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In this paper we propose appropriation as the key for the recognition of mobile devices as well as the artefacts accessed through, and produced with them as cultural resources in and across different cultural practices of use, in particular everyday life and formal education. We analyse the interrelationship of mobile device users with the structur...
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... However, up until this point, ELT research has either focused on very narrow AR applications or used very small sample sizes (e.g., groups of college students) to investigate the effects of AR, leaving a vast array of situations unexplored. Possible applications include bringing together students of wildly varying ages, ethnicities, and socioeconomic statuses, as well as those from quite diverse classrooms (Pachler et al., 2010;Yen et al., 2013). Thus, a gap remains in understanding the use of AR for inclusive learning. ...
... For example, the causal relationship between AR's immersive features and long-term language proficiency has not been researched (Marrahí-Gómez & Belda-Medina, 2022). Furthermore, research especially related to the employment of AR for different demographies and dissertations about the longitudinal AR impacts are very limited (Pachler et al., 2010;Fombona et al., 2017). ...
... As stated earlier, the documented benefits of AR for learner engagement, motivation, and practical language skills (Huang et al., 2021;Chang et al., 2020) still raise questions about how the tool might be leveraged to its full potential for varied learning preferences and thereby promote inclusivity in the ELT landscape. Such inclusiveness needs to extend to wider age groups, cultures, and educational settings (Pachler et al., 2010;Yen et al., 2013). ...
In contemporary educational contexts, the application of Augmented Reality (AR) in English Language Teaching (ELT) has gained significant attention. Thus, the aim of this literature review is to investigate the benefits of AR in accommodating diverse learning styles and individual learner needs within ELT. AR's multisensory features cater effectively to visual, auditory, and kinesthetic learners, enhancing engagement and motivation while promoting inclusivity. For visual learners, AR offers interactive visuals and 3D models; auditory learners benefit from pronunciation guides and immersive dialogues, while kinesthetic learners engage through hands-on interaction with virtual elements. The analysis, grounded in the Universal Design for Learning (UDL) framework, highlights AR's potential in providing equitable learning opportunities. This review synthesizes current research and intends to offer insights to educators and developers who want to utilize Augmented Reality to design language learning experiences that are effective, engaging, successful, and inclusive. It synthesizes current research findings to achieve this goal.
... Educators at this time must be able to develop learning that is not only oriented towards memorizing and convention activities, but can innovate in the development of creative learning so that it can make prospective teachers competent. This is supported by Ekici & Erdem (2020), Pachler et al. (2010), and Sachyani et al. (2023) learning is a process that has a content of meaning, and meaning cannot be transferred directly to the learner through symbols, images, or words either created through individuals or groups. Educators at this time must be able to develop creativity in learning that is not only oriented towards memorizing and convention activities, but can innovate in the development of learning (Mukaromah et al., 2022;Owolade et al., 2022;Purtadi et al., 2023). ...
Research on student science process skills in practicum-based animal physiology learning with the aim of analysing the science process skills possessed by Biology Education students of FKIP Jambi University. The research method used is quantitative descriptive with data collection techniques in the form of observation sheets, interviews and documentation on the implementation of practicum activities carried out by 116 Biology Education Study Programme students. The results illustrate that in the implementation of animal physiology practicum activities, the science process skills of Biology Education students class of 2022 still have a less skilled category including classification skills at 51%, prediction at 52%, interpretation at 52% and applying concepts at 54% this is due to the lack of understanding of the concept of student theory taught by lecturers so that in practicum activities less mascimal in applying new theories, while the skills of planning experiments, using tools and materials, asking questions, observation, hypothesising, and communication are skilled categories. In conclusion, based on these results, the average student's science process skills are still categorised as less skilled, there are four skills with a percentage below 63% and an average skilled category of six skills with a percentage above 69%.
