In this age of mobile technology and apps, you can do almost anything on your phone – even learn a new language. This is called mobile learning. Mobile learning is a learning method in which users utilize mobile devices for their learning (Rezaei & Mai, 2013). Numerous studies and papers have been published that explain the power of mobile learning, specifically for English as a second language. Below are just a few that we have read to give us a better understanding of the technology-in-ESL conversation.
Published in 1999, Christopher Hopey explained and predicted the causes for a technology boom, the reality of adult learners’ situations, and implementation strategies for using technologies in adult education. His article, Technology and Adult Education: Rising Expectations, while written almost 16 years ago, still resonates with the current state of adult learners in the United States. Many adults, especially those who are not proficient in the English language, will not enroll in a traditional adult education program (1999). And while there seems to be an ever-increasing improvements in technologies, many adult learners still need outside support and resources in order to learn as much as possible through these advanced tools.
Fast forward 12 years, and we read Nancy Ball’s article, Technology in Adult ESOL Classes (2011). An English for Speakers of Other Languages (ESOL) teacher at the time, Ball explains the benefits of using technology in the ESOL classroom. For example, technology creates access to more and diverse listening exercises for ESL and ESOL students. Technology can provide instant feedback, which furthers learning and can become self-paced. Ball continues to suggest some strategies to implement technology in the adult ESOL classroom:
- Plan.
- Train with the technology.
- Have technical support.
- Have leadership on board.
- Gain resources. Technology is expensive, as Ball reminds us. But with smart phones becoming more accessible, imagine how many adult learners are attending ESOL classes with them.
Lastly, in the 2013 article, Enhancing ESL Vocabulary Development Through the Use of Mobile Technology, authors Deanna Nisbet and Dayna Austin describe how mobile devices such as smart phones can be an effective tool for adult ESL learners. Nisbet and Austin present the more current situation of adult ESL learners. Research has found that the average native English high school graduate knows about 40,000 to 50,000 words. In traditional ESOL classes, learning vocabulary is limited and difficult for a multitude of reasons. Therefore, by incorporating mobile devices for vocabulary instruction allows ESOL teachers to spend class time teaching grammar or other skills. Mobile devices allows ESOL students to study vocabulary whenever they want, wherever they want.
Much more research about the effectiveness of technology in the classroom is available online. I highly encourage those interested in ESL and mobile learning to at least skim through these articles (my apologies if you cannot access them). With mobile technologies continuing to decrease in price, and with the potential benefits for incorporating mobile devices for ESL vocabulary learning, we may see a shift in ESL learning within the coming years.
This post was written by Ji-Sun.
ESLmobile Blog 