AILA2014 MALL outside the classroom - A Palalas

Expanding MALL outside the classroom Real-life context-dependent and context-

independent language activities

Dr. Agnieszka Palalas

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Mobile-Assisted Language Learning

Supported by MALL tools >> portable computing capabilities +

multimedia + access to experts, peers, L2 speakers & resources Student-centered Contextual, situated Authentic (real-life or simulated) Collaborative, connected Personalized Active & meaningful Engaging & empowering Spaced & chunked up

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Built-in Tools (Hardware & Software)

Audio and video player podcasts audiobooks YouTube

Voice recorder record and share record > replay > rehearse create mini-stories record > feedback

Camera – photo and video capture communicative situations record speech sample for evaluation be creative, e.g., role-play, stand-up

comedy

Apps (native & web) task focused Social Network tools OS tools …

Idiom Bank Examples

MALL Tasks

InterconnectedAuthentic communication challenges Co-learning: collaborative and individualExpert guidance Interaction: peers, L1 speakers, language expertsCo-created multimedia artifactsPeer evaluationEvolving learning resourceAural focus but integrated all four language skills

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Ecological Constructivism 1/3

Social Constructivism + Sociocultural Theory + Ecological Linguistics + Contextual and Situated Learning….Ecological Constructivism

“The recent metaphor of ecology attempts to capture the interconnectedness of psychological, social, and environmental process in SLA” (Lam & Kramsch, 2003, p.144)

(Palalas, 2012)

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Ecological Constructivism 2/3

Active learning around real-life problems, communicative events

Interaction with content, people, tools, and environment (context)

Interaction mediated by “cultural tools such as language and technology” (Pachler, 2009, p. 5)

Community-based communication

Scaffolding and guidance

Feedback from facilitators, peers, other L2 speakers and context

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Ecological Constructivism 3/3

Learning mediated by

Communication and interactivity in social contexts

Tools Context: affordances in the context

• an initial state in the dynamic environment• represent a relationship (reciprocal interaction)

between the actors (learners) & elements of the environment• are for learners to perceive, construe & act purposefully upon,

both individually & in collaboration with others (Palalas & Hoven, 2013)

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Re-Replay/re-listen

Record

Rehearse

Repeat

Redo

Remember

Reflect

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Co- Communicate

Collaborate

Connect

Create & co-create

Construct

Contextualize

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Thank you!Dr. Agnieszka Palalasagapalalas@athabascau.caLinkedIn: http://www.linkedin.com/in/apalalasPresentations: http://www.slideshare.net/agaizaPublications: http://athabascau.academia.edu/apalalas

References:• Lam, W. S. E. & Kramsch, C. (2003). The ecology of an SLA community in a computer-mediated environment. In J. Leather & J.

Van Dam (Eds.), Ecology of language acquisition (pp. 141–158). Dordrecht, The Netherlands: Kluwer Academic.• Pachler, N. (2009). Research methods in mobile and informal learning: Some issues. In G. Vavoula, N. Pachler, & A. Kukulska-

Hulme (Eds.), Researching mobile learning: Frameworks, tools and research designs (pp. 1-16). Bern, Switzerland: Peter Lang AG. International Academic Publishers.

• Palalas, A. (2012). Design guidelines for a Mobile-Enabled Language Learning system supporting the development of ESP listening skills (Doctoral dissertation, Athabasca University). Retrieved from http://hdl.handle.net/10791/17

• Palalas, A., & Hoven, D. (2013). Implications of using DBR to investigate the iterative design of a mobile-enabled language learning system. CALICO.