## 2 Mobile Learning in English as a Second Language Education
### English Language Teaching-Learning Models  
The main purpose of embarking on the journey of L2 learning is to be able to communicate with others in that language [3; 36]. If the learner studies L2 and is not able to communicate and interact with others in that language, his or her learning has been in vain. For this reason, a research initiative mentions important points within the speech skills that should be taken into account when learning another language [37]:  
* Effective interaction only occurs through speaking skills. * Practicing speaking skills allows the learning space to become a socially dynamic place. * Speaking with others immerses students in real contexts and social experiences when sharing a message with others. * The skill of speaking enhances the relationships that exist in the classroom. It all depends on the methodology used by the teacher to create a trusting classroom environment that allows everyone to express his or her opinions in a spoken manner without fear. * The ability to speak helps students develop metacognitive and creative thinking, because they involve other actors in communication, and learning takes on a collaborative role. Speaking L2 allows learners to meet new people, new cultures, travel to different places and have greater opportunities in their professional lives [3]. According to [38], the components of speaking ability are directly related to communicating in L2 in a fluent and accurate manner. Based on this concept, they determine the following components in the field of speaking:  
* **Grammar:** It enables L2 learners to order and structure sentences so that they contain the correct meaning and sense and gives them the ability to communicate effectively orally and in writing. Grammar allows them to combine words based on rules and structures to create sentences that can be understood by others. * **Vocabulary:** Relates to the knowledge of words, their meaning, and their use in a real context. Knowing how to pronounce them within a conversation on a specific topic is what allows communication within the speaking discourse. To fulfill this purpose, vocabulary must be familiar and extensive so that the student is able to talk about any topic without the barrier of not knowing what it means or how to say certain words. * **Pronunciation:** Considers the phonology of the words and their grammatical elements that mark the sounds of the words in each language. Pronunciation is one of the most important elements of speech ability, since it is difficult for a person who does not have good pronunciation to make himself understood and communicate even if he has the correct grammatical elements and vocabulary. * **Fluency:** Allows communicating naturally and accurately. It is the goal of every L2 learner to be able to communicate with others using an appropriate speed and precise pauses when constructing a conversation. This rhythm of speech indicates that the learner is knowledgeable of the language and does not take too much time to structure sentences or search for precise vocabulary, but rather is able to use expressions that come to mind quickly and naturally. * **Comprehension** Allows one to understand the message transmitted and to convey a message that is understood. This encompasses all of the above, since making good use of grammar, vocabulary, pronunciation, and fluency is when comprehension is effective and opens the way for students to engage in meaningful and efficient communication. For students to meet the challenges of L2 learning, methodologies must be learner-centered, and learners are the object of education. For this reason, teachers use different teaching methods and contextualize various approaches that guide the learning of a language. For example [2] shows the following approaches: traditional, natural, structural, communicative, and humanistic.