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Mobile 2.0 and Mobile Language Learning

Mobile 2.0 and Mobile Language Learning

Shudong Wang, Neil Heffernan
Copyright: © 2009 |Pages: 19
ISBN13: 9781605661902|ISBN10: 1605661902|EISBN13: 9781605661919
DOI: 10.4018/978-1-60566-190-2.ch025
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MLA

Wang, Shudong, and Neil Heffernan. "Mobile 2.0 and Mobile Language Learning." Handbook of Research on Web 2.0 and Second Language Learning, edited by Michael Thomas, IGI Global, 2009, pp. 472-490. https://doi.org/10.4018/978-1-60566-190-2.ch025

APA

Wang, S. & Heffernan, N. (2009). Mobile 2.0 and Mobile Language Learning. In M. Thomas (Ed.), Handbook of Research on Web 2.0 and Second Language Learning (pp. 472-490). IGI Global. https://doi.org/10.4018/978-1-60566-190-2.ch025

Chicago

Wang, Shudong, and Neil Heffernan. "Mobile 2.0 and Mobile Language Learning." In Handbook of Research on Web 2.0 and Second Language Learning, edited by Michael Thomas, 472-490. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-190-2.ch025

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Abstract

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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