Mobile Assisted Language Learning: Evidence of an Emerging Paradigm

Abstract

Mobile-Assisted Language Learning (MALL) may not have reached the highest levels of maturity; still, it manages to forge an identity of its own in the educational sphere. The intent of this paper is to substantiate the legitimacy of MALL. In particular, this study adopts a content-design approach as a means of researching the reciprocity between the offerings of mobile technology and the imperatives of language learning. The content-design estimation of the different extensions of MALL revealed the multiple affordances of mobile technology in the language learning discourse. Short Message Service (SMS)-based language learning, educational podcasting, mobile social networking, and game-based learning emphasise the potential of mobile technology in a wide range of language learning contexts. Still, for MALL to reach its full potential, it must belong dependently of a valid theoretical and pedagogical orientation in language learning.