M-Learning Application for Second Language Acquisition: Methodology and Methods

M-Learning Application for Second Language Acquisition
February 07, 2016
Table of Contents
 TOC \o "1-3" \h \z \u Table of Contents  PAGEREF _Toc284330870 \h
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Chapter 1: Introduction  PAGEREF _Toc284330871 \h
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Introduction  PAGEREF _Toc284330872 \h
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Research Question 4
Dissemination 4
Chapter 2: Literature Review 5
Theoretical Framework 5
Literature Review 6
Chapter 3: Methodology and Methods  PAGEREF _Toc284330884 \h
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Methodology  PAGEREF _Toc284330885 \h
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Methods  PAGEREF _Toc284330887 \h
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Literature Search Strategy  PAGEREF _Toc284330888 \h
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Exclusion and Inclusion Criteria  PAGEREF _Toc284330888 \h
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Search Specifics  PAGEREF _Toc284330888 \h
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Data Collection  PAGEREF _Toc284330888 \h
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Data Analysis  PAGEREF _Toc284330888 \h
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Limitations and Delimitations  PAGEREF _Toc284330889 \h
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Importance of the Research  PAGEREF _Toc284330890 \h
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Proposed Table of Contents  PAGEREF _Toc284330891 \h
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Timeline  PAGEREF _Toc284330892 \h
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References 18
 Chapter 1: Introduction
Introduction
Today, with the development of Internet and mobile technology, people are able to access, store, and share information in ways never before possible. The pervasiveness of mobile devices could make it easy for students to adapt to mobile learning. In recent years, there has been an increased use of virtual learning environments to support learning (Allen & Seaman, 2010). There are a number of factors which need to be taken into consideration with regard to virtual learning environments. Some of these factors include accessibility, affordability, age of the learners, and language. An application that is compatible with common mobile devices would increase learners’ interactivity and satisfaction and allow them use the mobile devices and applications they are already familiar with (Burston, 2014).
Mobile devices are popular and pervasive in our daily lives. In 2013, there were nearly 7 billion active mobile phone subscribers across the world (Ozcan, 2014). Mobile learning, using various mobile technologies, is useful to language learning in term of accessibility, instant delivery and updates, affordability and the novelty of the gadget (Ally, Tin, & Elliott, 2007). As various mobile technology tools have developed, mobile learning can be used in a classroom setting and adapted to the different learning needs and learning styles among learners and aid in second language acquisition (Kondo, 2012).
Now more than ever before, learners are at the center of teaching and learning. Learning is more collaborative through online social interaction including the development of online learning communities between learners, and between learners and instructors. Kukulska-Hulme and Shield (2008) suggest that mobile assisted language learning (MALL) to support social contact and collaborative learning is a possibility for asynchronous as well as synchronous interaction in online distance learning. Research regarding why people are motivated to participate in social network sites (SNS) such as Facebook emphasizes reinforcement of self-esteem and relieving emotional stress (Krasnova, Spiekermann,...