Task 2

http://llt.msu.edu/vol14num2/stockwell.pdf

USING THE MOBILE PHONES FOR VOCABULARY ACTIVITIES: EXAMINING THE EFFECT OF THE PLATFORM
Language learning and technology: June 2010, Volume 14, Number 2
By Glenn Stockwell, Waseda University

Summary of the article

There are few aims concerned in this study. One of the aims is it has been conducted in order to identify how learners used their mobile phone for language learning when they had alternative methods of completing the activities which is by using computer and their performance on both platforms will be analyzed. In other words, the researcher wants to know the preferable among learners in using either mobile phone or computer in order to accomplish vocabulary activities. The other aim is the researcher wants to determine whether learners used one platform or the other consistently or in burst across the semester. In order to carry out this research, the researcher used VocabTutor system, which was written in PHP and MySQL. It was integrated into Moodle, which is used for management of class grades. Students need to log into the Moodle system before they start doing their vocabulary activities. The mobile system used by the students is accommodated with this system as well, but the simplified version. Thus, both of mobile phone and computer accessed with the same databases. There are two types of vocabulary activities which are passive activities and productive activities. Passive activities require learners to select the correct word from a list of alternative, while productive activities require learners to write or type the correct word in the appropriate tense. The other activities like choosing the appropriate word for an English sentence, choosing the appropriate English word for a Japanese meaning, appropriate word for English definition and write the appropriate English word for an English sentence. The question type and format was the same for each platform. The data were collected by using the server logs which automatically keep details in the system. The server kept all the records such as the platform learners used to complete he activities, the lesson number, the type of activity, the time it was started and finished and as well as the score attained for the activity. There were seven classes involved in the research. The participants are the first-year English language subject in the school of law at Waseda University, Tokyo. They were fresh out of high school, whom aged between 18 to 21 and in 175 amount of number. None of them had ever used mobile phone for language learning before the classes. In order to get valid data, they were taught by the same teacher, using the same teaching approach and content. The activities were mainly focus on the listening activities. Learners were given choices either to use mobile phone, computer (PC) or both. The classes took place only once a week, within 15 weeks of period. Their performance contributed 10 percent of subject assessment. There are three component of study that had been looked at in order to come out with the finding, which are scores achieved, time required to complete the activities and the usage patterns of mobile phone and computer (PC). It has been found out that there was a significant number of learners who did not use the mobile phone at all, but accomplished all the activities on the PC, which is 60 percent of them. 18.9 percent (33 learners) used phone to complete 20 percent of the vocabulary activities. There is a very small number of learners used mobile phone for the majority of vocabulary activities done, while only 3 learners (1.7%) of the subjects fully used their mobile phone to accomplish the vocabulary activities. However, the scores achieved in both platforms, which either by using mobile phone or computer are generally very similar. In term of time required for learners to complete the vocabulary activities, it has been found that longer time spent in order to complete the same activities on the mobile phone. Learners are found spent longer time in completing the multiple choice questions, compared to the time spent for writing questions and both were completed on mobile phone. Other than that, by indicating the result in term of the pattern of mobile phone usage, it has been found that there was a great deal of variation in how learners used the mobile phone. For learners who mainly used PC, there was a random instances of a single usage of mobile phone, but it was rare with the learners who mainly used mobile phone. There are also some learners who started using one platform, and then changed to use the other and sometimes they maintain used one platform until the end of the semester. Overall, even it has been stated that using mobile phone took longer time in accomplish some type of activities compared to PC, there were some learners who prefer to use mobile phone rather than PC and there is an increasing number of learners who used mobile phone. According to the researcher, mobile phone is an greater sense of freedom of time and place, while computer is easy for internet access and learners can do their activities at home at times they are convenient with. Many learners in current study make decision to use the mobile phone as a direct result of trying both PC and mobile phone. Examining how learners use mobile phones in natural contexts will help teachers to provide them with interesting and fun materials. The researcher concluded that as attitudes change over time, learners preferences and expectations of using mobile technologies will also change as well. Hence, successful usage of mobile technologies depend on the learners, with continuing give them opportunities to experiment and discover its usage and benefits.

Reactions towards the article

Overall, this research interests me so much. Integrating mobile phone in language learning is such a brilliant idea, since the gadget itself is a great phenomenon happens for everybody in the entire world. There are lots of reasons why I interested with this research only by looking at the title itself. One of the reasons is I really like the idea of technology integration in language learning. By having this type of methodology in teaching and learning language, it encourages learners to learn language better. Moreover, the wide usage of mobile phone will benefit the language learning so much, since it able to attract the youngsters to learn language. As we look at the popularity of mobile phone nowadays, it becomes more than a daily need. It is a must having gadget for everyone. So, by looking it as a gadget for academic functions, its really benefited in order to produce high academic youngsters or citizens. Thus, by having mobile phone as one of the methods towards learning the language, learning environment is not rigid to the inside classroom only, but anywhere, everywhere and any time. Don’t you think so?. In my point of view, I think that this research is well conducted. The subjects chose are all youngsters, who had never encountered learning with mobile technologies before. Other than that, the subjects were not rigid or forced to use only mobile phone, but ther are given choices to either use mobile phone, computer or both, depend on their preference. So, the data collected is valid and comparison can be made in order to determine the preferable usage of mobile phone among learners. Another thing is the measurement of the results is based on scores achieved, time spending to complete the activities and the pattern of usage of both platforms. The implication of the research is to encourage the transformation in CALL, which is not rigid or limited to the in-class learning language only. Thus, learners are free to learn in unlimited atmosphere in order to gain education, since everybody is equipped with at least a mobile phone each. So, technology is not only for entertainment or fun, but for education as well. It also able to change the style of teaching, from teacher centered to more challenging, fun and meaningful education style. Vocabulary learning can be learnt outside the classroom (by own). So, by having mobile phone learning, it is actually promote self-centered learning and it will attract young learners to learn English language. In conclusion, this is such a good learning style since language learning is unlimited and it should be implemented as it benefits learners a lot and it proves that we are encouraging lifelong education.