASSISTED LANGUAGE LEARNING FOR MALAYSIAN SCHOOLS
This document discusses mobile assisted language learning (MALL) using portable wireless devices like mobile phones and tablets. It provides examples of popular language learning apps and cites research showing that mobile web access will exceed desktop access by 2010-2015. The document also notes that language learning is well-suited to mobile devices as they allow learners to study at their own pace. A study in Malaysia found that most respondents use mobile devices for learning and that MALL could enhance language education in Malaysian schools.
M learning
M-learning or mobile learning is defined as learning across multiple contexts through social and content interactions using personal electronic devices. It allows learning to occur virtually anywhere as long as a mobile signal is available. Some key advantages of m-learning include interactive learning, on-demand access to information, continuity of learning inside and outside the classroom, and the ability to learn at one's own pace. However, there are also limitations such as potential connectivity issues, small screen sizes that can strain the eyes, the need to own an appropriate mobile device, and possible distractions from calls, messages or updates.
Affordable mobile learning with cell phones
This document summarizes research on using mobile phones for English vocabulary learning through text messages. Several studies have found that sending vocabulary words, quizzes, or instructional materials via text message can help with learning. However, most such studies have been conducted in developed areas where internet access is more available. The document calls for more research in developing countries, where internet data plans may be too expensive but text messaging is widely used. It suggests exploring the effectiveness and affordability of using mobile phone texting for English vocabulary learning in resource-constrained environments.
Technology pdf
Mobile learning, also known as m-learning, involves using mobile devices to access educational resources anywhere and anytime. It allows for continuous access to learning and interaction between students and teachers, even outside the classroom. Some key advantages include accessibility of content from any location, support for self-paced learning styles, and lower costs compared to computers. However, challenges include small screens that can cause eye strain, distractions from notifications, lack of standardization across devices, and limited memory and connectivity of mobile devices.
Using Mobile Devices to Assess Language Learning
This document provides an overview of mobile assisted language learning (MALL) and discusses how mobile devices can be used to assess various language skills. It describes how MALL aligns with second language acquisition theories and then gives examples of apps and activities that use mobile devices to assess listening, speaking, reading, writing, vocabulary and grammar. These include using QR codes, Google Voice, websites and text messaging to provide interactive language learning opportunities on mobile devices.
Mobile learning in language classroom
The document discusses the use of mobile technologies in language classrooms. It explains that mobile learning provides instant access to materials, enables interactive activities through tools like polling systems, and allows for multimedia content playback. The document outlines several mobile learning methods, such as using mobile devices to support distance learning or facilitate teacher-student interaction. It also provides examples of mobile apps and platforms that can be used for language learning, testing, and collaborative work. Finally, the document shares the mobile learning experience at Moscow State University, where smartphones were incorporated into listening exercises, tests, and other classroom activities.
Mlearning
The document discusses mobile learning (m-learning) as learning that occurs through mobile technologies. It defines m-learning and outlines its objectives such as being available anywhere and anytime. It also describes features such as knowledge building in different contexts. The document discusses advantages like low cost and challenges including connectivity, screen size, and assessing learning outside the classroom. It provides examples of how m-learning can be delivered and supported, concerns researchers have raised, and case studies of m-learning programs.
M learning
M-Learning refers to using mobile devices like phones and tablets to support learning. It builds on e-learning by making educational resources more portable and accessible anywhere. Key aspects of m-learning include designing for the mobility of the learner, interacting with portable technologies, and supporting a mobile population. M-learning can engage students through new activities, support special needs, and reengage disaffected youth. It offers relatively inexpensive opportunities for continuous and situated learning through interactive experiences on highly portable and adaptable technologies.
Mlearning
This document discusses mobile learning (m-learning) as learning that occurs through mobile technologies. It defines m-learning and outlines its objectives such as being available anywhere and anytime. The document also covers features of m-learning like knowledge building in different contexts. Both advantages like low cost and challenges like connectivity and screen size are described. Examples of how m-learning delivers content and case studies of m-learning programs are provided.
