Long Term Effects of Mobile Learning on Persian Speaking English Language Learners' Vocabulary Acquisition
1. IntroductionThe application of mobile phones in language learning, technically called Mobile Assisted Language Learning (MALL) has attracted language learners and teachers, despite controversy over the issue (e.g. Zhang, Song, Burston, 2011) Since the first MALL paper (Callan, 1994) numerous studies have been conducted on different issues and topic in EFL/ESL contexts (e.g. Belanger, 2005 for listening and speaking; Hsu, 2013 for learners' perception of mobile phones; Kukulska Hulme Shield, 2006 for communicative activities; McCarty, 2005 to support learners' English studies; Stanley, 2006 for classroom based learning; Zhang, et al. 2011, for vocabulary; O'Bryan, Hegellieimer, 2007 for listening strategies).What is mobile learning? An essential component of mobile learning is not just using a mobile phone, as it may commonly be thought of, but the emphasis is on the mobility of the learner (Sharples, 2006) it is a kind of learning which is quite informal (e.g. Fallahkhair, Pemberton, Griffiths, 2007) Furthermore, MALL includes the most recent technological developments, including tablet PCs and smart phones (Kukulska Hulme Shield, 2008) As a result, it can be defined as a kind of learning supported by handheld and portable devices available at any time and any place.Callan's (1994) first published study on MALL, examining Canadian native speakers' writing skills who were asked to use PDAs, was followed by a large number of studies on different aspects of language. For example, Basoglu and Akdemir (2010) examined 60 Turkish EFL learners' acquisition of vocabulary comparing effects of mobile phones and those of printed flashcards. Participants, who also developed a positive attitude towards the experiment, showed improvements in learning new words through mobile learning. Similarly, Zhang, et al's (2011) study of Chinese EFL learners came to the same conclusions; nevertheless, they suggested using technology, including mobile phones as a complementary device rather than the main way to teach.2. Review of the LiteratureThe application of mobile phones in second/foreign language learning has been quite common over the last few decades. Researchers have been using mobile phones to examine their effects on different aspects of the foreign language. For example, Kukulska Hulme and Shield (2008) dealt with the question of whether mobile phones can support collaborative speaking and listening. In fact, they presented an overview mobile assisted language learning, introducing mobile phones, handheld computers, and MP3 players as important tools that can be used to support listening and speaking activities. After a review of certain studies in the field (see Dias, 2002; McCarty, 2005; Samuels, 2003 among others) they concluded that although the literature on the issue is very limited, mobile phones can be used to support listening and speaking.Obari, Goda, Shimoyama, and Kimura (2008) conducted a seven year study to examine the role mobile learning plays in a variety of English education settings. Their first project concerned the effectiveness of mobile learning in TOEIC (Test of English for International Communication) This was done mainly to compare effects of mobile learning with PCs. Results indicated that participants the mobile learning group and computer group performed significantly better at posttests in terms of their vocabulary and grammar drills.In their second project, mobile learning was implemented to scrutinize participants' understanding of news programs using the multimedia feature provided by mobile phones. Therefore, a group of video clips were prepared, and participants were required to watch them either by a mobile phone or a personal computer. Results of vocabulary and comprehension tests, after one week, showed that the mobile group participants performed significantly better than those of the computer group.Their third project was mainly concerned with understanding caption added clips for EFL learners who were less competent.