Mobile Assisted Language Learning

Ezat Amirbakzadeh Kalati MA TESOL 2013 [email protected] [email protected] United Kingdom UNIVERSITY OF BATH DEPARTMENT OF EDUCATION Bio statement: 1. BA TEFL, ranked 1st. Azad University of Mashhad, Foreign Language Department. IRAN 2. MA TESOL, University of Bath, Department of Education. United Kingdom Mobile Assisted Language Learning Abstract Technology is an important part of the most teachers and students’ lives today. Furthermore, technology has changed teaching and learning languages. Web Assisted Language Learning (WALL), Technology-enhanced Language Learning (TELL), Computer Assisted Language Learning (CALL) and Mobile Assisted Language Learning (MALL) play crucial roles in this field. The focus of this study is on MALL. Mobile devices such as tablet computers, mobile Phones, MP3 and MP4 players and personal digital assistant that we can carry in our pockets can connect us to a variety of information sources whenever and wherever we go. There is considerable interest in employing these devices in the teaching and learning context. This paper explores MALL and the influence of mobile devices on both learning English and English vocabulary. The study investigates to what extent Iranian undergraduate students agree to use mobile devices to learn English in general and English vocabulary in particular. In addition, it tries to find whether they can use mobile devices to facilitate and support their English language acquisition. To 1 achieve the result, 36 male and female undergraduate students were chosen at random and mixed method research was conducted. In this case study design, qualitative and quantitative data were collected. Having analysed the data, the results showed 72% of the students preferred to learn English through using mobile devices. Moreover, 64% of the students wanted to use vocabulary learning software for mobile devices to add to their word bank. The results also indicated that the students were interested in using modern technology inside and outside of the classroom and they realized the importance of English language effects on their future study, jobs and lives. Consequently, the results showed students’ positive opinion towards MALL. Keywords: Mobile Assisted Language Learning (MALL); mobile devices; learning English; English vocabulary. Introduction Learning a new language can be one of the essential interests that people are engaged in. Moreover, some of them need to learn an additional language for special purposes. Therefore, those who are responsible for teaching and learning languages try to explore more effective ways to facilitate it. Nowadays technology plays vital roles in teaching and learning languages. Some books, journals, and articles have been written about WALL, TELL, CALL and MALL discussing these new trends. As technology is growing rapidly, it is expected that mobile devices, which their two main characteristics are portability and connectivity, become accessible for most people in more countries. Recently, people usually use mobile phones, MP3 and MP4 players and tablet computers for different purposes (Mosavi Miangah and Nezarat, 2012). Hence these devices can enter the language learning field to make learning more effective and enjoyable. The focus of this study is on Mobile Assisted Language Learning. MALL has become a significant technique in the new millennium that CALL created in the 1990s. Mobile devices such as mobile phones, MP3 or MP4 players and any personal digital assistants can help the learners as well as the teachers to facilitate teaching and learning. 2 My Context In this study I will investigate to what extent Iranian undergraduate students agree to use mobile technology in learning vocabulary. In the upcoming study I will then find to what extent using mobile technology can facilitate language learning and if it faces any issues. This small-scale case study will be conducted in a state university setting in Iran which is located in Mashhad. Participants will be 36 Graphic Design students in their third year of studying, their ages ranged from 21 to 28 years old, all of whom are native speaker of the Persian language and English is their foreign language. Literature Review Using Computers in language learning has become common. Students use e-dictionaries, visual vocabulary, grammar software, and e-books almost every day and enjoy the facilities. They can practice their language lessons through their personal computers. Teachers keep in touch with the students through moodle. In addition, learning through mobile devices may let the learners take more advantages of their time wherever they are. Therefore MALL can reduce the time and place barriers in language learning (Mosavi Miangah and Nezarat, 2012). Technology can be an essential part of education and make it developed. Computers, the Internet, various software, and even mobile phones are inseparable part of today’s classroom. Both teachers and learners will enjoy the role of modern technology. CALL, WALL, and other new trends have effective influences in second or foreign language learning because they can be highly innovative in this field. From the beginning of the 21 st century, 3 educators have