Mlearning
This document reviews mobile learning (m-learning) as a distance education technology. It defines m-learning as learning that occurs using mobile technologies when the learner is not in a fixed location. The document outlines several objectives and features of using mobile technologies for learning, including accessibility anywhere and anytime, multimedia capabilities, improved communication and motivation for learners. It also discusses advantages such as low cost and continuous learning support, as well challenges like limited screen sizes, connectivity issues, and assessing learning outside the classroom. Examples are provided of m-learning projects at Carnegie Mellon University and in Korean higher education institutions.
Mobile Learning: A New Approach in Information Communication Technology
Mobile Learning: A New Approach in Information Communication TechnologyPRASANNA DEVARAMATHA ANILKUMAR
The document discusses mobile learning as a new approach in information communication technology. It defines mobile learning as the provision of education and training using mobile devices. The key requirements for mobile learning are discussed, such as always online connectivity, large storage capacity, and full keyboard availability. The characteristics of mobile learning include being ubiquitous, portable, blended, private, interactive and providing instant information. Examples of implementing mobile learning in different countries are provided. The conclusion states that mobile learning is an exciting opportunity that libraries and information centers can use to provide mobile services to users.M learning ppt
Mobile learning, or m-learning, allows students to access educational content on mobile devices like phones, laptops, and tablets. It offers the benefits of flexible, self-paced learning anywhere and at any time. While mobile learning has advantages like accessibility, supporting different learning styles, and being relatively inexpensive, it also has disadvantages such as small screens causing eye strain, distractions from notifications, and issues with technology like draining batteries or poor connectivity fragmenting the learning experience.
Mlearning
This document defines mobile learning as learning that occurs anywhere and anytime using mobile technologies. It lists the objectives of mobile learning in distance education as being available anywhere and anytime, allowing two-way and multimedia learning, enhancing knowledge without time constraints, and making learning more independent and adaptable to individual needs. The document also discusses features of mobile learning like knowledge building in different contexts and convenient access. It notes advantages like low cost and continuous learning support, as well as challenges involving connectivity, screen size, bandwidth, and reworking existing e-learning materials. Case studies from Carnegie Mellon University and Korean universities demonstrate uses of mobile learning.
Technology m- learning
The document discusses mobile learning (m-learning), which is defined as learning using personal electronic devices across various contexts through social and content interactions. M-learning technologies include handheld computers, MP3 players, notebooks, mobile phones, and tablets. The benefits of m-learning include inexpensive opportunities, multimedia content delivery, continuous learning support, and increased learner engagement. However, challenges include connectivity and battery issues, small screen sizes, multiple device platforms, and risk of distraction.
Learning on the go!
This document discusses mobile learning and its growing potential. It notes that nearly 90% of the world's population currently has access to cellular networks. It then outlines different types of mobile learning including individual, peer-to-peer, and group sharing models. Examples of mobile learning apps like Nearpod and Socrative are provided. A case study shows how video creation apps can be used for a course assignment. The document concludes with recommendations for implementing mobile learning such as providing tech support and ensuring course resources are accessible online.
Mobile Learning
Mobile learning (m-learning) refers to using mobile devices like phones and tablets for educational purposes. It evolved from distance learning to electronic learning to mobile learning. M-learning allows interaction between students and instructors through SMS, MMS, and mobile apps. It offers portability, collaboration, and engages learners. However, key challenges are small screen sizes, input limitations, and performance constraints of mobile devices.
Teaching english skills using mobile learning
Mobile devices can be used in three ways to teach listening skills: 1) Through audio segments such as podcasts, lectures, and messages. 2) Video segments like sketches, news programs, and films. 3) Allowing students to access audio scholarly literature and create their own collections of audio files for mobile learning. As a teacher, developing students' listening skills can improve their performance and create a positive classroom atmosphere. Mobile devices provide flexibility for language learners by offering both audio and visual input anywhere.
