Advances in mobile technologies have greatly enhanced Chinese language learning. In applying mobile technologies to Chinese language learning, on top of evaluating their impact, one of the key areas is to map where different components of mobile learning experience lie in leveraging mobile technologies for enhancing Chinese language learning. Equipped with the framework of mobile experience, this chapter provides a unique approach to serve as a stepping stone that would lead to more discoveries of innovative and effective ways for mapping mobile learning experience in applying mobile technologies to Chinese language learning around the world.
TopMobile-Assisted Lanaguge Learning
Traditionally, a classroom-only language learning environment has been handicapped by decontextualized learning materials and dialogues. Our conventional expectation, however, is that learners should understand both forms and meanings of target languages and extend language learning outside the classroom (Canagarajah & Wurr, 2011). Thanks to advances in mobile technologies, this issue has been addressed by elevating pedagogical plans and helping instructors to facilitate authentic learning (Pachler, 2010).
The rapid development of mobile devices and the ubiquity of Internet connection create a new instructional paradigm in the educational field. Mobile learning refers to an approach, which can use mobile devices for the educational purposes (Wu et al., 2012). It transforms the landscape of language instructions and supports learning and communication by means of mobile technology (Tella, 2003). Compared to mobile learning, Mobile-assisted language learning (MALL) mainly focuses on language acquisition (Bozdogan, 2015; Khodarahmi, 2018).
Learners showed significant improvement and motivation in mobile-assisted learning environment (Martin & Ertzberger, 2013; Soleimani & Mustaffa, 2014). This is because it can bring openness and flexibility to foreign language learning and make the learning process more interactive and interesting. Mobile technology and Internet enhance the connection of learners with learning resources and peers (Wong et al., 2015). It encourages learners to capture knowledge and information encountering in daily life and bring them to peer discussion (Wong et al., 2010). In addition, mobile technologies help construct a community in which learners make a closer link with peers by communicating in target languages (Luo & Yang, 2016). Learners share and review information with peers there (Wong et al., 2013).