tried to bring technology into the classroom. There have been seminars and conferences on CALL which have affected English language teaching and learning (Chapelle, 2003). At first, using technology in English Language Teaching (ELT) was rejected. However, its significant benefits were gradually revealed. The role of technology in ELT has been developed. Moreover, nowadays there is a variety of online courses and distance learning in most universities around the world (ibid). Recent studies on the use of technology in second or foreign language learning reveal the efficacy of mobile devices in language learning. Research has exploited MALL in different field of language learning such as pronunciation (Ducate and Lomicka, 2009 cited in Tai and Ting, 2011), listening skill (Edirisigha et al. 2007 cited in Tai and Ting 2011), writing proficiency (Morita, 2003 cited in Tai and Ting, 2011), reading comprehension (Chen and Hsu, 2008 cited in Tai and Ting, 2011) and vocabulary (Chen and Chung, 2008; Levy and Kennedy, 2005; Lu, 2008 cited in Tai and Ting, 2011). According to some of the studies, mobile phones play a beneficial role in learning vocabulary and idioms. English vocabulary lessons are sent to the learners’ mobile phones using short text messages. As mobile phones are ubiquitous, learners are ready to read the messages and therefore the result will be noticeable (Baleghizadeh and Oladrostam, 2010). Vocabulary learning is usually delivered in a strictly conventional ways, such as providing abstract definitions and sentences stripped off the context of use (Jiang, 2000) and learners try hard to learn them. As technology is developing day by day, it affects the lifestyle, doing a variety of activities and self-study. There are different sites which are designed to help people to learn languages in their spare time. There are learning system and mobile language lab that let people study, practice and review any languages, anytime and anywhere (Kolb, 2008). A large 4 number of applications are provided to help those who are interested in learning. Mobile learning is experiencing rapid development. Early generations of mobile learning projects tended to propose formally-designed activities, carefully crafted by educators and technologists, and using emerging technologies that were not yet widely accessible or well understood (Kukulska-Hulme, Traxler & Pettit, 2007). Handheld devices such as mobile phones and tablet computers with internet capability and electronic dictionaries, MP3 and MP4 players without internet access are available as learning devices anytime, anywhere (Kukulska-Hulme and Shield, 2008). Furthermore, mobile phones are the most frequently used devices among the other mobile devices (Pecherzewska and Knot, 2007 cited in Kondo et al. 2012). An integral part of English language learning is learning English vocabulary. If learners expect to understand the language, they should learn more vocabulary and use them in their speaking. As the classroom hour limitation causes less opportunity for the learners to converse, both teachers and learners face problems (Alemi, Anani Sarab, Lari, 2012). On one hand, teachers have no enough time to teach all necessary vocabulary and on the other hand, learners may have difficulties to follow the language learning process. That is why researchers try to investigate to explore innovative ways of learning different language skills as well as vocabulary to help both teachers and learners (ibid). Alemi, Anani Sarab, and Lari (2012) have conducted a study to determine the effectiveness of SMS (short message system) on Iranian university students’ vocabulary learning and retention. They chose forty five university freshman students with an upper intermediate level of English, twenty eight students as the experimental group and seventeen students as the control group. 5 The experimental group were taught 320 headwords using the Academic Word List (Coxhead, 2000) through SMS during 16 weeks and the control group were taught the same word list using dictionary during the same period of time. After employing post- test for both groups, there was not any important difference between the results of both groups. However, the delayed post- test showed significant effect of SMS on vocabulary retention compared to using a dictionary. In fact, experimental group outperformed the control group. Stockwell (2007) prefers mobile phones to computers in learning a language. He states that mobile phones are more sophisticated and convenient in learning the language vocabulary. Nowadays with the existing technology, the number of the students who own mobile phones, MP3 and MP4 players is increasing rapidly. Therefore, teachers can take advantage of it and try to make use of students’ preferred choices of technology in their curriculum and syllabus. In addition, MALL will help the students to be more autonomous. Different types of CALL-based vocabulary learning application such as a multimedia package with vocabulary, written text with electronic glosses, and dedicated vocabulary programs (Ma and Kelly 2006 cited in Stockwell, 2007) have been provided to the learners. Therefore they can acquire as more vocabulary as possible to improve their language learning. However, Stockwell (2007) decided to conduct a small-scale study to investigate the use of a prototype mobile-based intelligent vocabulary tutor system to identify whether the learners prefer to use mobile phones or computers to learn vocabulary. He chose eleven advanced EFL university students in Japan and selected 612 vocabulary items from their textbooks. The students were suggested using intelligent vocabulary tutor system either through their mobile phones or their computers. They were doing vocabulary tasks during 13 weeks and the results were recorded. 