This article reports on findings regarding the learning strategies used by a group of Chinese English as a foreign language (EFL) learners in a mobile-technology-assisted environment. The research design is a context-specific case study using Dörnyei's (2005) categories of learning strategies as the conceptual and analytical framework to guide…

Adopting a multiple-case, multiple-method design, this study investigates mobile technology use in the practices of three experienced second language teachers. The findings, based on an analysis of the teachers' rationales, stated beliefs and classroom actions, show that the teachers tend to prohibit or reluctantly tolerate mobile device usage,…

Integrating Mobile Assisted Language Learning (MALL) technology (personal multimedia players, cell phones, and handheld devices) into the foreign language curriculum is becoming commonplace in many secondary and higher education institutions. Current research has identified both pedagogically sound applications and important benefits to students.…

Mobile learning is undergoing rapid evolution. While early generations of mobile learning tended to propose activities that were carefully crafted by educators and technologists, learners are increasingly motivated by their personal learning needs, including those arising from greater mobility and frequent travel. At the same time, it is often…

The application of mobile technologies to learning has the potential to facilitate the active participation of learners in the creation and delivery of content. Mobile technologies can also provide a powerful connection between a variety of formal and informal learning contexts and can help to build a community of learners. However these versatile…

While the use of mobile devices for language learning has sparked the interest of an increasing number of researchers in recent years (e.g., Aizawa & Kiernan, 2003; Thornton & Houser, 2005), our knowledge of learners' preferences for the mobile platform and their usage patterns remains limited. Are learners prepared to use mobile phones…

Despite the increase of teacher preparation programs that emphasize the importance of training teachers to select and develop appropriate computer-assisted language learning (CALL) materials, integration of CALL into classroom settings is still frequently relegated to the use of selected CALL activities to supplement instruction or to provide…

Cell phones are now widespread in many countries including Japan where we teach, and are particularly popular among university students. Although they can be a distraction in the classroom, functions such as Internet access and e-mail capability have transformed them into sophisticated communication tools. But are they also potentially useful in…