TECHNOLOGIES FOR DISTANCE EDUCATION
This document discusses technologies used for distance education. It explains that distance education technologies can be categorized into telecommunications technologies that connect teachers and learners, and classroom technologies that record and present instructional information. Some examples of distance education technologies mentioned include correspondence studies, prerecorded media, two-way audio, one-way live video, and desktop two-way audio/video. The document also provides a taxonomy of distance education technologies and discusses strategies for online delivery of instruction, including linear programmed instruction.
Mall
This document discusses mobile-assisted language learning (MALL). MALL uses mobile devices to provide language students with learning materials and practice opportunities anywhere and anytime. The key aspects of MALL discussed are its definition, characteristics of portability and connectivity, advantages like increased motivation and language development, disadvantages like small screens and over-reliance on technology, and examples of using smartphones in English class. Students and teachers are active participants in MALL's language learning process.
Defining distance education
In this presentation we will defining distance education.Also, we will talk about the difference between distance education and distance learning.
DIT mobile learning... intro
This document discusses mobile learning and provides definitions, examples of how mobile devices can be used for learning, and tools for mobile learning. It defines mobile learning as using handheld devices and wireless networks to support teaching and learning across different contexts. Some key points made include:
- Mobile devices allow for portability, connectivity, and content creation through features like cameras, videos, and apps.
- Examples of student and lecturer mobile learning activities include texting, assessments, and using learning management systems.
- Mobile learning can facilitate just-in-time learning, augment existing lessons, and enable authentic learning experiences.
- The document showcases different mobile learning tools and asks readers for their thoughts on barriers to lecturer adoption of mobile
The impact of increased mobile phone usage on academics
The document discusses the impact of increased mobile phone usage among students at Makerere University in Uganda. It notes that 99% of the university's over 30,000 students own mobile phones. While phones provide access to online resources that aid learning, they also negatively impact student concentration, performance, and social interactions. The university has regulations around phone use in classes and libraries to address these issues. Lecturers acknowledge both benefits, like note sharing, and drawbacks, such as distraction and laziness, of high student phone ownership.
Call
This document discusses Computer Assisted Language Learning (CALL). CALL uses computers to facilitate language learning. It is defined as applying computers to language teaching and learning. CALL aims to take advantage of computers' flexibility and ability to interact with learners to encourage language learning and develop communicative competence. Potential advantages include developing autonomous learners, creating effective learning, and motivating students. However, CALL can also be less handy, costly, and more difficult for reading long texts. The document then discusses the history and roles of web-based learning as well as its advantages like availability, affordable cost, and personalized learning, though it has limitations like reduced human contact and bandwidth.
Mobile assisted language learning
Mobile Assisted Language Learning (MALL) uses mobile devices like phones, MP3 players, and tablets to enhance language learning. MALL allows students to access language materials and communicate with teachers and peers anywhere, anytime. Early MALL examples included using phones for language lessons or tutoring in the 1980s-2000s. Today, many universities and programs use a variety of mobile devices like iPods and smartphones for language learning through activities like recording assignments, downloading materials, and collaborating with others. MALL provides the benefit of ubiquitous access for on-the-go learning compared to traditional classrooms.
Dominican English language teacher perceptions on factors influencing mobile ...
This interview-based exploratory study examined the perspectives of Dominican English language teachers on the factors that influence the use of mobile devices for learning purposes.
Mobile phone-technology
This document discusses the use of mobile phone technology in English language teaching. It outlines how mobile phones can be used as part of mobile assisted language learning (MALL) to make English learning more interactive and accessible to students. The document reviews related research on MALL and describes various activities and features of mobile phones that can be harnessed for English instruction, such as voice recording, SMS, internet access, downloading materials, and using the camera. Both the advantages and limitations of MALL are discussed. The document concludes that while mobile phones have great potential to support language learning, their use also requires addressing challenges like small screens and consideration of best practices.
Mobile phone-technology
This document discusses the use of mobile phone technology in English language teaching. It outlines how mobile phones can be used as part of mobile assisted language learning (MALL) to make English learning more interactive and accessible to students. The document summarizes research on past uses of mobile phones in language education. It also describes features of mobile phones that are useful for language learning activities and provides examples of classroom activities that teachers can implement using mobile phones. Both the advantages and limitations of using mobile phones for language learning are discussed.