6 After collecting and analysing the data, Stockwell (2007) understood that the learners mostly preferred to use computers rather than mobile phones due to some reasons. They complained about the small screen on mobile phones, the high charge and the interference of the private usage of mobile phones. Although some learners were interested in using mobile phones and considered their learning through having fun. Moreover, if the cost of mobile phones decreased and their screens became bigger, more learners would prefer mobile phones to computers. Kolb (2008) prefers students to use their preferred tools to improve learning both inside and outside of the classroom. She believes there are various types of mini lessons and resources which can be easily used throughout mobile devices to learn English effectively and enjoyably. While Kolb (2008) wants to bring mobile phones to the learning and teaching environment, some educators consider them as enemies in the classroom. Although she believes mobile phones are a powerful technology in the hands of students. Kolb (2012) has conducted some case studies to investigate if mobile phones are powerful classroom tools to help both teachers and learners. At first learners became excited and attracted by being able to use their mobile phones in the classroom, and consequently they defined mobile phones as very convenient tools in their hands. In addition, students started to create their innovative ways in using mobile phones for projects. They were also more motivated in doing their homework because they enjoyed using the technology they love within their studying and learning. Kolb (2012) believes mobile phones can help students learn more effectively with joy. She states that mobile phones are the toys can be converted to tools in learning (Kolb, 2008). Recently the 7 attention has been focused on welcoming digital technology into the classroom. They explore using mobile phones as data collection tools that enable people to record audio, use them as digital cameras and camcorders. Classroom projects are developed with the capability of the features of mobile phones on playing roles in learning (ibid). It is stated that mobile phones can be used as a multi-tool in the classroom. Traditional schooling tends to be teacher-centred and separated from students’ needs and preferences while innovative schooling emphasizes the authentic contexts within the use of up-to-date technology in a learner-centred classroom. Furthermore, using technology in teaching and learning environment will lead the learners into being more motivated, imaginative and creative (Wong and Looi, 2010). MALL has been developed at universities of some countries such as The United Kingdom, The United States of America and Japan because almost all university students have mobile phones and use them as learning devices (Kondo et al., 2012). According to Attewell (2005) learning material is developed for particular platforms in order learners can easily access it in different sites. This is because educators want to improve mobile learning. Hajim (2012) states that using mobile devices help students to have easy access to the information they need. Therefore, these devices act as supportive educational tools which can improve student performance in the classroom. Moreover, mobile learning helps the students to personalize their learning and they can learn in their own way. However, some students cannot afford to buy mobile devices owing to the high cost that is a significant mobile devices’ disadvantage. He adds that the battery life can be another disadvantage. Although, some mobile devices such as smart phones and tablet computers are considered great tools for learning, budget still plays a great role as a disadvantage. Trying 8 to reduce the disadvantages, mobile devices can be welcomed into the classroom. Research Questions a. Can Iranian students use mobile devices to facilitate and support their English language acquisition? b. To what extent do Iranian undergraduate students agree to use mobile technology to learn English vocabulary? I would like to know if undergraduate university students in Iran, my country, are eager to use mobile technology to acquire English language or not. As teaching and learning English language is a fundamental issue in Iran, therefore I have posed the inquiry to investigate, collect data, analyse the collected data to find the answer to the questions in order to help the students to learn faster and easier. Moreover, this will help the teachers to teach more effectively. Research Strategy To conduct a research, some important criteria should be concerned