Mobile Technology and English as a Second Language Acquisition
Introduction
Swift advancements in the information and communication technology have led to the production of an extensive variety of mobile technologies which have attracted new consumers, increased aptitude and allowed for more refined usage. Mobile devices have reached so many people all over the world which has changed the way that information is accessed because the acquirement costs are lesser and the devices can easily be shared (Van Praag, & Sanchez, 2015). The social order has willingly accepted the use of mobile technology and they have integrated it in all aspects of their lives. This technology has opened vast of opportunities in the education sector and students as the end consumers of information; have felt the emerging instructive drift (Khodi, 2015). The development of mobile technology has captivated the attention of language tutors which has led to the incorporation of mobile technology in language learning.
English language is widely used all over the world, economies all over the world have become aware of the importance of a population that has high fluency in English with the fact that it is more competitive internationally which has made acquisition of English language an important matter in commercial development (Khodi, 2015). This increased need for English language acquisition has led to changes in the field of language in regard to the best acquisition methods and one of the new implementation is the mobile technology. This article explains the concept of mobile technology and the positive impacts that mobile technology has on the acquirement of English as a second language to the students.
Mobile Technology
Mobile technology denotes any form of technological device that is portable and at the same time personal for instance, smartphones, tablets and laptops among others. This technology has been incorporated in almost every aspect of the human lives which offers portability, mobility and usability (Van Praag, & Sanchez, 2015). Consumers often have a preference for smaller mobile devices which have touch screens edges as compared to the traditional personal computers. Mobile devices are today considered as all-purpose devices that assist in performing everyday tasks hence providing services in various fields including education. The set of the mobile devices is not restricted by age and so many young people own these smart mobile devices that they incorporate in their learning.
The usage of mobile technology in the learning sector has greatly become a hot trend because they offer easier learning opportunities. These devices are easy to carry around and hence light, they are not generally shared with other people and they are preserved close to the owners (Min Liu et al., 2014). The features of these technological devices spread out prospects for frequent commitment for learning irrespective of internet connections. As compared to the use of laptops and pcs, smartphones are greatly preferred because they are not bulky and they are easy to network with at any time. The early designs of mobile phones were bulky and did not have enough features to help in learning however the latest models that are known as smartphones and tablets and they are light and portable; they have both the communicational and computational capabilities that allow responses to the user requests to connect with other people and also to help manage personal information (Khodi, 2015).
Smartphones and tablets have smart structures that support unrestrained language practice for language learning and they at the same time give access to authentic content and task completion (Van Praag, & Sanchez, 2015). These devices in addition to having big screen sizes have computer like functions that allow for browsing and downloading of content and they can hold applications that can be used for learning thus extending the learning opportunities in a meaningful way. The touch screens also acts as an advantage because it allows the students to directly interact with the boundary hence crafting innovative instructive tactics that allows the instructors as the facilitators and helps enhance the participation of the students (Van Praag, & Sanchez, 2015).
Mobile Learning (M-learning)
Mobile technology use in the learning sector bids an innovative learning practice and suppleness in learning at any time and in any place because of the amplified chances for verdicts to be completed by the learners (Min Liu et al., 2014). . The technology propositions universal and instant entrée to info which at the same time helps in saving resources. Mobile technology introduction in the education sector has led to the introduction of the coinage of the phrase ‘mobile learning’ that is commonly shortened as ‘m-learning’. M- Learning is defined by Khodi (2015) as learning that is mediated through the use of devices that are held by hand and they are potentially available at any time and any place for either formal or non-formal learning. M-learning has five main features;
- Transferability; it helps in transferring learning to any probable environment hence facilitating the admittance to information and also inspiring the students to explore and learn from involvement.
- Convenience; it allows for easy access of information at any place and at any time without the need to access a library or any other physical information source.
- Modified; it can easily be modified and personalized to diverse learning requirements and styles hence making learning very easy
- Social connectivity; it upsurges both communication and partnership between numerous students
- M-learning increases the inspiration of learning both in the official and casual settings.
