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MobLang—Learning Foreign Languages via Mobile:

MobLang—Learning Foreign Languages via Mobile:. A Cross-Country Comparison of End Users’ Profiles, Motivation, and Preferences T. Taraszow, E. Aristodemou, V. Slavidou, J. Burston and Y. Laouris Presentation given at SALL2010, Patras, 4-5 Nov 2010. Content. MobLang Research Questions

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MobLang—Learning Foreign Languages via Mobile:

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  1. MobLang—Learning Foreign Languages via Mobile: A Cross-Country Comparison of End Users’ Profiles, Motivation, and Preferences T. Taraszow, E. Aristodemou, V. Slavidou, J. Burston and Y. Laouris Presentationgivenat SALL2010, Patras, 4-5 Nov 2010

  2. Content • MobLang • Research Questions • Background and theoretical framework • Second Language Learning • Mobile Language Learning • Study • Participants • Data Analysis • Results • Discussion Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  3. MobLang • Language barriers can hinder fruitful intercultural exchange and dialogue • Exploiting technology offer an alternative • Mobile phones are optimal learning tools • MobLang • www.moblang.eu • Innovative foreign language teaching and learning tool aiming at designing, developing, and publishing language learning courses delivered via the mobile phone • Basque in the Basque country, Turkish and Greek in the separate parts of Cyprus, Albanian and Turkish in Greece, and Irish in Northern Ireland Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  4. MobLang Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  5. Research Questions • What is the profile of the identified potential target groups (age, gender, usage of mobile phone and Internet)? • What is the identified potential target groups’ main motivation to learn a second local language? • Which is the identified potential target groups’ preferred content and way to learn a foreign language? • Do the identified potential target groups differ in their profile, motivation, and preference across the participating countries? Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  6. Second Language Learning I • Without grammar very little can be conveyed, without vocabulary nothing can be conveyed [Wilkins, 1] • Five fundamental principles of vocabulary acquisition in foreign language learning [Barcroft, 2]: • Present new words frequently and repeatedly in the input • Use meaning-bearing comprehensible input when presenting new words • Limit forced output during the early stages of learning new words • Limit forced semantic elaboration during the initial stages of learning new words • Progress from less demanding to more demanding vocabulary related activities Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  7. Second Language Learning II • Three processes necessary for thorough acquisition of new vocabulary [Nation, 8]: • Noticing: first step • Retrieval: repetitive receptive or productive • Generative use: recognition and use of previously encountered words in different contexts Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  8. Mobile Language Learning – Pro‘s • “allows ... students to exploit small amounts of time and space for learning...“ [Traxler, 15] • “regular practice in short bursts” [Kennedy & Levy, 16] • Learners are flexible of when, where, and how often to learn • Allows user to virtually access material anywhere at any time, indicating a high degree of mobility as well as freedom of time and place [Stockwell, 18] • SMS help learners build their command of vocabulary as words can be presented through definitions and examples [16] • Modes of operations [Mellow, 17]: (1) push mode, (2) pull mode, (3) interactive mode Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  9. Mobile Language Learning – Con‘s • Small screen and inconvenient keypad as restrictive factors to effective mobile learning [Thornton, 20], [Lee, 21] • Due to high mobile costs users rather spend the costs on private use than learning purposes [Mellow, 17] • Lack of appropriate software for mobile language learning [Stockwell & Stockwell, 19] Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  10. Mobile Language Learning – Studies • Investigation of acceptability of push mode [Kennedy & Levy, 16] • SMS to support vocabulary learning at beginner’s level of Italian • Students valued the SMS language course • Push mode is restrictive • Web based intelligent learning system accessible via PC and mobile in order to teach English vocabulary to intermediary level students [Stockwell, 18] • Preference for the web based course Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  11. Study • Participants • 460 individuals: 273 females and 179 males • 10-18 age group: 20% 19-30 age group: 33% 31-40 age group: 26% 40+ age group: 21% • Data collection: Questionnaire • Demographics • Internet accessandusage via PC, mobile • Motivation • Preferredcoursecontentandactivities Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  12. Results – Profile: Gender Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  13. Results – Profile: Age Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  14. Results – Profile: Internet Usage Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  15. Results – Profile: Internet usage via mobile Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  16. Results – Profile: Reasons for not using Internet via mobile Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  17. Results – Motivation Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  18. Results – Preferences I Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  19. Results – Preferences II Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  20. Discussion I • What is the profile of the identified potential target groups (age, gender, usage of mobile phone and Internet)? • Males and females showed interest in MobLang; a slightly higher participation of females • Basque country & Cyprus: majority from age group31 to 40+, Greece: majority from age group19-40 Northern Ireland: secondary school students • Majorityuses Internet on a dailybasis • Minorityuses Internet via mobile phonebecauseofitsexpensivess Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  21. Discussion II • What is the identified potential target groups’ main motivation to learn a second local language? • Main reason: personal interest Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  22. Discussion III • Which is the identified potential target groups’ preferred content and way to learn a foreign language? • Content preferences: survival phrases and dialogues • Learning activities/exercises preferences: games/crosswords/ puzzles, listening and reading activities, find the matching words, fill the missing word Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  23. Discussion IIII • Do the identified potential target groups differ in their profile, motivation, and preference across the participating countries? • Individuals interested in MobLang seem to be quite homogenous in age, Internet usage, motivation to learn another local language, as well as learning preferences and wishes • Exception: Northern Ireland • MobLang development team will use these results in order to develop target specific language courses delivered via mobile phone Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  24. Questions? Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  25. Thank you for your attention! • For further information please contact: Tatjana Taraszow: tatjana@cnti.org.cy OR visit our website at: www.moblang.eu Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