such as justification, signification and applicability. If the criteria met, an appropriate strategy ought to be designed. This step plays crucial role in the whole study. Designing a framework for a proposal is essential for achieving acceptable results (Creswell, 2002). I have chosen a mixed method research design because it can be more successful to conduct both quantitative and qualitative methods, in combination, to provide a better understanding of the research problem. In a teaching and learning setting, employing quantitative method cannot be appropriate because the researcher needs both quantitative and 9 qualitative data to investigate logical results. It is obvious that subjective human feelings and notions are difficult and sometimes impossible to quantify, therefore the qualitative method is necessary to collect relevant data (Walliman, 2001). Mixed method strategies provide special opportunities to collect multiple sources of high quality data. Moreover, mixed method strategies are valuable tools for conducting humanistic research and counterbalancing the weaknesses of other methods (Axinn and Pearce, 2006). In this study, collecting quantitative data cannot lead to appropriate answers to the inquiry and therefore qualitative data are needed to obtain more acceptable results which would implement the teaching and learning environment. Furthermore, both quantitative and qualitative data are needed to support the whole procedure and the findings. There are different types of mixed method design and the exploratory sequential design (Creswell, 2012) has been chosen for this study. In this type of mixed method design, qualitative data collection can become a means for developing quantitative instruments. Moreover, the qualitative data support the quantitative data in the whole study. The number of the participants differ in qualitative and quantitative data collection procedures. In exploratory sequential design, such as my small-scale case study, some cases have been interviewed and the qualitative data have been collected and then the questionnaire has been administered in order to collect the quantitative data (ibid). Research design The purpose of this study is to identify to what percentage Iranian undergraduate students agree to use mobile devices in learning English and whether they can use these devices to facilitate and 10 support English language learning. I have intended to come up with the results for improving teaching and learning English in my country. This is an exploratory case study as was conducted in a university setting in Iran. A classroom was chosen at random. There were 36 male and female undergraduate students in the fifth semester who studying Art. The small-scale case study was an appropriate design for this study. Best and Kahn (2006) state that studying a social group such as a classroom community in a university setting is a good example of a case study. The case study investigates and analyses the interactions between the factors that explains the existing status. When a researcher aims to view social reality, the suitable way of organizing social data is to employ a case study, therefore, a social case as a whole can be examined (ibid). In a case study the case or cases selection ought to be done carefully so that the researcher will be able to generalize the result to other cases who have the same theoretical condition (Yin 1998 cited in Best and Kahn, 2006). Creswell (2006) declares that in a case study, the first step is to determine if it is an appropriate design to the research problem. Then, the cases have to be defined and the next step is to choose the reliable kind of data collection procedure and accurate method of data analysis. In the final, the results have to be reported clearly. Cohen, Manion and Morrison (2007) state that a case study can develop a theory from a case or cases that can help the researcher to recognize other similar cases to improve the situation. This is an example of a cause an effect situation as in the present study that investigate the effects of using mobile devices in English language learning and if it causes any improvement in vocabulary learning. Moreover, Oxford (2011) suggests conducting case studies in investigating teaching and learning issues. She adds in a case study the focus can be on a case or the issue which has made by the case. 11 A case study tries to describe a particular situation and provides a comprehensive understanding of the participants in that situation. This gives the opportunity of defining the case or cases in the real-life context ( Robson, 2002 cited in Cohen, Manion & Morrison, 2007). However, Woodside (2010) believes case study research is an inquiry that focuses on describing, understanding, predicting and controlling the individual. He assumes the data collection method in a case study is not restricted to one method and both quantitative and qualitative methods can be used in the same study. Case study is an appropriate design for a number of research objectives such as description, explanation, prediction and exploration. In each of them a series of specific questions can be answered (ibid). For example, an exploratory case study is the attempt