Efficacy of using mobile devices in education process

This paper presents different approaches of using mobile devices in education, the general perception of continuity between the use of fixed and mobile tools.A key theme of m-learning that mobility does not refer only, or even primarily, to devices, but to learners is outlined in the article.The findings are organized around research questions and there appeared five main themes: 1) different approaches in education; 2) when the devices are mobile; 3) when the learners are mobile; 4) when the learning experience is mobile; and 5) how to teach language with mobile devices.So considering sufficient teachers' preparation and studentsoriented pedagogical formation processes, an efficacy of using mobile devices in education is claimed to be adopted in all higher educational institutions.The communicative approach arose as the result of a shift towards a cognitive perspective, as Noam Chomsky's work on language performance and language competence, and Dell Hymes' subsequent work on communicative competence, led to a much greater emphasis on communicative proficiency [10].Several interrelated points of emphasis emerging from cognitive and psycholinguistic research have proven to be of considerable significance.Going beyond both behaviorist and communicative approaches, a newer sociocultural approachor, more accurately perhaps, a sociocultural perspectivehas recently come to the fore.Consequently, the focus of language teaching is 'increasingly moving away from linguistic inputs and products' towards a greater emphasis on meaningful, contextualized activity [3, p. 59].The sociocultural perspective encompasses a number of approaches, many of which are more or less loosely related to the first approach in the list below.They include: a sociocultural constructivist approach (Vygotsky, 1978), which focuses on learners actively constructing knowledge in interaction with other learners: a situated approach (Lave & Wenger, 1991), which focuses on learners co-constructing knowledge within a particular social context; an embodied approach, which takes into account the relationship between the mind, the body and the environment; an informal learning approach, which focuses on the kinds of incidental, tacit and situated learning that takes place in everyday life; a learner-centered approach, which focuses on students' autonomy, agency and potentially their identity development, at which point this may blend into identity approach; an identity approach (Norton, 2000), potentially a more politicized version of a learner-centred approach that views language learning through the lenses of poststructuralism, critical analysis and critical pedagogy, as it focuses on students' development of agency and identity; an intercultural (communicative) competence approach (Byram, 1997) or intercultural literacy approach (Dudeney et al., 2013), which focuses on students' interactions and negotiations with others from different linguistic and cultural backgrounds, potentially including the development of agency and identity in intercultural contexts; an ecological approach (Lam & Kramsch, 2003; van Lier, 2004) or a complexity approach (Larsen-Freeman & Cameron, 2008), which takes a holistic view of the complex, interconnected processes involved in language learning, and again includes a focus on learners' agency and identity.Literature review.The profound analysis of pedagogical and psychological literature testifies to the continuous scientific search for the solutions to this problem, and clearly highlighted in the works of Ukrainian and Foreign scholars as