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.

1. Elena Martín Monje
Elena Bárcena Madera
UNED - Spain
SO-CALL-ME Research Project
Funded by the Spanish Ministry of Science and Innovation
(ref. no. FFI 2011-29829)
ATLAS Research Group

2. Introduction
The adequacy of mobile phones for
learning (I)
The adequacy of mobile phones for
learning (II)
Mobile Assisted Language Learning
SO-CALL-ME
Conclusion
References

3.  Global village increasingly mobile
 Mobile technology continuously evolving
 Educational systems and tools (Constructivist &
Social CALL)
 Premises
• Asset for language learning and especially LSP
• Appealing aspects for language learning: portability &
widespread use
 Objectives
• Potential of mobile phones: efficient, pedagogically
rigorous tools for ESP
• On-going work of ATLAS Research group - example of
state-of –the-art research in the field

4.  Popularity of distance learning contexts:
convenience, flexibility & adaptability to individual
external circumstances
 Mobile phones vs. desktop computers
 Usage data (Battelle, 2012):
• + 6 billion subscriptions
• 35% people in the world use Internet
• 90% people in the world use mobile phones
 Studies on the use of wireless devices by
youngsters & white-collar professionals
 Unpredictable usage patterns of technology-
based educational tools vs. evidence for
optimistic forecast

5. Data sample on wireless communication technology around the world
[http://www.itu.int/ITU-D/ict/facts/2011/index.html]

6.  Various definitions of ML:
• “Any sort of learning that happens when the learner is not at a
fixed, predetermined location, or learning that happens when the
learner takes advantage of the learning opportunities offered by
mobile technologies”
(MOBIlearn, 2002)
• “Learning mediated via handheld devices and potentially
available anytime, anywhere”
(Kukulska-Hulme & Shield, 2008: 273)
 Value of ML
• Familiar element with many of the advantages of computers
• Strong ludic connotations (hence: highly motivational)
• Extreme portability
• Formal / informal learning (very relevant for ESP)

7.  CALL vs. MALL  new ways of formal &
informal education
 Main portable devices used
 Ubiquitous learning: LSP learners combine
working + lifelong learning & training
 Language learning changing location & time
when it takes place

8. Conceptual framework for next generation designs for mobile-
supported language learning in informal settings
(Kukulska-Hulme, 2012: 9)

9.  Based on outcomes of previous project: I-AGENT
 I-AGENT (Intelligent Adaptive Generic English
Tutor):
• Business English environment
• Blended learning (Integrated ICALL + F2F)
• AI extended version of Moodle (didactic scaffolding)
 SO-CALL-ME (Social Ontology-based
Cognitively Augmented Language learning
Mobile Environment)

10.  SO-CALL-ME = CALL + I-CALL + MALL
 Threefold research:
• Linguistic, didactic & technological framework:
Systemic Functional Linguistics & Constructivism Hybrid mode of
computer-assisted ESP learning: social, ubiquitous, with augmented
reality techniques
• Flexible, adaptive, interactive learning related to
everyday professional communicative contexts
• Linguistic ontology of visual learning objects boosting
ESP learning
 Focus on oral comprehension & production

11.  Ontology will capture prototypical oral
communicative situations in professional context
 Three stages:
• Pre-communication: Native input related to situation
learner is about to engage in
• Communication: Student may record intervention
• Post-communication: Student reviews recording
 Situated learning using Cognitive Augmentation
techniques
 Redefinition of the concept of „authentic ESP
learning‟

12.  Technological advances in mobile devices + quality research =
emergent use for language learning
 Development of rigorous underpinning pedagogy & software
apps
 SO-CALL-ME
• Cognitive Augmentation
• Linguistic ontology of learning objects
• Enhancement of oral comprehension & production in ESP
• Scaffolded language learning in professional comm.
situations
• Based on notional-functional syllabus & socio-constructivist
approach
• New way of interacting with the physical environment(s)
• Whole new dimension to situated, authentic language
learning in ESP

13.  Battelle, J. (2012) Nearly 90% of the world uses mobile
phones. URL:
http://battellemedia.com/archives/2012/02/nearly-90-of-
the-world-uses-mobile-phones.php [8/07/2012]
 Kukulska-Hulme, A. (2012). Language learning defined by
time and place: A framework for next generation designs. In
J. Díaz-Vera (ed.) Left to my own devices: Learner autonomy
and mobile assisted language learning: 1-13. Bingley, UK:
Emerald Group Publishing Ltd.
 Kukulska-Hulme, A. & L. Shield (2008).“An overview of
mobile assisted language learning: From content delivery to
supported collaboration and interaction”, ReCALL, 20, 3:
271–289.
 MOBIlearn Technical Annex (2002) Next- generation
paradigms and interfaces for technology supported learning
in a mobile environment exploring the potential of ambient
intelligence,IST-2001-37187.

14. Elena Martín Monje
emartin@flog.uned.es
Elena Bárcena Madera
mbarcena@flog.uned.es