to answer what, who, where, when and how questions. There are some advantages and disadvantages in case studies. Case study data are strong in reality although they are hard to organize. The case study results are understandable by majority. Case studies can be conducted even by a single researcher. They are easy to be interpreted. Nevertheless, case studies are more subjective than objective and their results may not involve other cases (Cohen, Manion & Morrison, 2007). In this study: Objective: identifying the Iranian undergraduate students’ interests in the MALL Method: mixed methods Design: small-scale case study Participants: 36 undergraduate male and female Iranian students Instruments: interview, questionnaire Data analysis method: content analysis, exploratory data analysis Method of data collection Choosing an appropriate method of data collection plays a fundamental role in finding reliable answers to the research 12 question. For this reason, mixed method strategies were employed because both quantitative and qualitative data would provide better understanding of the study (Creswell, 2012). In this small-scale case study, mixed method strategies were conducted to collect data. In order to collect qualitative data, semi-structured interview was carried out, because this is more flexible for the researcher regarding the issue (Axinn and Pearce, 2006). Six students were chosen at random among thirty six participants. The interview with each interviewee lasted for 25 minutes and recorded through audio recording device. The interview contained questions about their age, the length of their English language learning in general and English vocabulary learning in particular. There were also questions about the way they learned new vocabulary and their opinion about using mobile devices in learning English vocabulary. After finishing, all recorded interviews were transcribed for analysis. Key issues emerging across the participants were amalgamated (Cohen, Manion & Morrison, 2007). A 20-item questionnaire (Tai & Ting, 2011, Kondo et al. 2012) was administered (Appendix) on paper in the classroom and thirty six participants answered the items using 5-point Likert-Scale ranged from 1 (strongly agree) through 5 (strongly disagree). The questionnaire contained items about learning English vocabulary through mobile devices, if the devices would be beneficial and if the learners were interested in using them. Moreover, the purpose of administering the questionnaire was to measure to what extent the learners were eager to use the devices in learning English vocabulary. The participants answered the 20-item questionnaire in 35 minutes. The quantitative data were collected for analysis. Method of data analysis and findings 13 In this small-scale case study, the quantitative and qualitative data were collected. The recorded interviews were transcribed, summarized, and broken into units. The data were then coded, categorized and the frequency of the codes were counted. The data were analysed using content analysis (Cohen, Manion & Morrison, 2007:475). The results indicated Iranian undergraduate students intended to learn English and therefore they were eager to find a new way of learning to facilitate and support their English learning. They preferred to use mobile devices to learn more English. However, they were not sure if using mobile devices in classroom were permitted or not. The quantitative data were analysed according to exploratory data analysis (ibid). The results showed 44% of the students thought they could learn English well while 42% disagreed and 14% had no ideas (Figure 1). Figure 1: The Percentage of the Students' Opinion about Being Able to English Well. 30 25 20 15 10 5 0 Furthermore, 83% of the students agreed that learning English may be important to their goals (Figure 2). 14  Figure 2: The Percentage of the Students' Opinion about the Importance of Learning English to Their Goals. 50 45 40 35 30 25 20 15 10 5 0 While 72% of the students stated that they preferred to use mobile devices such as mobile phones, MP3 and MP4 players to learn English, 14% disagreed and 14% had no ideas (Figure 3). Figure 3: The Percentage of Students' Opinion on Using Mobile Devices in Learning English 70 60 50 40 30 20 10 0 The students were asked whether using mobile devices were forbidden in the classroom. 72% stated that it was forbidden. 15 However, 10% said that it was not forbidden and 17% had no ideas (Figure 4). Figure 4: The percentage of Students' Opinion about if Using Mobile Devices are forbidden in Classroom. 45 40 35 30 25 20 15 10 5 0 The following question sought to establish the extent to which students agreed to learning vocabulary would help them to improve their English language. The result showed that 74% of the students agreed but 20% did not. In addition, 81% of the students believed that vocabulary learning software on mobile would help them to learn more. 64% of the students declared that using vocabulary learning software for mobile phones and Mp3 and Mp4 audio files made learning more interesting and novel and they would like to use mp3 and mp4 to add to their word bank. Nonetheless, 12% disagreed and 24% had no ideas. Moreover, three quarters of the students stated that mobile devices helped them to have easy access to what they needed in learning and they can use these devices independently. The result of the next question indicated that 72% of the students liked mobile devices’ ubiquity and accessibility (Figure 5). 