MOBILE-ASSISTED LANGUAGE LEARNING AS A PEDAGOGICAL CONCEPT IN CONTEMPORARY FOREIGN LANGUAGE EDUCATION

This article analyzes MALL (Mobile Assisted Language Learning) as a pedagogy in today’s world of FL (Foreign Language) education. This qualitative analysis is based on the foundational academic literature and has the purpose of establishing a better understanding of the concept, methodology, and pedagogy of MALL in language teaching today. The organization of the article uses an IMRaD approach to present the theoretical problem to be examined, describe the method of inquiry used in the investigation (in this case, literature review), report on the major findings of the investigation and interpret the results of the investigation for educational applications. The findings indicate that MALL is not just about using a smartphone or application while learning a new language but rather it is a pedagogically significant way of expanding language learning opportunities outside of traditional classrooms; developing learner autonomy; providing access to learning resources in a flexible manner; and giving contextually-based, interactive opportunities for language practice. Additionally, the findings suggest that the effectiveness of MALL hinges on sound curricular integration; support from an informed and engaged teacher; and the correspondence between the technological affordance of MALL and the objectives of language learning. Finally, the article concludes that MALL is a construct that can enhance FL (Foreign Language) education as a pedagogical approach when implemented using sound pedagogical methodology, rather than simply adopting the technology because it is new.