Mobile 2.0 and Mobile Language Learning

Mobile 2.0 and Mobile Language Learning

Shudong Wang (Hiroshima Shudo University, Japan) and Neil Heffernan (Ehime University, Japan)
Copyright: © 2009 |Pages: 19
DOI: 10.4018/978-1-60566-190-2.ch025
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This chapter introduces the concept of Mobile 2.0, a mobile version of Web 2.0, and its application to language learning. The chapter addresses the following questions: What is Mobile 2.0? How is it relevant to the concept of Web 2.0? Is Mobile 2.0 ready for language learning analogous to that of Web 2.0? How is the efficacy of m-learning using Mobile 2.0 technology compared to PC Web 2.0? If Mobile 2.0 is appropriate for language learning, then how does one go about setting up a Mobile 2.0 site? Is Mobile 2.0 leading to a transformation of mLearning? Are there any limitations in using Mobile 2.0 for language learning? Finally, is Mobile 3.0 already emerging for learning? These issues will be discussed, and the relevant data will be presented to support the claims made in this chapter. Furthermore, specific examples of Mobile 2.0 and the empirical data of specific uses of mobile phones for educational purposes, especially for language learning in Japan, will be delineated. This chapter suggests that knowledge of Mobile 2.0 will strengthen and reinforce language teaching and allow students to learn more ubiquitously, more effectively, and in a way that is more at ease with their learning styles.
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This chapter will describe the notion of Mobile 2.0, which essentially, is Web 2.0 on mobile handsets, and the implications for language learning. It will provide definitions, current developments in Mobile 2.0, and how Mobile 2.0 applies to language learning. The final section of the chapter will focus on the future and implications of Mobile 3.0.

The structure of the chapter is as follows: following an introduction to the field, the background of the existing research on Mobile 2.0 is outlined, and a definition of Mobile 2.0, and its relationship to Web 2.0 is provided. The next section discusses several Mobile 2.0 phenomena that have recently been seen in the realm of business, and their possible applications to the field of language learning. Some examples of existing Mobile 2.0 sites will then be outlined, and ideas for using these mobile phone oriented sites for language learning purposes are given. Next, the chapter discusses some of the technical details for constructing one’s own Mobile 2.0 sites for teaching, while considering the economics of creating them. This leads to a discussion of exactly how Mobile 2.0 brings about a new trend in mLearning and provides an explanation of how a transformation in mLearning will occur. Finally, some drawbacks of Mobile 2.0 technologies for learning purposes will be delineated.

In this chapter, we are primarily concerned with mobile phones, the most commonly carried and used handheld device. There are many other handheld devices which have the potential to supply language learners with the opportunity to learn ubiquitously, such as Personal Digital Assistants (PDAs), smartphones (a combination of mobile phones and PDAs), MP3/MP4 players, iPods, IC-recorders/players, portable radios, tablet PCs, portable DVD players, and digital dictionaries. However, with the ever-improving development of mobile phone technologies, the dividing line between mobile phones, smartphones and PDAs is becoming blurred, and it will soon be difficult to differentiate between them, as mobile phones will be able to build on most of the functions of these other devices in the near future (Trinder, 2005).

Key Terms in this Chapter

PDA: A Personal Digital Assistant is a handheld mobile device sometimes known as a Palm, can be used a phone or minicomputer. Using either a touchscreen or stylus, users enter data on office software such as address books, email, or schedule planners.

Mobile 2.0 Limitations on Learning: Mobile 2.0 has great potential in assisting learning activities, however, it also has some drawbacks in both its hardware and software aspects. The main drawbacks for learning purposes include: small memory, small screen, slow Internet connection and the high cost of acquiring Internet content through these devices.

MALL: Short for Mobile Assisted Language Learning, refers to using mobile devices, such as mobile phones, PDAs, tablet PCs and iPods to assist language acquisition. As learners can use mobile handsets to learn anytime, anywhere, MALL is considered an effective language learning style and has received a lot of attention by educators in recent years.