16  Figure 5: The Percentage of Students' Opinion about Using Mobile Devices Everywhere and Every Time. 45 40 35 30 25 20 15 10 5 0 Furthermore, 69% of the students stated that using mobile devices could lead to effective learning and it would increase their English learning. 55% declared that they wanted to use mobile devices to learn English well and 72% of them agreed that this method of learning is useful to master the English language. 70% of the students stated that since they liked learning English, they could make use of their time through learning using mobile devices. In whole, the result shows students are interested in using mobile devices in learning English in general and learning English vocabulary in particular. Validity and reliability As I decided to conduct the research, I tried to apply one of the most appropriate methods, choose a suitable design and a related method of collecting data. Data collection procedure varies depending on the research design. In order to be convinced of the validity and reliability of it, the process of data collection should 17 be examined (Bell, 2010). Creswell (2012) believes reliability is a measure of consistency. When the scores from an instrument are stable and consistent they are reliable and valid. In addition, Blaxter, Hughes and Tight (2010) declare reliability relates to how the research has been conducted and if another researcher wants to undertake the same questions and the same setting, it would be possible to come up with the same result. After analysing the data and considering the result it will show if the study meets its objectives or not and prove its validity. Some factors such as ambiguous and unclear questions about instruments, non- standardized procedures of test administration, and fatigued and nervous participants who misinterpret questions or guess on tests can result in unreliable data (Runder, 1993 cited in Creswell, 2012). In this study employing mixed method research and using triangulation have increased the validity and reliability of the data (Oxford, 2011; Bell, 2010). Ethics In a piece of research, ethical issues have to be anticipated by the educational researchers. This need stems from the research shocking treatment of individuals in Nazi Germany, inappropriate Tuskegee syphilis studies and other violent treatment of participants (Mark and Gamble, 2009 cited in Creswell, 2012). The three basic principles of federal guidelines for conducting research that has been developed since 1978 involve the beneficence of treatment of participants, respect for participants and justice (Department of Health, Education, and Welfare, 1978 cited in Creswell, 2012). As a consequence every participant who participates in a study has a right to know the purpose and procedure of the study before participating in the study, ask questions and withdraw if desired. 18 The ethics of the research was followed. The university rules, the tutors and students were respected. Furthermore, it was promised to try not to disturb anybody and anything during the study (Creswell, 2012). The students were asked for permission through consent letters and were fully informed about the purpose and nature of the study; moreover, they were made aware of having right to ask questions and withdraw whenever they desire (Oxford, 2011, Bell, 2010). Having made an agreement, the participants were assured of complete confidentiality, anonymity, honesty and integrity. They were also promised to have access to the data and the result of the research whenever they need. Timetable This research was done in January 2013. Six participants were interviewed individually on January 7th 2013 that took about three hours. Moreover, the interviews and transcribing the recorded interviews lasted the whole day. Then the questionnaire was administered to thirty six participants in their classroom on January 10th 2013 within 35 minutes. Significance of study Having taught English for more than ten years, I try to employ whatever methods to facilitate teaching and learning. I am really interested in technology and learning, so I usually try to find useful software for my students to facilitate their learning. I always let them use their mobile phone dictionaries in the classroom. I provide audio lessons for them according to their level of English and ask them to use their Mp3 or MP4 players to listen and practice English. The students become more motivated and learn more effectively. I suggest my students watch English serials to improve their English. That is why I carried out this study to identify whether they were happy with using mobile 19 devices in English language learning. The results indicate that the participants are interested in using modern technology inside and outside of the classroom. Consequently, they have realized the importance of English language effects on their future study, jobs and lives. I have decided to implement my findings in