R U Learning
Mobile learning uses mobile technologies to enhance learning experiences anywhere and anytime. It is learner-centered and allows for personalized, gap-filling materials. Tools for mobile learning include the Chumby, iPhone, and Live Scribe pen, which enable access to information on the go through videos, guides, and sharing notes. The global landscape shows over 3 billion mobile phone users and companies/countries implementing mobile learning programs using devices, e-books, and streaming media. Implications include 24/7 learning environments, needs for digital skills, addressing collaboration on solitary devices, chunking information effectively, and engaging diverse global audiences.
More Related Content
What's hot
Mlearning
The document discusses mobile learning (m-learning) as learning that occurs through mobile technologies. It defines m-learning and outlines its objectives such as being available anywhere and anytime. It also describes features such as knowledge building in different contexts. The document discusses advantages like low cost and challenges including connectivity, screen size, and assessing learning outside the classroom. It provides examples of how m-learning can be delivered and supported, concerns researchers have raised, and case studies of m-learning programs.
M learning
M-Learning refers to using mobile devices like phones and tablets to support learning. It builds on e-learning by making educational resources more portable and accessible anywhere. Key aspects of m-learning include designing for the mobility of the learner, interacting with portable technologies, and supporting a mobile population. M-learning can engage students through new activities, support special needs, and reengage disaffected youth. It offers relatively inexpensive opportunities for continuous and situated learning through interactive experiences on highly portable and adaptable technologies.
Mlearning
This document discusses mobile learning (m-learning) as learning that occurs through mobile technologies. It defines m-learning and outlines its objectives such as being available anywhere and anytime. The document also covers features of m-learning like knowledge building in different contexts. Both advantages like low cost and challenges like connectivity and screen size are described. Examples of how m-learning delivers content and case studies of m-learning programs are provided.
Mlearning
This document reviews mobile learning (m-learning) as a distance education technology. It defines m-learning as learning that occurs using mobile technologies when the learner is not in a fixed location. The document outlines several objectives and features of using mobile technologies for learning, including accessibility anywhere and anytime, multimedia capabilities, improved communication and motivation for learners. It also discusses advantages such as low cost and continuous learning support, as well challenges like limited screen sizes, connectivity issues, and assessing learning outside the classroom. Examples are provided of m-learning projects at Carnegie Mellon University and in Korean higher education institutions.
Mobile Learning: A New Approach in Information Communication Technology
Mobile Learning: A New Approach in Information Communication TechnologyPRASANNA DEVARAMATHA ANILKUMAR
The document discusses mobile learning as a new approach in information communication technology. It defines mobile learning as the provision of education and training using mobile devices. The key requirements for mobile learning are discussed, such as always online connectivity, large storage capacity, and full keyboard availability. The characteristics of mobile learning include being ubiquitous, portable, blended, private, interactive and providing instant information. Examples of implementing mobile learning in different countries are provided. The conclusion states that mobile learning is an exciting opportunity that libraries and information centers can use to provide mobile services to users.M learning ppt
Mobile learning, or m-learning, allows students to access educational content on mobile devices like phones, laptops, and tablets. It offers the benefits of flexible, self-paced learning anywhere and at any time. While mobile learning has advantages like accessibility, supporting different learning styles, and being relatively inexpensive, it also has disadvantages such as small screens causing eye strain, distractions from notifications, and issues with technology like draining batteries or poor connectivity fragmenting the learning experience.
Mlearning
This document defines mobile learning as learning that occurs anywhere and anytime using mobile technologies. It lists the objectives of mobile learning in distance education as being available anywhere and anytime, allowing two-way and multimedia learning, enhancing knowledge without time constraints, and making learning more independent and adaptable to individual needs. The document also discusses features of mobile learning like knowledge building in different contexts and convenient access. It notes advantages like low cost and continuous learning support, as well as challenges involving connectivity, screen size, bandwidth, and reworking existing e-learning materials. Case studies from Carnegie Mellon University and Korean universities demonstrate uses of mobile learning.
