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Numrering	Referens	Omslagsbild	Hitta
1.	Viberg, Olga, 1982-, et al. (författare) Mobile Assisted Language Learning : A Literature Review 2012 Ingår i: mLearn 2012 - Mobile and Contextual Learning. - Helsinki. ; , s. 9-16 Konferensbidrag (refereegranskat)abstract Mobile assisted language learning (MALL) is a subarea of the growing field of mobile learning (mLearning) research which increasingly attracts the attention of scholars. This study provides a systematic review of MALL research within the specific area of second language acquisition during the period 2007 - 2012 in terms of research approaches, methods, theories and models, as well as results in the form of linguistic knowledge and skills. The findings show that studies of mobile technology use in different aspects of language learning support the hypothesis that mobile technology can enhance learners’ second language acquisition. However, most of the reviewed studies are experimental and small-scale, conducted within a short period of time. There is also a lack of cumulative research; most theories and concepts are used only in one or a few papers. This raises the issue of the reliability of findings over time, changing technologies, and in terms of scalability. In terms of gained linguistic knowledge and skills, attention is primarily on learners’ vocabulary acquisition, listening and speaking skills and language acquisition in more general terms.

Viberg, Olga, 1982-, et al. (författare)
Mobile Assisted Language Learning : A Literature Review
2012
Ingår i: mLearn 2012 - Mobile and Contextual Learning. - Helsinki. ; , s. 9-16
Konferensbidrag (refereegranskat)abstract
- Mobile assisted language learning (MALL) is a subarea of the growing field of mobile learning (mLearning) research which increasingly attracts the attention of scholars. This study provides a systematic review of MALL research within the specific area of second language acquisition during the period 2007 - 2012 in terms of research approaches, methods, theories and models, as well as results in the form of linguistic knowledge and skills. The findings show that studies of mobile technology use in different aspects of language learning support the hypothesis that mobile technology can enhance learners’ second language acquisition. However, most of the reviewed studies are experimental and small-scale, conducted within a short period of time. There is also a lack of cumulative research; most theories and concepts are used only in one or a few papers. This raises the issue of the reliability of findings over time, changing technologies, and in terms of scalability. In terms of gained linguistic knowledge and skills, attention is primarily on learners’ vocabulary acquisition, listening and speaking skills and language acquisition in more general terms.

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