CHAPTER 15

Chapelle, C. A. & Sauro, S. (2017). The handbook of technology and

second language teaching and learning. Wiley Blackwell
 MOBILE LEARNING REVOLUTION: IMPLICATIONS FOR
LANGUAGE PEDAGOGY
Mobile learning, often referred to as m-learning, is a form of education or training
that is delivered and accessed through mobile devices like smartphones, tablets, and
laptops. It's designed to allow learners to access educational content anytime,
anywhere—making learning more flexible and convenient.
Key Features of Mobile Learning:
•📱 Portability: Learn on the go using mobile devices.
•🌐 Accessibility: Content can be accessed online or offline.
•🧠 Microlearning: Often uses short, focused lessons.
•🎓 Interactive Content: Includes videos, quizzes, games, and interactive simulations.
•💬 Communication Tools: Messaging, discussion forums, or collaborative apps for
social learning
 Examples of Mobile Learning:
•✅ 1. Using Duolingo on your phone
•A learner practices Spanish every morning with Duolingo’s 10-minute lessons.
•The app uses pictures, audio, and short quizzes to teach words and grammar.

•✅ 2. Chatting with native speakers on HelloTalk

•A student learning Japanese chats with native English speakers through text and
voice messages.
•They correct each other’s grammar and pronunciation.

•✅ 3. Listening to English podcasts on Spotify

•A learner listens to English beginner podcasts while walking or driving.
•They improve listening and comprehension skills on the go.
 Examples of Mobile Learning:
•✅ 4. Watching YouTube language lessons
•A person watches short English lessons on YouTube using their mobile device.
•They learn new phrases and repeat them after the teacher.

•✅ 5. Using Memrise to learn new vocabulary

•A user studies English vocabulary daily using flashcards and native speaker videos.
•The app uses spaced repetition to help them remember words longer.

•✅ 6. Practicing pronunciation with Rosetta Stone

•The app helps users improve pronunciation by comparing their speech with native
examples.
•Learners repeat sentences and get instant feedback.
Benefits of mobile language learning:
📱 1. Flexibility & Convenience
Learn anytime, anywhere—on a bus, during a break, or at home.
Fits easily into busy schedules and daily routines.

⏱ 2. Self-Paced Learning
Go at your own speed: repeat lessons, pause, or skip ahead.
Perfect for both beginners and advanced learners.

🎮 3. Engaging & Interactive

Use of gamification (points, levels, streaks) makes learning fun.
Apps often include voice recognition, flashcards, quizzes, and games.

🌐 4. Access to Native Pronunciation

Hear how words and sentences are pronounced by native speakers.
Many apps let you record your voice to compare and improve.
Benefits of mobile language learning:
💡 5. Contextual & Everyday Learning
Learn through real-life scenarios like ordering food, travel, or conversations.
Some apps adapt lessons based on your daily environment or interests.

📈 6. Progress Tracking & Motivation

Visual progress bars, reminders, and daily goals help stay on track.
Motivation is boosted by seeing consistent improvement.

🌍 7. Global Access to Resources

Instantly access dictionaries, grammar tips, videos, podcasts, and native content.
Practice with people from around the world via language exchange apps.

💸 8. Cost-Effective or Free
Many apps like Duolingo, Memrise, or HelloTalk are free or low-cost compared to
traditional courses.
📶 The SAMR Model (Puentedura, 2010)
The acronym SAMR stands for:
1.Substitution
2.Augmentation
3.Modification
4.Redefinition

(pp. 218-219)
🔁 1. Substitution
Technology acts as a direct substitute for traditional tools, with no functional
change.
•Example: Using Google Docs to type an essay instead of handwriting it.
•It's still the same task—just done on a digital device.

⚙️2. Augmentation
Technology still substitutes, but with some functional improvement.
•Example: Using Google Docs with spell check, dictionary, and
commenting features.
•The core task is the same, but technology enhances the process.
🔧 3. Modification
Technology allows for significant redesign of the original task.
•Example: Students collaborate on a shared Google Doc in real-time, adding
comments, images, and links.
•The task is now interactive and collaborative—something difficult or
impossible with just pen and paper.