Mobile learning is different from the outmoded learning because of the incorporation of the mobile technology and since it promotes both customized and collective network of learning (Min Liu et al., 2014). This makes it possible to convert the traditional teacher centred directions into one that is fixated on the learner. Mobile technology endorses an easy-going learning course that is in an outdoor setting hence permitting the students to learn devoid of the backing of the teachers.
Mobile technology use in support of second language acquisition
Language achievement is defined as the procedure by which human beings are able to recognize and understand language while at the same time creating and using the words to communicate (Sim et al., 2017). For an individual to be able to effectively acquire language, it is important for them to be able to use a variation of tools for example syntax, phonetics and expressions. During the 20th century, syntax developed the focus of linguists and theorists when it became known that the way that words are put collectively in sentences is an important feature of language. This is because this structure is required in order to aid in communicating effectively with insulated words not being actual in this regard. The expansion of language transpires over the incremental attainment of expressive pieces of simple parts which can be made of syllables, words or phonemes (Van Praag, & Sanchez, 2015).
Traditional knowledge grounded tactics to language acquisition have been confirmed unproductive. The concept of language educators lecturing at the front of the classroom or just basically concentrating on reading and inscription does not help with language eloquence for the students (Min Liu et al., 2014). A lot of years are spent by students learning English and when the leave, very few of them can effectively use the English language. Most of these students often know a decent deal about the English language but they are incapable of using this knowledge to interconnect properly.
Many software programs have been developed today to help in language acquisition for L2 learners some of them common ones include; multimedia software simulation, text reconstruction software and concordancing software (Van Praag, & Sanchez, 2015). All these software are important because they offer the students supreme prospect to be exposed to a language in a meaningful setting while building their individual understanding (Sim et al., 2017). The problem with these software programs however is the fact that they take the stress-free route to market by generating simple direct sequencers that emphasis on the texts, repetition and graphics without really considering comprehensive basis in second language attainment. These sequencers lack the aptitude to offer modified learning knowledge for individual students within a classroom and they do not support the student’s aptitude to form long term memory as well as eloquence (Tae & Lee, 2016).
One of the earliest technologies created to assist in learning of English for L2 learners was Computer assisted language learning (CALL). This has been accessible for the English L2 learning ever since the 21st century (Min Liu et al., 2014). CALL progression is divided into three stages;
- Behaviouristic stage- where the focus was on the tedious material that was focused on terminology, sentence structure and paraphrase assessments. All through this stage, CALL offered second language scholars the benefit of having material that was arranged on a customized basis (Min Liu et al., 2014). This was typically accessible every time needed and thus allowing for replication.
- Communicative stage- at this time, the computer act was seen as the tutor thus allowing the learners to get the chance to rehearse their second language abilities through the usage of language platforms and games. This phase basically fixated on teaching language ability for instance conversations, transcribed tasks as well as critical thinking (Min Liu et al., 2014).
- Integrative stage- this is the current phase which is based on the use of multimedia as well as the internet for digitally supporting learning such that it shifts from teacher centred to a learner centred classroom (Min Liu et al., 2014). This helps in integrating different activities that back the expansion of language abilities, aggregating the inspiration of the scholar and hence reducing the learning strain plus uneasiness. Quality of education is in this case is improved by the access to many resources which proportionate a high gradation of control over the course of learning (Min Liu et al., 2014).
Mobile aided second language learning
Second language learning that is aided by mobile technology is a subsection of both m-learning and CALL and this makes it important when it comes to L2 learning study. L2 learning that is aided by the mobile technology gives the learners the advantage of mobile technology for instance flexibility, the user responsiveness and an extensive range of mobile applications (Sim et al., 2017). This form of technology offers learning prospects which cannot be accessible in CALL for instance language learning over factual life situations, learning over time and also self-controlled learning. This form of technology also leads to augmented inspiration, independence and social association as well as reduced period for official learning (Van Praag, & Sanchez, 2015).