Mobile 2.0: Mobile 2.0 is also known as Mobile Web 2.0, but there is no universally agreed upon definition. In this chapter, Mobile 2.0 refers to the extension, but not a simple replication, of Web 2.0 to mobile devices. Taking advantage of the unique features of mobile telecommunication networks and mobile devices such as mobility and handiness, Mobile 2.0 enables users to not only communicate by voice, but also to actively participate in the mobile Internet world by creating, consuming and sharing personalized content.

Mobile 3.0: Mobile 3.0 refers to the advent of Generation 3.5 or Generation 4, and mobile Internet activities will feature a Semantic Web element possessing artificial intelligence. This will result in a virtual classroom that can be viewed on mobile devices.

Learning Transformation: Learning transformation refers to dramatic transitions in the way in which people learn. Individual learning from families to school group learning was the first kind of learning transformation. The introduction of TV to classrooms led to a learning transformation in the 1950s, and in the 1990s the Internet brought a revolution to traditional classroom teaching. In recent years, Web 2.0 has been changing peoples learning styles, which is considered to be yet another type of learning transformation.

Mobile 2.0 Applications: This term refers to those applications which use Mobile 2.0 technology and run on mobile devices through mobile networks. Typical applications include mobile instant messenger, mobile media sharing, mobile web and mobile search, mobile GPS, and mobile RSS.