🚀 4. Redefinition
Technology enables the creation of entirely new tasks that were
previously inconceivable.
•Example: Students create a multimedia project, publish it online, and get
feedback from native speakers around the world via video comments.
•The task has been transformed with global communication, real-time
collaboration, and multimedia integration.
 📈 SAMR as a Continuum

Level Tech Use Impact on Learning

Substitution Tech replaces a tool No change in the task

Augmentation Tech enhances the task Minor improvement

Modification Tech redesigns the task Significant improvement

Transforms learning
Redefinition Tech creates new tasks
completely
 PEDAGOGIC SKILLS AND COMPETENCIES IMPLIED BY
MOBILE ASSISTED LANGUAGE LEARNING AND TEACHING
(Helen Lee, 2016)
PEDAGOGIC SKILLS AND COMPETENCIES IMPLIED BY
MOBILE ASSISTED LANGUAGE LEARNING AND TEACHING
(Helen Lee, 2016)

 digital and multimodal literacies

 collective intelligence and personal learning networks
 pedagogic principles: integrate classroom and beyond
 online safety and privacy issues
 effective task design and use of resources
 adapt current skills and ongoing professional training
1. DIGITAL AND MULTIMODAL LITERACIES
What it means:
Teachers must understand and teach with a wide range of digital tools and
formats—texts, audio, video, images, and interactive content—while helping
students interpret and create meaning across these modes.

Pedagogic implication:
• Teachers should be able to evaluate and integrate multimodal content
(e.g., videos, infographics, voice recordings) into lessons.
• Learners are encouraged to produce content in varied forms—like podcasts,
vlogs, or digital posters—using mobile devices.
🔹 Example: A teacher asks students to create a short video diary in the target
language using mobile phones, combining spoken narration, music, and
subtitles.
2. 🌍 COLLECTIVE INTELLIGENCE AND PERSONAL LEARNING NETWORKS (PLNs)
What it means:
Teachers should engage in and foster collaborative knowledge-building through
online communities, both for themselves and their students.

Pedagogic implication:
• Teachers build PLNs via Twitter, Facebook groups, or professional forums to share
ideas and stay updated.
• Students can be guided to collaborate with peers globally, practicing the target
language in authentic contexts.
• 🔹 Example: A class uses a language exchange app like Tandem to connect with native
speakers abroad, practicing language through real conversations.
3. 🏫 PEDAGOGIC PRINCIPLES: INTEGRATE CLASSROOM AND BEYOND
What it means:
Learning doesn’t stop at the classroom door. Mobile tools allow students to
extend learning into real-world settings.

Pedagogic implication:
• Teachers design tasks that connect classroom knowledge to learners’
lives outside school (e.g., real-life interviews, field tasks, mobile journaling).
• Encourages authentic, task-based learning.
🔹 Example: Students complete a "language in the wild" scavenger hunt—finding
and recording examples of the target language in their community (e.g., signs,
menus, conversations).
4. 🔒 ONLINE SAFETY AND PRIVACY ISSUES
What it means:
Teachers must be aware of and teach about responsible digital behavior, data
protection, and ethical use of mobile tools.

Pedagogic implication:
• Teachers ensure students understand safe online practices, such as protecting
personal data and interacting respectfully in digital spaces.
• Must choose apps and platforms that comply with privacy laws (e.g., GDPR, COPPA).
🔹 Example: Before using a social app for language exchange, the teacher reviews privacy
settings and discusses digital citizenship with the class.
5. 📚 EFFECTIVE TASK DESIGN AND USE OF RESOURCES
What it means:
Technology is only effective if used meaningfully. Teachers need to design tasks
that are pedagogically sound, not just flashy.

Pedagogic implication:
• Tasks should align with learning outcomes, offer scaffolded support, and
encourage interaction and reflection.
• Teachers curate and adapt digital content (e.g., podcasts, short videos, mobile
apps) to fit learners’ needs.
🔹 Example: A vocabulary-building activity uses a flashcard app (like Quizlet), but is
followed by a speaking task using the new words in context.
6. 🔄 ADAPT CURRENT SKILLS AND ONGOING PROFESSIONAL TRAINING
What it means:
Teachers must engage in lifelong learning to keep pace with digital trends
and changing learner needs.

