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Mobile-Assisted Language Learning: Challenges and Setbacks in Developing Countries

Mobile-Assisted Language Learning: Challenges and Setbacks in Developing Countries

Elham Mohammadi, Zahra Sadat Shirkamar
ISBN13: 9781522554639|ISBN10: 1522554637|EISBN13: 9781522554646
DOI: 10.4018/978-1-5225-5463-9.ch010
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MLA

Mohammadi, Elham, and Zahra Sadat Shirkamar. "Mobile-Assisted Language Learning: Challenges and Setbacks in Developing Countries." Cross-Cultural Perspectives on Technology-Enhanced Language Learning, edited by Dara Tafazoli, et al., IGI Global, 2018, pp. 172-186. https://doi.org/10.4018/978-1-5225-5463-9.ch010

APA

Mohammadi, E. & Shirkamar, Z. S. (2018). Mobile-Assisted Language Learning: Challenges and Setbacks in Developing Countries. In D. Tafazoli, M. Gomez Parra, & C. Huertas-Abril (Eds.), Cross-Cultural Perspectives on Technology-Enhanced Language Learning (pp. 172-186). IGI Global. https://doi.org/10.4018/978-1-5225-5463-9.ch010

Chicago

Mohammadi, Elham, and Zahra Sadat Shirkamar. "Mobile-Assisted Language Learning: Challenges and Setbacks in Developing Countries." In Cross-Cultural Perspectives on Technology-Enhanced Language Learning, edited by Dara Tafazoli, M. Elena Gomez Parra, and Cristina A. Huertas-Abril, 172-186. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5463-9.ch010

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Abstract

Nowadays every aspect of humans' life, including education, is affected by technological advancements. Given this, teaching and learning have gone through various changes and are now space- and time-independent in the sense that they can happen at any time anywhere. MALL as a type of IT-based instruction has been popular in many developed countries, while in the developing countries the attitude and requirements for its implementation are not yet ready. In the present chapter, an attempt has been made to review the definition of MALL, synchronous/asynchronous learning, learners' perception of MALL, the status of MALL in developed and developing countries, and finally the challenges facing developing countries for implementing MALL in their educational systems. It also tries to give an insight into the cross-cultural differences affecting the use and implementation of MALL and admits there are further avenues to explore variables mediating the application of new technologies in different cultural settings. In the end, some solutions and recommendations for future research are offered.

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