... After the pandemic, the dependence on mobile applications increased tremendously and virtual education using applications prevailed. Pachler, Cook, and Bachmair (2010) stated that Mobile-Assisted Language Learning (MALL), a subset of M(mobile)learning, is a rapidly growing field with important implications for teaching English with Technology [2]. Therefore, as Mohamed (2021) stated these Applications can be used as successful online learning instruments and can be implemented rapidly to enhance blended learning. ...
Online language classes and mobile-assisted language learning applications (Apps) are non-traditional methods of education that differ from traditional classes, which involve face-to-face instruction and teacher-led lessons. Web or mobile-assisted language learning applications cater to the changing world, making them convenient and affordable for those with limited time. These applications can be used at the learners’ convenience, making them a qualitative leap in the field of language learning. There is a world full of language applications some of which are dedicated to the education of the English Language as the Global language and others have many languages to learn. In the explorations of language applications, the Google Bundle is one of the best for online classes as it is the most comprehensive bundle and Duolingo is the best language application, if we considered the increasing number of its downloads and its continuously increasing revenue. Most of the applications have free and Pro or Premium features, and some only offer a free trial of one lesson or a seven-day trial. Each application has different teaching methods; some use gamification, interactive exercises, communicative approach, spaced repetition, contextual learning, audio-visual learning, and personalization. Moreover, most of the applications employ Artificial intelligence (AI) for immediate feedback.
... This trend will likely continue as wireless and mobile technologies advance. Mobile-Assisted Language Learning, which is a subset of M(mobile)-Learning, is a rapidly expanding field of research that has potentially beneficial implications for the learning and teaching of second languages (Pachler et al., 2010). Handheld mobile devices such as smartphones, tablet computers, laptops, MP3 and MP4 players, and the like are enticing to consumers because, among other things, they give users permanence, accessibility, immediacy, and interactivity (Ogata & Yano, 2004). ...
Z American English is an application that works as a personal instructor for L1 speakers of Arabic who wish to learn English as it takes them on a fun learning trip that starts from the absolute beginner's level until they gain proficiency in English and acquire other abilities. It offers a comprehensive approach to language acquisition, with lessons created by an experienced teacher, Ibrahim Adel. The app is highly accessible, free, and compatible with both iOS and Android devices. One of its notable strengths is its clear learning path, suitable for learners of all levels. The addition of video content and interactive quizzes makes learning enjoyable and effective. Additionally, the premium "Activities Icon" subscription offers extra features. The inclusion of chat rooms fosters learner interaction, enhancing the educational experience. Overall, Z American English is a valuable resource for learners of English, providing a structured and engaging path to language mastery.
... However, we wanted to extend beyond the straightforward use of tools, without a philosophical praxis. We argue here for Pachler, Cook and Bachmair's (2010) definition of mobile learning, which focuses on cultural dimensions, multimodality, informal practices and learning, and aspects such as autonomy and agency. Pachler, Bachmair and Cook have positioned mobile learning as a "mobile complex" where everyday life-worlds become learning spaces linked to user's own media habits, giving an ideal application field for mobile devices. ...
... During the visit to the UK, much was made of outside classroom community learning, with up to 20 Palestinian teachers invited to undertake a discovery learning activity in the form of a 'scavenger hunt' in a local museum, with questions in advance and the answers located among the museum artefacts. Teams were formed and after instructions were explained, responses were recorded via photograph and audio and uploaded to a central repository in a race against the other teams, modelling how mobile learning mediates the spaces between culture, the classroom and online domains (Pachler et al., 2010). The situating of learning to the museum enables wider, informal learning to occur in autonomy and integrates the sovereignty underpinning the ethos for a culturally situated pedagogy that is at once local and global. ...