The mobile technology allows the students to get the chance to interact with different language learning software programs and real professionals in language learning for instance teachers and other peers that can help them out in the course of their English language acquisition (Khodi, 2015). This increased collaboration is very important because it helps the learners to get feedback from their peers and instructors which help them to critically analyse their current skills as well as progress (Van Praag, & Sanchez, 2015). The use of the mobile technology gives the learners a chance to access various applications which greatly contribute to the advance of their inventive and cooperative learning materials that are based on their requirements. This basically helps the learners to be empowered to control their on learning processes.
There are different mobile applications that support language learning, it is a common drill to use educational applications especially those that support vocabulary learning. Many free applications that are in the market support mobile technology in language learning which has made language learning easier (Tae & Lee, 2016). There are also some non-educational applications and software that are available for instance audio and video players that support mobile technology in Second language learning. The built in components of the mobile technology devices for instance the camera, microphone and speakers among others are significant tools that help to make diverse kinds of multimedia constituents as well as back learning communication by the use of messenger applications (Khodi, 2015). Mobile technology can greatly help to improve the L2 proficiency with a precise emphasis on learning of new expressions. The L2 learners can advance their terminology proficiency through the use of diverse instructive applications for instance framework ware games that give room for play and acquire mode in a real setting (Tae & Lee, 2016). Another exercise that is common in terminology learning is through the proposition of words with imageries and real items both in the classroom as well as the actual world.
Mobile technology in second language learning supports good learning in that students can easily access learning resources outside of the classroom which ensures that they are able to study in diverse contexts for instance when they are on their way home or to school, when they are at home and vacations or basically during any free time that they have while away from the classroom (Sim et al., 2017). Mobile technology also encourages the design of different tasks-based activities that are supported by the mobile devices for instance the use of podcast to help in the improvement of comprehension listening skills. The use of social networks that are normally accessed through the mobile devices can also help in improving the writing skills of the second language learning students. The mobile devices can also be used to help communicate as well and create an interaction with the native speakers which greatly help to advance the spoken skills of the L2 (Tae & Lee, 2016).
There are many ways that mobile technology can be used to help improve language learning for L2 students, the creation of personalized materials by the students fitting their learning styles through the use of mobile technology can greatly help the L2 learners to upsurge their skill in the English language (Sim et al., 2017). These creative materials can hence be shared with other learners through the use of various mobile applications, social networks and blogs thus accumulating the collaboration amongst the peers and the tutors. Mobile technology allows extensive second language learning outdoors thus generating a blended setting that supports located and universal second language learning (Tae & Lee, 2016).
Conclusion
With the mounting accessibility and range of mobile devices all over the world, large gauge technology based ESL platforms have never been more reachable. The language classroom today is very different from what it used to be five years ago. Technology has completely transcended the geographic and physical boundaries as the instructors and the scholars are becoming more attentive and proficient of using their language abilities to expedite acquaintances with the rest of the world. The international emphasis in language today has stimulated beyond the teacher centred approaches that emphasize on syntax, memorization and learning from habitual repetition. Language learning today has been made meaningful with mobile technology which has made it more centred on exploiting progressive scholastically premeditated technology to help simplify effectual route to true eloquence with a stress on personalized learning involvements. This is done with the objective of operative communication with the outer world, competitiveness at the work place as well as globalization.
Language students are today connected to the world through of social media sites that they are able to easily connect to through the mobile technology which in- turn makes them more aware of the need for second language acquirement and the chances that await them in the world. When it is applicably planned and realised, the scaled ESL programs that apply the most refined mobile technology and software resolutions that are accessible today can realize more than ever before the large scale advances in English language effectiveness of imminent peers. This will motivate and enable individuals to reach advanced career potential while procuring greater effectiveness and development for the state as well.
References
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