Limitations and Advantages in Implementing MALL in the Tertiary ESL Classrooms: A Review
D Praveen Sam1, R Shalini2
1D Praveen Sam, Assistant Professor, Department of English, SSN College of Engineering, Chennai, India.
2R Shalini, Research Scholar, Department of English, SSN College of Engineering, Chennai, India.
Manuscript received on December 22, 2020. | Revised Manuscript received on December 30, 2020. | Manuscript published on January 30, 2021. | PP: 27-32 | Volume-9 Issue-5, January 2021. | Retrieval Number: 100.1/ijrte.E5097019521 | DOI: 10.35940/ijrte.E5097.019521
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Technology-assisted facilities have taken English Language Teaching (ELT) to a different level where Computer Assisted Language Learning (CALL) has become an indispensable feature of leaning a language. Recently, in the current day context of ELT, both learners and teachers are experiencing a positive shift from CALL to another more efficient platform called Mobile Assisted Language Learning (MALL). This paper explores the fundamentals of MALL and its application in ELT. Moreover, it sheds light on the various advantages and limitations in implementing MALL devices like mobile phones, smartphones, kindles and so on in the regular as well as virtual classroom context. It discusses theories on technology-enabled learning and MALL. The primary focus of this paper is to shed light on the perspective of employing MALL in the language classes at the tertiary level.
Keywords: Computer Assisted Language Learning (CALL); Mobile Assisted Language Learning (MALL); Advantages and limitation of MALL; MALL theories; MALL methods.