Digital technologies are heralded as enabling affordances for active and student-centered learning, with self-determination and self-efficacy as corresponding qualities arising from modern pedagogical concepts. Critical affordances of social technologies and social pedagogies include collaboration between individuals, and enhanced agency, as students become empowered to act upon the world through technologically-enabled forms of communication and participation. This chapter outlines an Erasmus+ collaboration between UK, German, Turkish and Palestinian Higher Education Institutes working on a project of digitally transforming pedagogical practices in departments teaching the Learning of English as a Foreign Language (TEFL) through partnerships and in-country workshops. Inherent to this collaborative project was the notion that the Palestinian context and the preservation and celebration of Palestinian culture, identity and indigenous knowledge systems were unique and necessary for renewed pedagogical practices, stimulated from within a teacher education culture situated in values. The chapter explores the barriers and opportunities implicit in utilizing mobile technologies and their associated pedagogic applications among Higher Education TEFL teachers in Palestine. It concludes by arguing for new concepts of praxis that place social justice at the core of Teacher Education, based on what has been learnt from this unique project and context against a backdrop of perpetual disruption.
... MALL is also defined as applying m-learning to language learning (Dağdeler et al., 2020). Mobileassisted language learning is gaining more and more interest and is suggested to have a great impact on second language education (Pachler et al, 2010) which resulted in the appearance of blended learning. ...
Mobile technologies exist in a wide spectrum and have a great impact on today’s world. One of the reasons of mobile technologies’ becoming a vital part of everyday life may be various features they possess such as easy access to content with no time and limit boundaries. This has brought up the question whether they may assist language learning. Considering Web 2.0 tools in the context of mobile technologies, for this study a well-known Web 2.0 tool has been chosen to investigate its effects, Duolingo, on students’ academic performance when used in blended learning settings to support formal language education. The academic performance levels of students are determined before and after the intervention in a high school in accordance with an instructional design prepared to support students in and out of school hours. Data were analyzed by using descriptive analyses techniques. The results of the study are discussed considering the significant difference in students’ academic performance after the intervention. It can be concluded that there are possible advantages of integrating a Web 2.0 tool in blended learning contexts.
... However, El-hussein and Cronje, (2010) advised that mobile learning designers need to understand the students' context and the appropriate application of mobile-mediated social network useable for learning (Pachler et al., 2010). Additionally, Le, Janssen and Wubbels, (2018) observed that a lack of participation, and economic challenges should be anticipated in making use of mobile social networks in learning environments. ...
Mobile devices have penetrated all levels of society worldwide, including what are predominantly considered inaccessible, low-income communities in developing nations. Mobile devices are frequently used for economic, political, and social interactions and even business transactions. In a similar fashion, teachers are slowly adapting to the use of mobile devices as a pedagogical tool in education. The aim of this study was to ascertain how a WhatsApp group, a messaging facility, could be used to enhance group interaction among pre-service teachers during the COVID-19 pandemic. Moore’s Transactional Distance theory and Salmon’s five-stage model guided this qualitative study. Twelve pre-service teachers, out of a class of thirty-five, were purposely selected to work on a group task using the WhatsApp application during the COVID-19 pandemic. They also participated in a focus group interview. WhatsApp artifacts and focus group interview transcripts were analyzed deductively; the results showed that the WhatsApp intervention helped improve pre-service teachers’ engagement and the sharing of content to successfully undertake the group activity virtually. WhatsApp’s social nature has proven to be an enabler for keeping people connected despite physical distance: reducing cognitive loneliness resulting from social isolation. It is recommended that teacher educators, academics, and researchers, as well as students working remotely take advantage of the usability of WhatsApp for learning and research purposes.
... This study integrates ideas from previous research and survey data gathered from 827 student participants, the majority of whom were at a tertiary level of study, while some were at a higher secondary level. Pachler et al.'s [6] socio-cultural framework provided a lens to analyze the impact of existing digital divides from a learning context based on a rural-urban and gendered stance. We examined multiple layers, namely structural (i.e., how online study is constrained by existing digital infrastructure and reach), cultural (i.e., how institutional and home environments influence online study), and agency (i.e., whether the previously unchartered online learning landscape provided students with some feeling of control over their learning actions in achieving their learning outcomes). ...