  26. References [1] Wilkins, D., Linguistics in Language Teaching. London: Edward Arnold, 1972. [2] Barcroft, J., “Semantic and Structural Elaboration in L2 Lexical Acquisition,” Language Learning, vol. 52, no 2, pp. 323-363, 2002. [3] McKeown, M.G., Beck, I.L., Omanson, R.C.,& Pople, M.T., “Some Effects of the Nature and Frequency of Vocabulary Instruction on the Knowledge and Use of Words,” Reading Research Quarterly, vol. 20, pp. 522-535, 1985. [4] Nagy, W., “On the Role of Context in Vocabulary Learning.” In N. Schmitt & M. McCarthy, Eds. Vocabulary: Description, Acquisition, and Pedagogy, Cambridge: Cambridge University Press, 1997, pp. 64-83. [5] Barcroft, J., “The Effects of Sentence Writing As Semantic Elaboration on the Allocation of Processing Resources and Second Language Lexical Acquisition,” Unpublished Doctoral Dissertation, University of Illinois at Urbana-Champaign, Urbana, IL, 2000. [6] Ryan, A., “Learning the Orthographical Form of L2 Vocabulary – a Receptive and a Productive Process,” In N. Schmitt & M. McCarthy, Eds. Vocabulary: Description, Acquisition, and Pedagogy, Cambridge: Cambridge University Press, 1997, pp. 181-198. [7] Koda, K., “Orthographic Knowledge in L2 Lexical Processing. A Cross-Linguistic Perspective,” In J. Coady & T. Huckin, T., Eds. Second Language Vocabulary Acquisition, Amsterdam: John Benjamins, 1997, pp. 35-52. [8] Nation, I.S.P, “Learning Vocabulary in Another Language,” Cambridge: Cambridge University Press, 2001. [9] Schmidt, R., “Awareness and Second Language Acquisition,” Annual Review of Applied Linguistics, vol.13. pp. 206-226, 1993. [10] Baddeley, A., Human Memory, London: Lawrence Erlbaum Associates, 1990. [11] Ellis, N. & Beaton, A., “Factors Affecting Foreign Language Vocabulary: Imagery Keyword Mediators and Phonological Short-Term Memory,” Quarterly Journal of Experimental Psychology, vol. 46A, pp. 533-558, 1993. [12] Laufer, B. & Hulstijn, J., “Incidental Vocabulary Acquisition in a Second Language: The Effect of Task Induced Involvement Load,” Applied Linguistics, vol. 22, n91. pp. 1-26, 2001. [13] Lewis, M., The Lexical Approach. Hove: Language Teaching Publications, 1993. [14] Lewis, M., Implementing the Lexical Approach: Putting Theory into Practice. Hove: Language Teaching Publications, 1997. [15] Traxler, J., “Defining, discussing, and evaluating mobile learning: The moving finger writes and having writ…,”International Review of Research in Open and Distance Learning, vol. 8, no. 2, pp. 1-12, 2007. [16] Kennedy, C., & Levy, M., “L’italiano al telefonino: Using SMS to support beginners’ language learning,” The ReCALL Journal, vol. 20, no. 3, pp. 315-330, 2008. [17] Mellow, P., “The media generation: Maximize learning by getting mobile,” In ASCILITE 2005 Conference: Balance, Fidelity, Mobility: maintaining the momentum? Conference Proceedings, http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/53_ Mellow. pdf, 2005. [18] Stockwell, G., “Vocabulary on the Move: Investigating an intelligent mobile phone-based vocabulary tutor,” Computer Assisted Language Learning, vol. 20, no. 4, pp. 365-383, 2007. [19] Stockwell, G., & Stockwell, E., What do learners think of mobile phones for language learning?, Paper presented at EUROCALL 2010 Languages, Cultures and Virtual Communities, Bordeaux, France, September 2010. [20] Thornton, P., & Houser, C., “M-learning: Learning in transit,”. In The changing face of CALL: A Japanese perspective, P. Lewis, Ed. The Netherlands: Swets & Zeitlinger, 2002, pp. 229–243. [21] Lee, L., “Using web-based instruction to promote active learning: Learners' perspectives,” CALICO Journal, vol. 23, no. 1, pp. 139–156, 2005. Cross-countrycomparisonof mobile users‘ profiles, preferences, & movitation

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