You are here:

A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis
ARTICLE

,

TESL Canada Journal Volume 31, ISSN 0826-435X

Abstract

In response to the research priorities of members of TESOL (Teachers of English to Speakers of Other Languages), this study investigated language learners' realworld tasks in mobile-assisted language learning (MALL) to inform the future development of pedagogic tasks for academic English as a second language (ESL) courses. The data included initial semistructured interviews with four ESL teachers and four college ESL students followed by an online task-based needs analysis conducted with 23 ESL teachers and 76 college ESL students at a university in the midwestern United States. Through the interviews and surveys, we identified how teachers and students used mobile devices and how they felt mobile devices could be used in language learning, and we categorized their target tasks in MALL according to the four language skills (reading, listening, speaking, and writing). The study found that ESL learners already use various mobile device functions, but that ESL instructors were less inclined to use these for teaching, suggesting that teachers may need further support and ideas before they can help their learners take advantage of their mobile devices for language learning. Both learners and teachers gave high rankings to tasks for listening and speaking as well as to activities integrated with SMS and the Internet. Based on the identified tasks, we created a MALL task typology to provide an initial authentic and sound resource for the future development of MALL tasks, lesson plans, and curricula.

Citation

Park, M. & Slater, T. (2014). A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis. TESL Canada Journal, 31,. Retrieved July 23, 2019 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References