Sketching the Mobile-Assisted Language Learning Experiences Designed by Taiwanese High School English Teachers

Abstract

This study explored the mobile language learning experiences that Taiwanese high school English language teachers created. A total of 119 valid mobile-assisted language learning (MALL) lesson plans from 36 senior high schools in the national mobile learning (m-learning) programme in Taiwan were analysed via content analysis. The results showed that: (a) “direct guided learning” and “video sharing” were the most used m-learning strategies; (b) the major learning activity foci were on “vocabulary/grammar” and “viewing,” while “writing” received less attention; and (c) students often played the roles of “idea sharer,” “worksheet doer” and “information searcher.” Extrapolating the results with the replacement–amplification–transformation framework further revealed students as “worksheet doer” in the replacement level and “adaptive” as the distinguishing feature for the amplification and transformation level. Finally, from a mobile pedagogical framework perspective, the lesson plans showed that a certain level of personalization and collaboration was created. The results of this research could contribute to the understanding of teachers’ MALL lesson design practice and provide possible directions for supporting teachers’ design activities.