Learner training in MALL: a Pakistani case study

ABSTRACT

This study investigated the effect of an innovative learner-training programme conducted with undergraduate students at a university in Pakistan. The MALL-based programme was designed to develop the students’ competence and confidence in using smartphones to make blogposts as a means of increasing their opportunities to practice writing in English independently and beyond their educational setting. During the eight week programme, the 23 participants engaged in training in the use of technology for language learning purposes, in tandem with other technical, pedagogical and strategic training components to use their smartphones for writing blogposts. This report draws on data from pre- and post-programme surveys, interviews, written feedback, and blogpost output. The findings indicate that this combined learner-training model was successful in enhancing the participants’ independent use of technology for English language practice. The programme also fostered their interest in learning more about new technologies and getting further training in using these for language learning. This study offers valuable insights for educators well beyond the Pakistani context, as it illustrates a model of learner training that can support students to utilize communicative affordances of readily available mobile devices for independent language learning.

KEYWORDS:

• Learner training
• learner autonomy
• MALL
• web-based instruction
• language education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes on contributors

Shaista Rashid works in the area of the integration of technology in language learning and teaching. Her research interests are in CALL, MALL, learner training in the use of technology for language learning, and Teaching English to Speakers of Other Languages.

Jocelyn Howard is a teacher educator in second language pedagogy, intercultural awareness, and the integration of technology in language teaching and learning. She researches language education and language teacher education, covering ESL, EFL and languages other than English, with a current focus on developing intercultural awareness within language education programmes.

Una Cunningham has worked as an educator and researcher at universities in Sweden, Spain, Poland and New Zealand. Her key research interests are in multilingualism, intergenerational language transmission, and technology-supported language learning and teaching. She is currently teaching English language education to pre-service English teachers at Stockholm University.

Kevin Watson works in the area of sociophonetics. He uses large scale spoken corpora and experimental methodologies to examine language production & perception and phonological change. He has published on the accents of north-west England and New Zealand, and also on phonological variation in English as a second language.