The document discusses the flexibility that mobile devices can provide in language teaching and learning. It describes how mobile devices allow learning to take place anywhere and anytime through educational apps, eBooks, and other resources. The document also discusses how mobile devices provide flexibility in the classroom through tools like polling, multimedia recordings, and QR codes. It presents different frameworks for classifying mobile language learning tasks based on factors of time, place, grouping, and flexibility. Overall, the document emphasizes that mobile devices can increase flexibility in obtaining information from learners, classroom management, using different apps and built-in tools, and creating a variety of learning tasks.

1. The use of mobile devices in
the language class: flexibility in
the teaching processes
Joan-Tomàs Pujolà

2. introduction

3. m-learning
Mobile learning involves the use of mobile
technology, either alone or incombination with
other information and communication
technology (ICT),to enable learning anytime
and anywhere. Learning can unfold in a
varietyof ways: people can use mobile
devices to access educational
resources,connect with others, or create
content, both inside and outside
classrooms. (UNESCO 2013, p.6)

4. flexibility to obtain information
from learners
Go to
PollEv.com/joantomaspuj240

5. flexibility in the use of devices
BYOD Bring Your Own Device

6. flexibility of operating systems
 take into account the operating systems that
students use

7. flexibility to use built-in tools
for language learning
 Audio and video player
 Voice recorder
 Camera – photo & video
+
 Apps

8. a diversity of
apps
to choose

9. flexibility to use different apps
online courses to learn languages
 Duolingo
 Memrise
 busuu

10. types of mobile learning tools
for language learning
 Educational apps
 eBooks
 Polling
 Multimedia recordings
 Digital storytelling
 QR codes
 Geosocial
 Scavenger Hunts
 Augmented Reality
 Communication

11. flexibility for classroom
management
 QR Codes – TASK: What do they have in common?

12. MALL / MELL
Mobile Assisted Language Learning
Mobile-enabled Language Learning
(Hoven & Palalas, 2013)

13. Palalas (2015)
flexibility in the types of
learning tasks

14. six factors
 time
 place
 flexible
 bound
 Individual work
 group/pair work
grouping a

15. MALL Task Typology
1. TB-PF-GW time-bound, place-flexible, group/pair work
2. TF-PF-GW time-flexible, place-flexible, group/pair work
3. TB-PB-GW time-bound, place-bound, group/pair work
4. TF-PB-GW time-flexible, place-bound, group/pair work
5. TB-PF-IW time-bound, place-flexible, individual work
6. TF-PF-IW time-flexible, place-flexible, individual work
7. TB-PB-IW time-bound, place-bound, individual work
8. TF-PB-IW time-flexible, place-bound, individual work
Palalas (2015)

16. task typology…
 factors: time / place / grouping
 https://todaysmeet.com/dagvantaal18

17. Before finishing off…
 a gamified test– https://kahoot.it

18. conclusion: flexibility
 …to obtain information from students
 ...for classroom management
 …in the use of different devices and operating systems
 …to use a diversity of apps
 …in the variety of task types
 … to use built-in tools for language learning

19. bibliography
 Burston, J. (2013). Mobile-Assisted Language Learning: A Selected Annotated Bibliography of Implementation
Studies 1994-2012, Language Learning & Technology, vol.17, n.3. Retrieved from
http://llt.msu.edu/issues/october2013/burston.pdf
 Godwin-Jones, R. (2011). Emerging Technologies. Mobile Apps for Language Learning. Language Learning &
Technology, vol.15, n.2. Retrieved from http://llt.msu.edu/issues/june2011/emerging.pdf
 Godwin-Jones, R. (2017). Smartphones and language learning. Language Learning & Technology, 21(2), 3–17.
Retrieved from http://llt.msu.edu/issues/june2017/emerging.pdf
 Hoven, D. & Palalas, A. (2013). The Design of Effective Mobile-enabled Tasks for ESP Students: A Longitudinal
Study. Retrieved from http://bit.ly/1SdoWR2
 JISC. (2011/2015). Mobile learning. A practical guide for educational organisations planning to implement a mobile
learning initiative. Retrieved from https://jisc.ac.uk/full-guide/mobile-learning
 Palalas, A. (2015). The Ecological Perspective on the “Anytime Anyplace” of Mobile-Assisted Language Learning.
Texterbooks.com, Zamówienie nr S/2016/01/002504. Retrieved from http://bit.ly/1SdrZIQ
 Pegrum, M. (2014). Mobile Learning. Languages, Literacies ansd Cultures. London: Palgrave Macmillan UK
 Pegrum, M. (2017). Mobile Learning. Retrieved from http://markpegrum.com/tools-for-digital-learning/mobile-learning/
 UNESCO. (2013). Policy guidelines for mobile learning. Paris: UNESCO. Retrieved from:
http://unesdoc.unesco.org/images/0021/002196/219641e.pdf

20. Joan-Tomàs Pujolà
jtpujola@ub.edu
De dag dat het je het
állerslechts uitkomt, ga je
deur uit zonder je
mobiele telefoon en ben
je aan de Goden
overgeleverd.