Pedagogic implication:
• Participate in webinars, MOOCs, conferences, and professional
networks focused on language education and edtech.
• Be open to experimenting with new apps and reflecting on their
classroom impact.
🔹 Example: A teacher enrolls in a mobile learning course on Coursera and
brings back ideas to integrate augmented reality (AR) into language learning.
HOW TO APPLY MOBILE LEARNING BEYOND THE LANGUAGE CLASSROOM
📱 HOW TO APPLY MOBILE LEARNING BEYOND THE LANGUAGE CLASSROOM

1. REAL-WORLD LANGUAGE PRACTICE

Encourage learners to use mobile devices to engage with language in their
daily lives—outside the classroom setting.
✅ Strategies:
• Record short voice notes or conversations in the target language during
daily tasks (e.g., shopping, commuting, work).
• Use apps like Google Translate or SayHi in real-time interactions.
• Practice asking for directions, placing orders, or explaining tasks—then
reflect via mobile journaling.
📱 HOW TO APPLY MOBILE LEARNING BEYOND THE LANGUAGE CLASSROOM

2. 📸 CAPTURE LANGUAGE IN THE ENVIRONMENT

Learners can use mobile phones to collect examples of language use in the
real world, which can then be analyzed or discussed later.
✅ Examples:
• Take photos of signs, labels, menus, or advertisements in the target
language.
• Record interactions with co-workers or customers (with permission).
• Create a language scavenger hunt where students document language in
different locations.
📱 HOW TO APPLY MOBILE LEARNING BEYOND THE LANGUAGE CLASSROOM

3. 🌍 CONNECT WITH GLOBAL LANGUAGE USERS

Mobile apps allow learners to interact with native speakers or peers around
the world, making language use more meaningful.
✅ Tools:
• HelloTalk, Tandem, or Speaky for text/audio exchanges.
• Join language communities on WhatsApp, Telegram, or Facebook.
• Use Instagram or TikTok to follow and engage with language content
creators.
📱 HOW TO APPLY MOBILE LEARNING BEYOND THE LANGUAGE CLASSROOM

4. 🧠 REFLECTIVE LEARNING AND JOURNALING

Encourage learners to use mobile tools to reflect on their language use,
especially after real-world experiences.
✅ How:
• Use apps like Evernote, Google Keep, or voice memos to keep language
learning journals.
• Have learners reflect on what they said, how they felt, what they learned, and
what they want to improve.
• Prompt reflection after specific workplace or life interactions.
📱 HOW TO APPLY MOBILE LEARNING BEYOND THE LANGUAGE
CLASSROOM

5. WORKPLACE LANGUAGE DEVELOPMENT

In professional settings, learners can use mobile learning to improve
workplace communication.
✅ Use cases:
• Record and review work-related presentations or instructions.
• Use mobile checklists or job aids with bilingual content.
• Access job-specific vocabulary apps or microlearning modules during
downtime.
📱 HOW TO APPLY MOBILE LEARNING BEYOND THE LANGUAGE
CLASSROOM

6. 🧩 TASK-BASED LEARNING BEYOND THE CLASSROOM

Design tasks that learners complete independently using mobile
devices, but that still align with learning goals.
✅ Examples:
• Interview a family member or colleague using mobile audio or video.
• Create a short vlog or podcast about their day in the target language.
• Use Google Forms or Padlet to submit short mobile-written reports or
reflections.
MOBILE TASK-BASED FRAMEWORK FOR WORKPLACE LANGUAGE LEARNING

(designed by Helen Lee, 2016).

MOBILE TASK-BASED FRAMEWORK FOR WORKPLACE
LANGUAGE LEARNING (designed by Helen Lee, 2016).
💬 Simple Definition (for learners):
"An artefact is anything I record or collect from my real job that shows
how I use language at work."

📱 Examples of Artefacts:
•A video of a learner giving a safety briefing at work
•An audio recording of a phone conversation with a customer
•A photo of signage or written instructions with added notes
•A screenshot of a chat conversation in a work app
•A short written report or message sent via email or messaging app
MOBILE TASK-BASED FRAMEWORK FOR WORKPLACE
LANGUAGE LEARNING (designed by Helen Lee, 2016).

● This framework is a powerful way to visualize how mobile devices can

support autonomous, task-based language learning in real workplace
contexts, while integrating pedagogical input and reflective practices.
● It’s an iterative learning cycle, meaning learning is ongoing, revisited, and
refined through real-world tasks and self-reflection.
MOBILE TASK-BASED FRAMEWORK FOR WORKPLACE
LANGUAGE LEARNING (designed by Helen Lee, 2016).