... We examined multiple layers, namely structural (i.e., how online study is constrained by existing digital infrastructure and reach), cultural (i.e., how institutional and home environments influence online study), and agency (i.e., whether the previously unchartered online learning landscape provided students with some feeling of control over their learning actions in achieving their learning outcomes). Learner agencies are enhanced as users build competencies with a meaningful appropriation of digital resources across the breadth of learning in formal and informal contexts [6,7]. That is, by properly engaging with digital media in both contexts, the habitus of learning evolves as learners enhance their agency to achieve desired learning outcomes [8]. ...
... Pachler, Cook, and Bachmair's [6] socio-cultural framework underpinned our analysis. Survey data gathered from 827 student participants provided rich insights on gender-based and region-based digital discriminations that currently exist in developing economies. ...
This study explores digital divide issues that influenced online learning activities during the COVID-19 lockdown in five developing countries in South Asia. A multi-layered and interpretive analytical lens guided by three interrelated perspectives—structure, cultural practices, and agency—revealed various nuanced aspects across location-based (i.e., rural vs. urban) and across gendered (i.e., male vs. female) student groups. A key message that emerged from our investigation was the subtle ways in which the digital divide is experienced, specifically by female students and by students from rural backgrounds. Female students face more structural and cultural impositions than male students, which restricts them from fully availing digital learning opportunities. Rich empirical evidence shows these impositions are further exacerbated at times of crisis, leading to a lack of learning (agency) for women. This research has provided a gendered and regional outlook on digital discriminations and other inequalities that came to the forefront during the COVID-19 lockdown. This study is especially relevant as online learning is being touted as the next step in digitization; therefore, it can inform educational policymaking and help build inclusive digital societies and bridge current gender and regional divisions.
... Mobile technologies are increasingly drawing more users, expanding capacity, and enabling more sophisticated applications. This has an impact on cultural behaviours and creates new learning situations (Pachler et al., 2010). According to both first and second language scholars, vocabulary is vital in language competency, and obtaining a significant quantity of vocabulary knowledge appears to play an indispensable function in EFL and ESL environments (Lotfi, 2007). ...
The role of Artificial Intelligence (AI) is rapidly growing because of the use of different technologies adapted to language learning: be it in a physical classroom or distant learning, especially after the impact of COVID-19, and it will further grow in the upcoming years. A report on the global forecast for 2027 says, “the online language learning market is expected to grow at a CAGR of 18.7% from 2020 to 2027 to reach $21.2 billion by 2027” (Meticulous Research, 2020). It is not difficult to predict that Artificial Intelligence-based apps with graphical User Interfaces (UI) will eventually replace books. This paper highlights the practical underpinning of using Artificial Intelligence (AI) in Language Learning (LL) and how it will gradually shift the focus of traditional language learning to Artificial Intelligence (AI) in 21st-century learning and instructional contexts. The implication of this paper is towards a better understanding of using different Artificial Intelligence (AI) tools. The paper concludes on a note of how stable Artificial Intelligence (AI) is, what are the trending technologies in Artificial Intelligence (AI), and what kind of changes it brings to language learning and Natural Language Processing (NLP) based on complex algorithms and mathematical calculations.
Keywords: Artificial Intelligence (AI), Language Learning (LL), Natural Language Processing (NLP), Machine Learning, Deep Learning, Human-Robot Interaction (HRI)
... The socio-cultural ecological frame for mobile learning by [17] has analyzed interrelationships between three components, namely structures, agency and cultural practices, within formal and informal learning spaces, when mediated by one-to-one devices (e.g., mobile devices). The idea behind this framework is that teaching and learning practices using one-to-one devices in and around different learning spaces is influenced by a triangular relationship spread across structures (imposed by curricula, communication, technology), agency (such as self and other users/actors) and cultural practices (or social interactions that occur in everyday life) [17,24]. Each of the three components of the socio-cultural framework has been used to analyze the BYOD case study under investigation. ...