Technology m- learning
The document discusses mobile learning (m-learning), which is defined as learning using personal electronic devices across various contexts through social and content interactions. M-learning technologies include handheld computers, MP3 players, notebooks, mobile phones, and tablets. The benefits of m-learning include inexpensive opportunities, multimedia content delivery, continuous learning support, and increased learner engagement. However, challenges include connectivity and battery issues, small screen sizes, multiple device platforms, and risk of distraction.
Learning on the go!
This document discusses mobile learning and its growing potential. It notes that nearly 90% of the world's population currently has access to cellular networks. It then outlines different types of mobile learning including individual, peer-to-peer, and group sharing models. Examples of mobile learning apps like Nearpod and Socrative are provided. A case study shows how video creation apps can be used for a course assignment. The document concludes with recommendations for implementing mobile learning such as providing tech support and ensuring course resources are accessible online.
Mobile Learning
Mobile learning (m-learning) refers to using mobile devices like phones and tablets for educational purposes. It evolved from distance learning to electronic learning to mobile learning. M-learning allows interaction between students and instructors through SMS, MMS, and mobile apps. It offers portability, collaboration, and engages learners. However, key challenges are small screen sizes, input limitations, and performance constraints of mobile devices.
Teaching english skills using mobile learning
Mobile devices can be used in three ways to teach listening skills: 1) Through audio segments such as podcasts, lectures, and messages. 2) Video segments like sketches, news programs, and films. 3) Allowing students to access audio scholarly literature and create their own collections of audio files for mobile learning. As a teacher, developing students' listening skills can improve their performance and create a positive classroom atmosphere. Mobile devices provide flexibility for language learners by offering both audio and visual input anywhere.
TECHNOLOGIES FOR DISTANCE EDUCATION
This document discusses technologies used for distance education. It explains that distance education technologies can be categorized into telecommunications technologies that connect teachers and learners, and classroom technologies that record and present instructional information. Some examples of distance education technologies mentioned include correspondence studies, prerecorded media, two-way audio, one-way live video, and desktop two-way audio/video. The document also provides a taxonomy of distance education technologies and discusses strategies for online delivery of instruction, including linear programmed instruction.
Mall
This document discusses mobile-assisted language learning (MALL). MALL uses mobile devices to provide language students with learning materials and practice opportunities anywhere and anytime. The key aspects of MALL discussed are its definition, characteristics of portability and connectivity, advantages like increased motivation and language development, disadvantages like small screens and over-reliance on technology, and examples of using smartphones in English class. Students and teachers are active participants in MALL's language learning process.
Defining distance education
In this presentation we will defining distance education.Also, we will talk about the difference between distance education and distance learning.
DIT mobile learning... intro
This document discusses mobile learning and provides definitions, examples of how mobile devices can be used for learning, and tools for mobile learning. It defines mobile learning as using handheld devices and wireless networks to support teaching and learning across different contexts. Some key points made include:
- Mobile devices allow for portability, connectivity, and content creation through features like cameras, videos, and apps.
- Examples of student and lecturer mobile learning activities include texting, assessments, and using learning management systems.
- Mobile learning can facilitate just-in-time learning, augment existing lessons, and enable authentic learning experiences.
- The document showcases different mobile learning tools and asks readers for their thoughts on barriers to lecturer adoption of mobile
The impact of increased mobile phone usage on academics
The document discusses the impact of increased mobile phone usage among students at Makerere University in Uganda. It notes that 99% of the university's over 30,000 students own mobile phones. While phones provide access to online resources that aid learning, they also negatively impact student concentration, performance, and social interactions. The university has regulations around phone use in classes and libraries to address these issues. Lecturers acknowledge both benefits, like note sharing, and drawbacks, such as distraction and laziness, of high student phone ownership.