my future teaching career. I hope the result of the forthcoming study will meet my objectives. Teachers would be largely responsible for developing the curriculum around modern technology. Although this certainly is a challenging task, it is worthy. It should be investigated whether using mobile devices is permitted in classroom or not. In fact, mobile devices are already regular parts of most students’ lives so they should enter teaching and learning environment to motivate and help the learners and facilitate teaching and learning. References Alemi, M., Anani Sarab, M.R., & Lari,Z. (2012). Successful Learning of Academic Word List via MALL: Mobile Assisted Language Learning. International Education Studies, 5(6), 99-109. Attewell, J. (2005). Mobile Technologies and Learning. United Kingdom: Learning and Skills Development Agency. Axinn, W.G., & Pearce, L.D. (2006). Mixed Method Data Collection Strategies. New York: Cambridge University Press. Baleghzadeh, S., Oladrostam, E. (2010). The Effect of Mobile Assisted Language Learning (MALL) on Grammatical Accuracy of EFL Students. METESOL Journal, 34(2), 1-10. Bell, J. (2010). Doing Your Research Project. Maidenhead : Open University Press. 20 Best, J.W., Kahn, J.V. (2006). Research in Education. London : Allyn and Bacon. Blaxter, L., Hughes, C., & Tight, M. (2010). How to Research. Maidenhead : Open University Press. Chapelle, C.A. (2003). English Language Learning and Technology.USA: Library of Congress Cohen, L., Manion, L., & Morrison, K. (2007). Research Method in Education. New York: Routledge. Coxhead, A. (2000). A New Academic Word List. TESOL Quarterly, 34(2) , 232-235. Creswell, J.W. (2002). Research Design: Qualitative, Quantitative, and Mixed Method Approaches. London: SAGE. Creswell, J.W. (2006). Qualitative Inquiry and Research Design Choosing Among Five Approaches. London: SAGE. Creswell, J.W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. U.S.A: Pearson. Hajim, M. (2012). Mobile Learning: 5 Advantages and 5 Disadvantages, [online] available at http://edudemic.com Jiang, N. (2000). Lexical representation and development in a second language. Applied Linguistics, 21(1), 47-77. Kolb, L. (2008). Toys to Tools: Connecting Student Cell phone to Education in and out of the Classroom. USA: International Society for Technology in Education. Kolb, L. (2012). Cell Phones in the Classroom: A Practical Guide for Educators. USA: International Society for Technology in Education. 21 Kondo, M., et al. (2012). Mobile Assisted Language Learning in University EFL Courses in Japan: developing attitudes and skills for self-regulated learning. ReCALL, 24(2), 169-187. Kukulska-Hulme, A., Traxler, J. & Pettit, J. (2007). ‘Designed and User-generated Activity in the Mobile Age’. Journal of Learning Design, 2(1), pp. 52-65. [online] available at http://www.jld.qut.edu.au/ Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning. ReCALL, 20(3), 271–289. Mosavi Miangah, T., Nezarat, A. (2012). Mobile-Assisted Language Learning. International Journal of Distributed and Parallel System (IJDPS), 3(1), 309-318. Oxford, R.L. (2011). Teaching and Researching Language Learning Strategies. Great Britain: Pearson. Stockwell, G. (2007). Vocabulary on Move: Investigation An Intelligent Mobile Phone-Based Vocabulary Tutor. Computer Assisted Language Learning, 20(4), 365-383. Tai, Y., & Ting, Y. (2011). Adoption of Mobile Technology for Language Learning: Teacher Attitudes and Challenges. JALT CALL Journal, 7(1), 3-18. Walliman, N. (2001). Your Research Project A Step-by-Step Guide for the First Time Research. London : SAGE. Wong, L.H., & Looi, C.K. (2010). Vocabulary Learning by Mobile- Assisted Authentic Content Creation and Social Meaning-making: Two Case Studies, Journal of Computed and Assisted Learning, 26(5), 421-433. Woodside, A.G. (2010). Case Study Research: Theory. Methods. Practice.United Kingdom: Emerald Group Publishing. 22 Appendix : Questionnaire Name: Age: Nationality: Field of study: 1. I think I can learn English well. 2. Learning a language may be important to my goals, but I don’t expect it to be much fun. 3. I prefer to use mobile technology such as mobile phones, mp3 and mp4 in learning English. 4. Using mobile devices is forbidden in classroom. 5. Learning vocabulary helps me to improve my English language. 6. Learning vocabulary helps me to improve my English language. 23 7. Learning vocabulary helps me to improve my English language. 8. I’d like to use mp3 and mp4 to add to my word bank. 9. Using vocabulary learning software on mobile phones and Mp3 and Mp4 audio files makes learning more interesting and novel. 10. These devices help me to have easy access to what I need in learning. 11. I can use these devices everywhere and every time. 12. Using the devices can lead to effective learning. 13. Using the devices increases my learning. 14. I can use these devices independently and with no help. 15. I want to use these devices to learn English well. 16. This method is useful to master the English language. 17. This method is useful to improve listening skills. 18. Using the devices motivates me to learn more. 19. In general, I like learning English. 20. I can make use of my time through learning this way. 24