Complete Chapter List

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Editorial Advisory Board
Table of Contents
Mark Warschauer
Michael Thomas
Michael Thomas
Chapter 1
Michael Vallance, Kay Vallance, Masahiro Matsui
The grand narrative of educational policy statements lack clear guidelines on Information Communications Technology (ICT) integration. A review of... Sample PDF
Criteria for the Implementation of Learning Technologies
Chapter 2
Mark Pegrum
This chapter discusses the application of a range of Web 2.0 technologies to language education. It argues that Web 2.0 is fundamentally about... Sample PDF
Communicative Networking and Linguistic Mashups on Web 2.0
Chapter 3
Bernd Rüschoff
Current thinking in SLA methodology favours knowledge construction rather than simple instructivist learning as an appropriate paradigm for language... Sample PDF
Output-Oriented Language Learning With Digital Media
Chapter 4
Infoxication 2.0  (pages 60-79)
Elena Benito-Ruiz
This chapter reviews the issue of information overload, introducing the concept of “infoxication 2.0” as one of the main downsides to Web 2.0. The... Sample PDF
Infoxication 2.0
Chapter 5
Margaret Rasulo
The aim of this chapter is to discuss the effectiveness and the necessity of forming a community when engaged in online learning. The Internet and... Sample PDF
The Role of Community Formation in Learning Processes
Chapter 6
Tony Mullen, Christine Appel, Trevor Shanklin
An important aspect of the Web 2.0 phenomenon is the use of Web-embedded and integrated non-browser Internet applications to facilitate... Sample PDF
Skype-Based Tandem Language Learning and Web 2.0
Chapter 7
Gary Motteram, Susan Brown
Web 2.0 offers potentially powerful tools for the field of language education. As language teacher tutors exploring Web 2.0 with participants on an... Sample PDF
A Context-Based Approach to Web 2.0 and Language Education
Chapter 8
Lut Baten, Nicolas Bouckaert, Kan Yingli
This case study describes how a project-based approach offers valuable new opportunities for graduate students to equip them with the necessary... Sample PDF
The Use of Communities in a Virtual Learning Environment
Chapter 9
George R. MacLean, James A. Elwood
Prensky (2001) posited the emergence of a new generation of “digital natives” fluent in the language of cyberspace and familiar with the tools of... Sample PDF
Digital Natives, Learner Perceptions and the Use of ICT
Chapter 10
Steve McCarty
In a cross-cultural educational context of TEFL in Japan, the author sought to enhance the integrative motivation of students toward the target... Sample PDF
Social Networking Behind Student Lines in Japan
Chapter 11
Antonie Alm
This chapter discusses the use of blogs for foreign and second language (L2) learning. It first outlines the suitability of blogs for language... Sample PDF
Blogging for Self-Determination with L2 Learner Journals
Chapter 12
Revathi Viswanathan
Training ESL students in soft skills and employability skills with the help of Web 2.0 technologies is the current trend in Indian educational... Sample PDF
Using Mobile Technology and Podcasts to Teach Soft Skills
Chapter 13
Andy Halvorsen
This chapter looks at the potential use of Social Networking Sites (SNSs) for educators and second language learners. It views SNSs broadly through... Sample PDF
Social Networking Sites and Critical Language Learning
Chapter 14
Nicolas Gromik
This chapter reports on an ongoing project conducted at Tohoku University in Sendai, Japan. A mixed group of seven advanced EFL learners produced... Sample PDF
Producing Cell Phone Video Diaries
Chapter 15
Thomas Raith
This chapter explores in how far Web 2.0, Weblogs in particular, has changed foreign language learning. It argues that Weblogs, along with Web 2.0... Sample PDF
The Use of Weblogs in Language Education
Chapter 16
Nat Carney
This chapter gives a comprehensive overview of blogs in Foreign Language Education (FLE) through reviewing literature, critically analyzing... Sample PDF
Blogging in Foreign Language Education
Chapter 17
Pete Travis, Fiona Joseph
In particular, this chapter looks at the potential role of Web 2.0 technologies and podcasting to act as a transformational force within language... Sample PDF
Improving Learners' Speaking Skills with Podcasts
Chapter 18
Volker Hegelheimer, Anne O’Bryan
The increasing availability of mobile technologies is allowing users to interact seamlessly with a variety of content anytime, anywhere. One of... Sample PDF
Mobile Technologies, Podcasting and Language Education
Chapter 19
Jenny Ang Lu
This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language... Sample PDF
Podcasting as a Next Generation Teaching Resource
Chapter 20
Matthias Sturm, Trudy Kennell, Rob McBride, Mike Kelly
Web 2.0 tools like blogs, Wikis, and podcasts are new to the vocabulary of language acquisition. Teachers and students who take full advantage of... Sample PDF
The Pedagogical Implications of Web 2.0
Chapter 21
John Paul Loucky
This study describes a task-based assessment (TBA) approach to teaching reading and writing online. It then analyzes key factors emerging from the... Sample PDF
Improving Online Readability in a Web 2.0 Context
Chapter 22
Jaroslaw Krajka
This chapter contrasts the use of corpora and concordancing in the Web 1.0 era with the opportunities presented to the language teachers by the Web... Sample PDF
Concordancing 2.0: On Custom-Made Corpora in the Classroom
Chapter 23
Darren Elliott
This chapter looks at the ways in which teacher training and teacher development are taking place online. It seeks to address the ways in which... Sample PDF
Internet Technologies and Language Teacher Education
Chapter 24
Sarah Guth
This chapter discusses the potential of social software and Web 2.0 tools to enhance language learning in a blended learning context. It describes... Sample PDF
Personal Learning Environments for Language Learning
Chapter 25
Shudong Wang, Neil Heffernan
This chapter introduces the concept of Mobile 2.0, a mobile version of Web 2.0, and its application to language learning. The chapter addresses the... Sample PDF
Mobile 2.0 and Mobile Language Learning
Chapter 26
Euline Cutrim Schmid
The first part of this chapter discusses the transformative potential of Interactive Whiteboards (IWBs), by analyzing the opportunities of using... Sample PDF
The Pedagogical Potential of Interactive Whiteboards 2.0
Chapter 27
David Miller, Derek Glover
This chapter summarizes the work underway to chart, critically evaluate, and systematize the introduction of interactive whiteboards (IWB) into... Sample PDF
Interactive Whiteboards in the Web 2.0 Classroom
Chapter 28
Samuel Holtzman
The process of technological inclusion begins with an analysis of the features and functions of the specific tool in consideration. Pedagogy should... Sample PDF
Web 2.0 and CMS for Second Language Learning
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