Call
This document discusses Computer Assisted Language Learning (CALL). CALL uses computers to facilitate language learning. It is defined as applying computers to language teaching and learning. CALL aims to take advantage of computers' flexibility and ability to interact with learners to encourage language learning and develop communicative competence. Potential advantages include developing autonomous learners, creating effective learning, and motivating students. However, CALL can also be less handy, costly, and more difficult for reading long texts. The document then discusses the history and roles of web-based learning as well as its advantages like availability, affordable cost, and personalized learning, though it has limitations like reduced human contact and bandwidth.
What's hot (17)
Mobile Learning: A New Approach in Information Communication Technology
Mobile Learning: A New Approach in Information Communication Technology
The impact of increased mobile phone usage on academics
The impact of increased mobile phone usage on academics
Similar to MALL
Mobile assisted language learning
Mobile Assisted Language Learning (MALL) uses mobile devices like phones, MP3 players, and tablets to enhance language learning. MALL allows students to access language materials and communicate with teachers and peers anywhere, anytime. Early MALL examples included using phones for language lessons or tutoring in the 1980s-2000s. Today, many universities and programs use a variety of mobile devices like iPods and smartphones for language learning through activities like recording assignments, downloading materials, and collaborating with others. MALL provides the benefit of ubiquitous access for on-the-go learning compared to traditional classrooms.
Dominican English language teacher perceptions on factors influencing mobile ...
This interview-based exploratory study examined the perspectives of Dominican English language teachers on the factors that influence the use of mobile devices for learning purposes.
Mobile phone-technology
This document discusses the use of mobile phone technology in English language teaching. It outlines how mobile phones can be used as part of mobile assisted language learning (MALL) to make English learning more interactive and accessible to students. The document reviews related research on MALL and describes various activities and features of mobile phones that can be harnessed for English instruction, such as voice recording, SMS, internet access, downloading materials, and using the camera. Both the advantages and limitations of MALL are discussed. The document concludes that while mobile phones have great potential to support language learning, their use also requires addressing challenges like small screens and consideration of best practices.
Mobile phone-technology
This document discusses the use of mobile phone technology in English language teaching. It outlines how mobile phones can be used as part of mobile assisted language learning (MALL) to make English learning more interactive and accessible to students. The document summarizes research on past uses of mobile phones in language education. It also describes features of mobile phones that are useful for language learning activities and provides examples of classroom activities that teachers can implement using mobile phones. Both the advantages and limitations of using mobile phones for language learning are discussed.
R U Learning
Mobile learning uses mobile technologies to enhance learning experiences anywhere and anytime. It is learner-centered and allows for personalized, gap-filling materials. Tools for mobile learning include the Chumby, iPhone, and Live Scribe pen, which enable access to information on the go through videos, guides, and sharing notes. The global landscape shows over 3 billion mobile phone users and companies/countries implementing mobile learning programs using devices, e-books, and streaming media. Implications include 24/7 learning environments, needs for digital skills, addressing collaboration on solitary devices, chunking information effectively, and engaging diverse global audiences.
R u learning 2
The document discusses the concept of mobile learning, which utilizes mobile technologies to enhance the learning experience in an ubiquitous manner. It describes how mobile devices like the Chumby, iPhone, and Live Scribe can aid learning on the go by providing just-in-time information through tools like newsfeeds, dictionaries, notes, and videos. The proliferation of mobile phones and broadband internet is increasing access to digital information and creating opportunities for 24/7 learning environments and digital skills development. Effective mobile learning requires addressing how to collaboratively share and chunk information across solitary devices.
M learning
Mobile learning is the ability to obtain or provide educational content on personal pocket devices such as PDAs, smartphones and mobile phones.
Mobile assisted language learning (mall)
A presentation on mobile assisted language learning presented at he 7th International Technology, Education and Development Conference
Valencia, Spain, 4th - 6th March, 2013
Mobile learning
This document presents a project on mobile learning. It discusses the objectives of teaching students about mobile learning, its advantages, and challenges. It defines mobile learning as obtaining educational content on devices like phones and tablets. It provides examples of mobile learning devices and apps that can be used, such as smartphones, e-book readers, tablets, Evernote, Twitter, and chemistry apps. It discusses the concepts of mobile learning including the mobility of technology, learning, and learners. It outlines advantages like flexibility and collaboration, and challenges like cultural attitudes, learning theories, and device limitations.
