Review of Related Literature and Studies

Review of Related Literature

It wasn’t that long ago that the most exciting thing you could so with
your new mobile phone was to download a ringtone. Today, new iPhone or
Android phone users face the quandary of which of the hundreds of thousands
of apps (applications) they should choose. It seems that everyone from federal
government agencies to your local bakery has an app available. This
phenomenon, not surprisingly has led to tremendous interest among
educators. Mobile learning (often “m-learning”) is in itself not new, but new
devices with enhanced capabilities have dramatically increased the interest
level, including among language educators. The Apple iPad and other new
tablet computers are adding to the mobile app frenzy. (Godwin-Jones, 2011)

Reference:
Godwin-Jones, R. (2011). Mobile apps for language learning. Language Learning & Technology,
15(2), 2-11.

link: https://scholarspace.manoa.hawaii.edu/bitstream/10125/44244/15_02_emerging.pdf)

Review of Related Studies

Mobile technologies have the potential to empower learners to work
outside of the classroom with a freedom that is difficult to achieve with more
traditional technologies such as desktop computers. Of these, it is the mobile
phone that has attracted a good deal of attention in the language learning
literature in recent years (e.g., Kennedy & Levy, 2008; Stockwell, 2010). The
current study indicated that detailed tracking of learner usage of mobile devices
for language learning can shed important light on actual learner behavior that
often conflicts with teacher expectations of learner usage. While many teachers
may have expectations of mobile learning as a means of having learners engage
in learning activities at any time and any place, the reality from the current study
is that while learners undertake these activities at a range of times, locations
appear to be, at least as far as engaging to interactive materials are concerned,
predominantly centered around home and university. (Stockwell, G., 2013).

Reference:

Stockwell, G. (2013). Tracking learner usage of mobile phones for language learning outside of
the classroom. CALICO Journal, 30(1), 118-136.

(link: https://www.jstor.org/stable/calicojournal.30.118?read-
now=1&seq=17#page_scan_tab_contents)

Widespread use of mobile and wireless devices in education has led to

revolutionary changes in the way teachers teach and learners learn. Due to
their pervasiveness, mobile phones are considered as being potentially valuable
learning tools. However, students’ personal use of mobile phones and their
apps for learning benefit is still open to research. This study thus investigated
the impact of mobile dictionary use on language learning. The aim of the
current study was investigating the effect of using mobile dictionaries on
language learning in contrast to using paperback dictionaries. The findings
showed that EFL learners who used the mobile dictionary to learn English
improved their language ability more than those who used the printed
dictionary. (M Rahimi, 2014)

Reference:

Rahimi, M., & Miri, S. S. (2014). The impact of mobile dictionary uses on language learning.
Procedia-Social and Behavioral Sciences, 98, 1469-1474.

(link: https://core.ac.uk/download/pdf/82156394.pdf)
References