Mobile collaborative language learning: State of the art

This paper presents a review of mobile collaborative language learning studies published in 2012-2016 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, secondand foreign language pedagogical approaches, second language acquisition (SLA) principles, and affective designs. The results indicate that affordances such as flexible use, continuity of use, timely feedback, personalization, socialization, self-evaluation, active participation, peer coaching, sources of inspiration outdoors, and cultural authenticity have been emphasized. These affordances were found to be particularly suited to promote social constructivism, which is often sustained by game-based, task-based, and seamless learning. In terms of second and foreign language pedagogical approaches, the combination of individualised and collaborative learning prevails, along with task-based, situated, and communicative language learning, and raising orthographic awareness. Among SLA principles, negotiation of meaning and opportunities for feedback are highlighted. Affective aspects include increases in motivation, engagement and enjoyment, mutual encouragement, reduction in nervousness and embarrassment, and a few negative reports of risk of distraction, safety concerns, feelings of uncertainty and technical problems. The reviewed studies present a convincing case for the benefits of collaboration in mobile language learning. Introduction In this paper we conduct a literature review with the objective of mapping the landscape of contemporary mobile collaborative language learning. Mobile phones, smartphones and tablets in principle enable individuals to learn whatever they wish to learn, whenever it suits them to do so. In many cases, such learning conditions open up possibilities for collaborative learning (CL). CL is understood here as “a fundamentally social process of knowledge building” (Miyake & Kirschner, 2014, p. 420), where learners work together to complete a task or solve a problem, and communicate with one another in this process. The aim of this study is to improve understanding of how mobile technologies and applications (both generic and language-specific) have been used to support CL among second and foreign language learners. Collaboration in language learning can create opportunities for practising language skills and building new knowledge and relationships inside and outside the classroom, as well as in settings where there are no classrooms but there may be other meeting spaces or joint activities. In this study, mobile collaboration comprises physical co-location as well as collaborators being separated in time and place. Iglesias Rodríguez, García Riaza, & Cruz Sanchez Gomez (2017) suggest that CL “involves groups of learners working together to solve a problem, complete a task, or create a product” (p.665), and it is not just a synonym for students learning in groups. We would add that CL can take place between two learners, or even a learner and a teacher, so a group is not always required. Furthermore, in language learning even a simple practice conversation in the target language could be seen as working together to solve a problem (e.g., overcome unwillingness to communicate), complete a task (e.g., understand and be understood), or create a product (e.g., produce correct target language utterances). Earlier review studies provide an ambiguous picture of the use of mobile technologies to support collaborative second and foreign language learning practices. Kukulska-Hulme and Shield (2008) examined the extent to which mobile devices can support collaborative listening and speaking, with a focus on the needs of online and distance learners. They found that there was little research related to collaboration in Mobile-Assisted Language Learning (MALL) but existing examples (2002-2007) showed that collaborative speaking and listening learning practices could be successfully supported. Burston’s (2013) annotated bibliography of MALL studies (1994-2012) includes 41 papers that reported on CL; these were all published in the period 2003-12 and the majority in 2007-12 (26 papers, some relating to the same project). This suggests a growing but modest focus on CL. Burston (2014) also points out that 75% of all MALL applications (apps) are focused on individual learning as opposed to CL and most are teacher-centred. Through the quantitative meta-analysis of mobile devices’ effectiveness for language learning in the period 1993-2013, Sung, Chang, and Yang (2015) found that they mostly generate larger effects than desktop computers. However, the study’s results show a statistically insignificant and small overall effect size for CL, as most of the research did not provide clear instructions for stimulation of learners’ interactions in collaborative tasks (p. 79). Still, the results show that CL can be effective for enhancing learners’ performance, i.e., producing positive learning outcomes and motivating learning. The authors conclude that more scenarios designed to increase the frequency and depth of interactions among learners are needed to explain features and functions of mobile technologies with regard to CL. More general overview papers on mobile learning in education have similarly considered the role of mobile CL practices and their influence on students’ learning performance; for example, Sung, Chang and Liu (2016), suggest that despite the fact that CL researchers used mobile devices' features of individuality and sharing, together with mechanisms for enhancing social interaction, these methods did not enhance the students’ learning outcomes compared with the CL scenarios without mobile devices. The ambiguity of the previous research results suggests the need to delve further into how mobile technologies have been used to support CL among second and foreign language learners. Method The review was guided by the following research question: “What is the current knowledge about the application of mobile technologies to support collaborative language learning? ” A literature review and analysis was conducted covering journal publications from 2012 to 2016. We chose to focus on the last five years since we did not find any reviews of collaborative mobile language learning research covering this recent period. Qualitative review of MALL studies with a specific focus on collaborative learning has not been sufficiently carried out in recent years and this study aims to fill in that gap. Literature search strategy We initially searched for relevant publications through the PRIMO search tool (Peer-Reviewed Instructional Materials Online Database), which contains sundry databases, e.g. Web of Science, ERIC, and Scopus. The following search terms were applied in different combinations: MALL, language learning, collaborative learning, cooperative learning, collaborative language learning, mobile technology, mobile devices, tablets, smartphones, and iPads. Some examples of combinations of these terms include “Mobile technology AND collaborative language learning” and “Smartphones AND language learning AND collaborative learning”. In addition, to ensure reliability we followed Webster and Watson’s guidelines for conducting literature reviews (2002), where the authors suggest to start with contributions published in leading journals, when identifying relevant literature. Consequently, we manually searched for relevant publications in seven key high-ranked educational technology and language learning journals, namely Computers & Education, British Journal of Educational Technology, Journal of Computer-Assisted Learning, Computer Assisted Language Learning, ReCALL, Educational Technology and Society, Language Learning and Technology, and two mobile-specific journals, International Journal of Mobile and Blended Learning and International Journal of Interactive Mobile Technologies. Initially, through the chosen search tool, we identified 1,241 articles. To further guarantee reliability, search results were refined by carefully examining all the retrieved articles’ titles, abstracts and keywords, where we looked specifically for the terms “collaborative learning”, “collaboration” and “interactions” in the context of MALL. Publications concerned with “cooperative learning” were also scrutinized as this term is often used as a synonym for collaborative learning. When searching for relevant articles in the PRIMO tool using the above mentioned search terms, 97% of the identified publications included ones that represented one or more of the search terms (e.g., they were about mobile technology, or about collaborative language learning), however they were not about mobile collaborative language learning. Thus we excluded those articles. Our manual search in the leading journals confirmed the already identified articles. The 33 articles included in the review, published in 21 peer-reviewed journals in the period 2012 – 2016, cover second and foreign language learners’ use of mobile technology for collaborative purposes in educational settings, and report the effects of collaborative use of mobile technology on the acquisition of linguistic knowledge and skills. All the articles included were screened by two reviewers independently. Data analysis We conducted content analysis, using a directed approach, which starts with a relevant theory or research findings (Hsieh & Shannon, 2005). All the identified articles were analysed by both reviewers according to the following categories: affordances, general pedagogical approaches, L2 (second language) pedagogical approaches, SLA principles, and affective design principles, which constitute Reinders and Pegrum’s evaluation framework for MALL (2015). The framework was initially intended for evaluation of the learning design of MALL resources in the form of