Referring to the definition of Mobile Assisted Language Learning (MALL), Ataee et al. (2015), Mussa and Izkair (2017), Tai (2012), Taj et al. (2016) considered MALL as a device or tool supporting learning English. Although referred to the same thing, those researchers emphasized various aspects of MALL. Specifically, Tai (2012) defined MALL as a device “without pre-crafted design” to communicate in language learning (p. 228). Tai acknowledges the convenience of existed functions of mobile
devices; hence it appears to be an advantage in language learning, especially EFL learning. Ataee et al. (2015) and Taj et al. (2016) viewed MALL as an instructional tool and a potential assistive tool respectively. Those authors emphasized the guiding function of MALL which facilitates learners “in the complex process of language learning” (Taj et al., 2016). Mussa and Izkair (2017), on the other hand, defined MALL as “a valuable learning tool” (p. 7). It is not a bias when the authors used the word
“valuable” because they had been based on the positive impacts from the previous studies of MALL to language learning. In addition, Mussa and Izkair (2017) considered MALL as a modern tool, it means that MALL is emerged along with the development of technology. Overall, mobile devices in language learning occupy various affordances, thus giving a fixed definition about MALL is not easy, and researchers had better consider various aspects around MALL when conducting their studies.
2.2.2 MALL Involves the Use of Portable Devices for Language Learning
Beside perceiving MALL as a tool, other researchers refer it to the involvement of using mobile devices or handheld devices for language learning purpose. To make it more simply, Demirel et al. (2013) addressed the benefit of MALL to the integration of
“contextual clues and visuals into vocabulary learning materials” (p. 74). It is likely that those portable devices enable teachers to make their lessons more vivid by using images without costliness. For teaching vocabulary, replacing illustrations without the aid of technology, especially mobile devices may prevent teachers from being flexible in preparing teaching materials since it can be costly to replace printed pictures. Brown (2014), and Mussa and Izkair (2017) expanded the affordances of MALL towards language skills (Listening, Speaking, Reading, Writing) when defining it. MALL is the use of mobile devices to enhance or develop language skills and it is referred that during the development of technology, MALL has been being applied to not only vocabulary with the support in illustration but also various skills with the aid in
multitasks required different technologies. Audio/Visual technology for listening or speaking, computers for digital form of exams to name it a few. On the other hand, Haggag (2018) showed the general use of “any sort of mobile technologies” (p. 190) in learning language when defining it. On this given basis, it can be stated that mobile technology has emerged into many kinds of devices, so it leads to the flexibility of selecting devices. Its flexibility of selecting devices is an advantage for teachers and learners because they can choose probable one as they afford.
2.2.3 Other Definitions of MALL
As mentioned above, there are a number of mobile devices emerged everyday which means that learning languages with handheld devices have different attributes.
As a result, defining MALL becomes a challenge for some researchers. In particular, Naz et al. (2019) demonstrated that learning languages using portable devices is very effective. The reasons for that can be explained with distinguishing features of MALL itself. As Çakmak (2019) pointed out, MALL owns attributes of Mobile learning and attributes outweigh CALL (Computer Assisted Language Learning). For Mobile learning, MALL focuses on “contextualized learning, flexibility and active community participation of the learner”; for CALL, “personal use and portability across different contexts” are key features which make MALL ubiquitous (p. 37). On the other hand, mobile learning applications are further subdivided into two groups: a comprehensive application-oriented application and a task-driven application (Wu, 2019). The latter focuses on enhancing a specific ability such four language skills, which means that MALL is considered as a branch that plays a key role in the development of mobile learning.
2.2.4 Features of Learning and Teaching with MALL
Moghaddas and Bashirnezhad (2016) pointed out five salient features that make MALL different from non-MALL learning and teaching. The first characteristic
involves in Mobility of learning setting. Moghaddas and Bashirnezhad (2016) showed the highlighted function of portable devices in education as to decrease the shortage of learning location. Mobile technology is considered as “a valuable technology resource”
for students being inadequate in accessing technology after school (Sufi & Shalmani, 2018, p. 98). It would be better to say, portable devices are one of the most abundant choices for students when they want to learn outside school because handheld mobile tools can support MALL learners even when they change their learning setting frequently (Hasan & Islam, 2020). This trait makes MALL become favorable gradually in education, especially EFL learning and teaching.
The second feature of MALL learning and teaching regarding Interactivity of the learning process. According to Taj et al. (2016), mobile technology provides connectivity in a pervasive learning environment. Specifically, MALL enhances integration among mobile devices, the Learning Management System (LMS), and rapport between teachers and students (Khubyari & Narafshan, 2016). Interactivity of MALL also shows through diverse modes of interaction such as face-to-face or online (Helwa, 2017). Compared to traditional classrooms, physical contact is the dominant mode for teachers to communicate with their learners, which has been a severe restriction after class.
Following this, Immediate and urgent need of learning is the third feature of MALL. In MALL learning and teaching, instant feedback is the one both teachers and learners prefer to. Chakir (2018) and Kassem (2018) found that mobile devices enabled teachers and students to send and receive timely feedback that were necessary outside the classrooms, especially for vocabulary acquisition. For classrooms without using portable devices, this feature appears to be impossible or costly due to the restriction of interactive modes as mentioned above.
The next important attribute of MALL is Integration of instructional content.
Wu (2015) reported that smartphones are potent devices for teachers to supplement
textbooks. Furthermore, Xie (2016) confirmed that the value of mobile technology deals with “the integration and reconciliation of work-based learning and formal education experiences” (p. 218). In other words, teaching and learning with MALL requires teachers to put endeavor to combine materials with appropriate handheld devices, which takes time and needs adequate expertise in ICT. Traditional learning is relatively simpler with teachers since they at times need teaching expertise only.
Finally, inventiveness of knowledge acquaintance is one of the most distinctive features of MALL. Qing (2016) demonstrated that mobile technology supplement
“entertaining knowledge” for traditional classrooms (p. 114). Entertaining knowledge is featured as “bilingual EFL news, fashions, stories about culture shock, and various traditions across the world” (Zhonggen et al., 2018, p. 12). Teachers and learners can share diverse materials with each other easily by their cellphones, notebook computers, PDAs (Personal Digital Assistants), etc. Transferring knowledge by multiple devices is considered an inventive feature in teaching and learning with MALL. Above all, this characteristic is showed clearly through functions of portable devices, namely making peer feedback colorful (Kayaoğlu & Çetinkaya, 2018); recording, clicking backward, reviewing or any related buttons (Ali et al., 2018; Zhonggen et al., 2018). In conclusion, employing various devices to access learning materials and the numerous functions of mobile technology itself make knowledge acquisition innovative dramatically.
In this thesis, MALL devices are defined as portable tools to facilitate language learning will be used. In addition, five salient features of MALL method pointed out by Moghaddas and Bashirnezhad (2016) will also be employed. Mobility of learning setting, Interactivity of the learning process, Immediate and urgent need of learning, Integration of instructional content, and inventiveness of knowledge acquaintance are major elements that will be covered in literature review and analyze students’
perceptions.