● mobile captured task as authentic artefact

● mobile captured artefact as reflective learning tool
● mobile captured task as representation of knowledge in action.
MOBILE TASK-BASED FRAMEWORK FOR WORKPLACE
LANGUAGE LEARNING (designed by Helen Lee, 2016).
1. ✅ Mobile-captured task as authentic artefact
What it means:
• Learners use mobile devices to record or document real workplace tasks (e.g.,
taking a photo, recording a voice message, video, or text entry).
• These captured tasks become "artefacts"—real evidence of communication in
action, grounded in authentic language use.
Why it matters:
• These artefacts bridge the gap between classroom and workplace.
• They serve as starting points for language analysis, discussion, or feedback.
🔹 Example:
A hotel receptionist records a guest check-in conversation. The recording is later
shared with a trainer or peers to discuss vocabulary, politeness strategies, or tone.
MOBILE TASK-BASED FRAMEWORK FOR WORKPLACE
LANGUAGE LEARNING (designed by Helen Lee, 2016).
2. 💬 Mobile-Captured Artefact as Reflective Learning Tool
What it means:
• Learners review their mobile-captured artefacts to reflect on their own language
use—what worked well, what could improve, and what strategies they used.
• This promotes metacognition—thinking about one's thinking—and fosters
autonomous learning.
Why it matters:
• Reflection deepens learning by helping learners recognize their strengths and gaps.
• It connects experience to theory, allowing them to apply formal language input more
meaningfully.
🔹 Example:
After watching a recording of themselves giving a product explanation, a worker reflects in
a mobile journal app: “I used too many filler words—next time I’ll slow down and pause
more.”
MOBILE TASK-BASED FRAMEWORK FOR WORKPLACE
LANGUAGE LEARNING (designed by Helen Lee, 2016).
3. 🧠 Mobile-Captured Task as Representation of Knowledge in Action
What it means:
• The artefact is not just a record—it’s a snapshot of the learner applying knowledge
in real time.
• It shows how learners transfer classroom language skills to real-life
communication.
Why it matters:
• These tasks demonstrate how well learning is being integrated and applied, which is
especially important for performance-focused environments like the workplace.
• They can also be used as part of a learning portfolio or assessment.
🔹 Example:
A mechanic explains a car repair process in English while being filmed on their phone. The
video demonstrates not only technical knowledge but also command of instructional
language (e.g., sequencing, imperatives).
Summary
Component Purpose
Mobile-captured task as authentic Connects real-world language use with learning
artefact context
Mobile-captured artefact as Supports self-awareness and ongoing language
reflective tool development
Demonstrates practical application of learned
Mobile-captured task as knowledge
language skills
in action

Encourages continuous learning through

Iterative cycle
reflection and feedback
A PEDAGOGICAL FRAMEWORK FOR MOBILE ASSISTED LANGUAGE TEACHING AND

LEARNING
p. 228
1. Outcomes – Setting learning goals
This stage focuses on defining what the learner is aiming to achieve.
These outcomes can be language-specific (e.g., learning 20 new words) or task-based
(e.g., being able to hold a basic conversation).
In mobile learning:
Apps can support goal-setting by offering structured lessons, learning paths, and
progress tracking (e.g., Duolingo's daily goals).
🔍 2. Inquiry – Exploring and discovering
Learners actively seek out knowledge or explore how language is used in real-life
contexts.
This can involve researching vocabulary, watching videos, reading, or asking
questions.
In mobile learning:
Learners can use search engines, apps, videos, podcasts, or language forums to
discover authentic language usage and cultural context.
🔁 3. Rehearsal – Practicing and repeating
Here, learners practice using the language through repetition and structured activities.
Rehearsal helps to reinforce learning and build confidence.
In mobile learning:
This could include flashcards, pronunciation tools, interactive quizzes, language
exchange apps, or chatting with AI/chatbots.

🧠 4. Reflection – Evaluating and thinking about learning

Learners review what they’ve learned, assess their progress, and identify what they
still need to work on.
This metacognitive process is essential for self-regulation and growth.
In mobile learning:
Learners may use progress dashboards, keep a learning journal, review mistakes in
exercises, or receive feedback from native speakers.
📌 Example in Practice:
A student learning English might:
● Set a goal (Outcome) to talk about weekend plans.
● Look up vocabulary and watch videos of casual conversations (Inquiry).
● Practice speaking with a language partner via HelloTalk (Rehearsal).
● Reflect by recording themselves and listening back to improve fluency (Reflection).

🔄 How the Framework Works

The stages are not strictly linear—learners can move between them as needed.
For example, after reflecting, they may set new outcomes, begin new inquiries, and
rehearse again.
Mobile devices enhance each stage by offering tools that support autonomy,
personalization, and constant access.