Tech assisted language learning tasks in an efl setting- use of hand phone re...
Tech assisted language learning tasks in an efl setting- use of hand phone re...James Cook University
Shakarami, a., Khajehei, H., & Hajhashemi, K. (2014). Tech-Assisted Language Learning Tasks in an EFL Setting: Use of Hand phone Recording Feature. International Journal of Applied Linguistics & English Literature, 3(5), 100-104. doi: 10.7575/aiac.ijalel.v.3n.5p. 100Tiamiyu Publication
This document discusses a study that examined the effect of video-based mobile learning on distance learners' academic performance in mathematics concepts. The study used a quasi-experimental design with two groups - an experimental group that received video-based mobile learning and a control group that received traditional lecture-based learning. Results showed that students in the experimental group performed better than those in the control group. Additionally, there was no significant difference in performance between male and female students in the experimental group. The study recommends wider adoption of video-based mobile learning packages and replicating this approach for other mathematics and distance learning courses.
Using Quizzlet to improve EFL vocabulary
At this presentation, the author will explain an experiment which took place with students focused on Quizzlet as a tool to help learners improve their level of vocabulary
Report mobile learnin
This document discusses mobile learning, including definitions, objectives, features, advantages, challenges, and examples of mobile learning. It provides definitions of mobile learning as acquiring knowledge through mobile technologies anywhere and anytime. The objectives of mobile learning in distance education include adapting to individual needs, improved communication, easier access, and being available anywhere. Examples discussed include a Carnegie Mellon University project using mobile games to teach English in India and the use of mobile learning in Korean higher education.
Report mobile learnin
This document discusses mobile learning, including definitions, objectives, features, advantages, challenges, and examples of mobile learning. It provides definitions of mobile learning as acquiring knowledge through mobile technologies anywhere and anytime. The objectives of mobile learning in distance education include adapting to individual needs, improved communication, easier access, and being available anywhere. Examples discussed include a Carnegie Mellon University project using mobile games to teach English in India and the use of mobile learning in Korean higher education.
M learning
M-learning is defined as learning across multiple contexts through social and cultural interactions using personal electronic devices. It enhances e-learning by allowing students to learn virtually anywhere through mobile networks. Using mobile tools for creating learning aids becomes an important part of informal learning. M-learning in the classroom can replace heavy textbooks and resources by providing on-demand access to information and facilitating online interaction between instructors, students, and peers through interactive multi-modal technology. It also provides a continuum for learning inside and outside the classroom on mobile devices.
Towards a social ontology based english learning mobile environment for profe...
This document discusses the SO-CALL-ME research project funded by the Spanish Ministry of Science and Innovation. The project aims to develop a mobile-assisted language learning environment for English for Specific Purposes. It builds on previous work by the ATLAS Research Group exploring the potential of mobile phones for language learning. The SO-CALL-ME environment will use cognitive augmentation techniques, a linguistic ontology of learning objects, and situated learning scenarios to enhance oral comprehension and production in professional communication contexts. The goal is to provide a flexible, adaptive, and interactive mobile-based system for authentic English for Specific Purposes learning.
Perceptions of English language Dominican Students on cell phone use for lang...
The purpose of this exploratory case study was to explore what type of language learning opportunities teacher and students can create using cell phones and investigate the perceptions of students on the use of cell phones for learning activities.
Analysis of the Effect of the Institutional Resistance to the Mobile Devices ...
