Mobile Learning with Language Learning

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       “Smartphones and tablets have a variety of built-in functions that support communication and multimedia use. They offer an efficient way for students to work with language, whether written or spoken. Because they are networked, they support peer collaboration and offer the opportunity to virtually bring into class individuals from outside the classroom, including more proficient speakers” (Using Mobile Devices in the Language Classroom, 2018).  Many applications are included in sentence books, flash cards, guidelines for tourism or grammatical lectures. Pronunciation applications like Sounds Right or Sounds: Pronunciation Apps are also widespread. Incorporating mobile versions of programs such as Duolingo and Babbel, full-featured language learning applications are also available. Teachers can be assigned to download, test and then report on the experience of utilizing these services in their classes individually or in small groups. Lastly, unique place-based games are made with artificial intelligence or augmented reality. Some games, in addition to some flash cards and polling applications, may be set up to compete with individual students or groups in class(Using Mobile Devices in the Language Classroom, 2018). 

“As with any technology used in the classroom, it is important for teachers to do a technology- related activity first themselves, so they have a clear understanding of its usage” (Using Mobile Devices in the Language Classroom, 2018). It is good to keep activities with mobile devices short.  They propose that activities be limited to three to five minutes. Maintaining short-term mobile use also involves not having too complicated activities. Focus should be placed on using the active language usage devices. This will enable my L2 students to focus and not be overwhelmed.

 

Mobile devices may be utilized to introduce a lesson interactively and work as a type of sophisticated organizer.​​ A so-called clicker or polling app, like Socrative, Kahoot, or GoSoapBox, may be used for this purpose. These applications allow a teacher to pose a question, which is answered by students on their mobile devices. The responses are presented on the devices of the user or the instructor console or screen (Using Mobile Devices in the Language Classroom, 2018). The answers can be displayed. I'd utilize these applications to employ a word-picture matching activity to introduce new vocabulary. Such applications may also be utilized to examining student knowledge, giving me an opportunity to assess the range of previous knowledge and hence the right starting point for a topic instruction.  A collection of questions can also be utilized in a clicker application to review previous information in a rapid way. I utilized a Plickers app and my students loved it. When they get the answer right, it's great to see the delight on their faces. 

 

Some have devised fun game-based activities, such as Grammaropolis for English grammar or Quizlet for vocabulary exercises.  Apps like Yodio and ThingLink allow for audio or video clips to be added to photos or text. Photos and video clips can be obtained online or can be recorded using the devices of the students outside the classroom. Quizlet is useful for quick learning vocabulary (Using Mobile Devices in the Language Classroom, 2018). My students are assessed regularly in vocabulary; therefore, this is a good software to use for every student. For my L2 students, I can add photos or audio.

 

The article suggested posing a question at the end of a class, to which students then tweet or message a response from home. The use of twitter was discussed to carry this out. I can use Twitter to have the students respond to a question about what they learned that day. They can do it in school or at home. This will allow students to have a little review of went was went over in class that day. If it is done at home, parents can help them. As stated before, I always ask my kids to tell me what they did this weekend. I can have students tweet photos of their weekend and provide a hashtag for all the tweets. They could include photos of interesting people they met, a funny sign, or a meal they enjoyed. This will provide students with plenty of material for discussion on a Monday morning. For my L2 students it will also allow us to experience their culture. Some of them may have a hard time describing what they did, so this will be a nice guide to help them tell the class. 


 

At the end of a lesson, the students can tweet or communicate from their homes, the article proposed to be done. To do this, the usage of twitter has been discussed. I can utilize Twitter to ask my students what they've learned that day. In school or at home they may do it. This will allow students to get a short recap of what happened that day in class. Parents can help them if they do it at home. I usually ask my kids to tell me what they did this weekend, as I have said previously. I can have photographs tweeted and a hashtag provided for all the tweets by students. They could add images of individuals they met who were intriguing, a quirky sign or a dinner they loved. This gives students lots of information on a Monday morning for discussion. It will also enable us to explore their culture for my L2 students. Some of them could have difficulty articulating what they did, so that's a good guide to assist them communicate their experiences.

 

The article has a lot to offer and I touched on a short aspect of it. I recommend looking at it to find out more about using mobile devices in the classroom. It also has good recommendations for further reading. 

 

Reference:

 

Using mobile devices in the language classroom. (2018, January). Cambridge University Press. https://www.cambridge.org/elt/blog/wp-content/uploads/2018/03/Whitepaper-mobiles-in-class.pdf

Comments

  1. UnknownNovember 6, 2021 at 4:38 PM

    I am always intrigued when the use of social media in the classroom is discussed! As a fourth grade teacher, I wouldn't feel comfortable putting my students on mainstream social media sites - they simply are not old enough to be exposed to the potential dangers that come along with social media. However, I can create a social media-like experience by having my students participate in discussions using a discussion board on Schoology. Similar to your idea of posing questions for students to answer using Twitter, I can post a question as a discussion board topic and my students can answer in the discussion board. They are able to attach photos, links, etc., to their posts to make them interactive and exciting. This could be a great way for my L2 learners to be exposed to an authentic dialogue experience with their peers.

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