* Is an approach to language learning that is assisted or enhanced through the use of a handheld mobile device. * MALL has evolved to support students’ language learning with the increased use of mobile technologies such as mobile phones (cellphones), MP3 and MP4 players, PDAs and devices such as the iPhone or iPad.

* 1980s Twarog and Pereszlenyi Pinter used telephones to provide distant language learners with feedback and assistance. Cell phone-based learning (C-learning), as an instructional approach, has been gaining increasing attention in the field of teaching English as a foreign language in the last 10 years

* 1990s * Instructors at Brigham Young University-Hawaii taught a distance education English course from Hawaii to Tonga via telephone and computer

* 2000s * Dickey (2001) utilized teleconferencing (telephone) to teach an English conversation course to students in South Korea. * Teleconference teaching by the use of one or more of the following: audio, video, and/or data services by one or more means, such as telephone, computer, telegraph, radio, and television.

* Stanford University learning lab used integrated mobile phones in a Spanish learning program in 2001.

* Thornton and Houser (2002; 2003; 2005) developed several innovative projects using mobile phones to teach English at a Japanese university. * They report that young Japanese learners prefer to use mobile phones for many activities, from ing to reading books.

* United Kingdom’s Open University used voice recorders and mini- camcorders to record interviews with other students and locals and to create audiovisual tours in distance-learning German and Spanish course (Kukulska-Hulme, 2005).

* With MALL, students are able to access language learning materials and to communicate with their teachers and peers at any time, anywhere. * It can create more autonomous learners. * Students can be motivated in a positive way towards the technology. * It encourages and facilitates peer interaction.

* Many of the mobile phones are not designed for MALL (small screen or keypad). * There are some apps that are not free. * Students can get distracted easily. * Students and teachers need to take a previous course to know how to use MALL.

* a) what are 3d virtual worlds? * b) how are they being used in Language Learning? * c) good and bad points about them * and how we could use this if you were teaching. Freddy Baldazo – Marylyn Borrego – Valeria Dávila Spring 2014

Three-dimensional (3D) virtual worlds are a new technology that holds some promise as constructivist learning environments for distance education.

* During the past decade, the various new and emerging technologies have been designed and adapted as environments for distance learning. * Among the more interesting contenders of adapted technologies are three-dimensional (3D) virtual words. Three-dimensional virtual words can be roughly described as networked, desktop virtual reality. * While there are a variety of 3D virtual world applications, typically most provide three important features: the illusion of 3D space, avatars that serve as visual representations of users, and an interactive chat environment or users to communicate with one another.

Several of the more popular 3D virtual words are relatively new, they may afford pedagogical support for fostering constructivist learning environments for geographically distant learners. Virtual worlds provide educators an accessible means of creating a rich and compelling 3D context for situation learning, communicative tools to support discourse and collaboration, and Web integration to provide just-in-time resources and information-seeking tools.

Constructivist approaches Task-based language learning Dogme language teaching Language villages Virtual classrooms Virtual tourism Autonomous learning

* Increase students’ engagement, particularly for online classes, by providing opportunities for real time (virtual) face to face student faculty and student-student interaction. * Students feel more comfortable to ask and talk. * The instructor and students can save the text of the discussion for later review, and can share it with students who were not present. * It can provide a platform for more informal interaction between students and faculty.

* Students and instructors have to invest time up front creating avatars and learning how to navigate and communicate in the virtual world. * It requires more than a basic computer * Some students do not enjoy online inter- action, and some might have anxiety about learning to use it. * Discussions can become complicated at times due to the delay incurred while participants type out comments and responses.

* Dickey, M. D. (2003). Teaching in 3D: Pedagogical affordances and constraints of 3D virtual worlds for synchronous distance learning. Distance education,24(1), Dickey, M. D. (2005). Three‐dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance education. British journal of educational technology, 36(3), Baker, S. C., Wentz, R. K., & Woods, M. M. (2009). Using virtual worlds in education: Second Life® as an educational tool. Teaching of Psychology, 36(1), * ng#Approaches_to_language_education_in_virtual_worlds