Analysis of the Effect of the Institutional Resistance to the Mobile Devices ...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.Mobile learning in language classroom
How to integrate mobile apps into Language Classroom, how to use mobile devices for instant feedback, le
Mobile Devices in Elementary ESL Classrooms
This document discusses how mobile devices can be used to support English language instruction. It defines mobile devices as small handheld computers like smartphones, tablets, and e-readers. Mobile devices can be used to provide language learning through podcasts, blogs, reading materials, speaking and listening practice, games, and individualized lessons. The benefits of using mobile devices include increased student engagement, a richer learning environment, and enhanced learning processes. Some challenges are technical difficulties, small screen sizes, and ensuring all students have access to devices. The document provides examples of educational apps that target vocabulary, grammar, history, figurative language, writing, and storytelling skills. In conclusion, mobile devices are promising tools for language learning when used appropriately.
Similar to MALL (20)
Dominican English language teacher perceptions on factors influencing mobile ...
Dominican English language teacher perceptions on factors influencing mobile ...
Tech assisted language learning tasks in an efl setting- use of hand phone re...
Tech assisted language learning tasks in an efl setting- use of hand phone re...
Towards a social ontology based english learning mobile environment for profe...
Towards a social ontology based english learning mobile environment for profe...
Perceptions of English language Dominican Students on cell phone use for lang...
Perceptions of English language Dominican Students on cell phone use for lang...
Analysis of the Effect of the Institutional Resistance to the Mobile Devices ...
Analysis of the Effect of the Institutional Resistance to the Mobile Devices ...
Recently uploaded
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
How Barcodes Can Be Leveraged Within Odoo 17
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Recently uploaded (20)
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
MALL
- 1. MOBILE ASSISTED LANGUAGE LEARNING (MALL) SUBMITTED BY: R. YAZHINI (19UED043) 2ND B.ED PHYSICAL SCIENCE AND ENGLISH
- 3. MEANING (MALL) : Mobile-assisted language learning (MALL) is language learning that is assisted or enhanced through the use of a handheld mobile device. MALL is a subset of both Mobile Learning (m- learning) and computer-assisted language learning (CALL).
- 4. SIMPLE DEFINITION: A mode of learning which takes place using content or Interaction affordances facilitated by Mobile devices,mp3 Players, Hand held mini computers, PDA ‘s, data storage devices and number of other portable devices. AN APPROACH TO LANGUAGE LEARNING that is assisted or Enhanced through the use of handheld mobile devices.
- 5. CURRENT SCENARIO IN THIS PANDAMIC SITUATION (MALL)
- 7. HISTORY OF (MALL) • 1980s • Twarog and Pereszlenyi Pinter used telephones to provide distant language learners with feedback and assistance. • 1990s • Instructors at Brigham Young University-Hawaii taught a distance education English course from Hawaii to Tonga via telephone and computer (Green, Collier, & Evans, 2001)
- 8. • 2000s • Dickey (2001) utilized teleconferencing to teach an English conversation course to students in South Korea. • Duke University provided all incoming freshmen with free iPods equipped with voice recorders. Amongst the pilot courses utilizing the players were several language courses, which utilized both their listening and recording capabilities (Belanger, 2005).
- 9. EFFECTIVE OF MOBILE LEARNING
- 13. - continue…
- 17. ADVANTAGE OF MOBILE LEARNING: The advantages mobile learning offers is that of personalization, which adds to the sense of engagement and motivation of the users. Moreover, the fact that mobile learning is accessible any time, any place by the users, helps learners stay on track with their training, which results in less dropouts.
- 18. DISADVANTAGE OF MOBILE LEARNING: • Mobile Phones Cause Isolation: • Mobile Phone Wastage of Time: • Mobile Phone Distraction: • Wastage of Money on Mobile Phones: • Mobile Phone Addiction: • Mobile Phone Cyberbullying: • Mobile Phone Security Issues: • Study loss Due to High Usage of Mobile Phones
- 19. APP’S & SHOWS for (MALL):
- 20. APPS FOR (MALL):
- 21. APP’s FOR ENGLISH LEARNING:
- 22. CAKE ENGLISH APP logo
- 24. THANK YOU!!!! SUBMITTED BY: R. YAZHINI (19UED043) 2ND B.ED PHYSICAL SCIENCE AND ENGLISH