Chapter 1 introduces MALL, outlining its development and the debates it has sparked. It compares traditional language learning methods with those enhanced by technology, acknowledging the mixed responses of the educational community. This chapter highlights the impact of the ‘digital divide’: not all students have equitable access to MALL. These discussions frame the subsequent exploration of its potential to transform language education. Chapter 2 considers the similarities and distinctions between MALL and CALL. It examines how the capabilities of different devices influence their applicability to distinct educational objectives. It also delves into the intricate relationships among forms of technology, scholarly studies, practical applications and theoretical frameworks. Stockwell advocates a transition from the common reliance on the inherent features of emerging technologies to an approach grounded in pedagogical principles, as technologies outlast the initial excitement (i.e., novelty effect) and become integrated into learning environments. Additionally, the chapter touches on immersive mixed-reality environments and context-aware learning experiences. Chapter 3 delves into the transformative impact of technological progress. Modern learners engage in more self-directed learning than their predecessors, which necessitates considering time management, navigating the digital realm and handling the emotional challenges of constant digital connection. They are expected to be tech-savvy and adept at sifting through a deluge of information. The chapter introduces the concept of mobile literacy, defining the competencies learners need to engage in educational and personal activities on mobile devices. Stockwell asserts that the ubiquity of mobile devices makes this skill set crucial. He also considers how these devices can enhance learners’ motivation. In Chapter 4, the narrative shifts to the intricacies of MALL research. Stockwell contends that it presents more challenges than CALL research because it typically occurs outside of the classroom and on personal devices. This creates a hurdle for those wanting to monitor and assess how students use their devices in less structured environments. Stockwell proceeds to map out the obstacles faced by researchers in the field and delineate the innovative methodologies that have emerged in response. He supports his examination with contemporary case studies, illustrating the application of these novel approaches. Chapter 5 examines the theoretical underpinnings of MALL, highlighting its reliance on principles of SLA and other educational and pedagogical theories such as Activity Theory (a framework analysing social interactions and tool use; see Engeström 1999; Huang et al. 2016) and the Technological, Pedagogical, Content Knowledge framework (knowledge required by educators to integrate technology in teaching; Mishra and Koehler 2006). It notes that the theoretical discourse about technology in education often centres on the multimodal capabilities of contemporary tools. In Chapter 6, the discussion extends to practical considerations, including the implications of screen size, the psychological and social perceptions of mobile devices among educators and learners, and how these factors converge and relate to educational objectives. It scrutinises the tangible, cognitive, and instructional dimensions that determine the efficacy of MALL. Chapter 7 zeroes in on the concept of learner agency, investigating the factors that influence students’ ability to make effective learning choices. Stockwell stresses the importance of training students to grasp the purpose behind mobile learning activities and the expectations of their instructors. This chapter presents evidence that comprehensive training (encompassing technological, strategic, and pedagogical elements) can significantly alter students’ perceptions of and engagement with mobile learning. It advocates continuous training initiatives that help students become autonomous learners. This includes helping them critically evaluate learning strategies, as well as share and reflect on their experiences with their peers. The goal is to cultivate an environment where learners navigate and optimise their educational journeys independently. Chapter 8 delves into the design aspects of MALL, addressing the broader ecosystem and the creation of digital materials. It also tackles the intricate process of crafting assessments within this framework. Stockwell presents a set of fundamental design considerations and guiding principles to facilitate the effective integration of mobile devices into language education. Chapter 9, the conclusion of the book, synthesises the ideas, scenarios, and obstacles it discusses and puts forth a vision for the evolution of mobile learning. This chapter outlines prospective paths for the field and how they relate to impactful research and educational practices. Stockwell ends by stating that mobile devices will serve as an indispensable tool to enrich and enhance language learning. © 2024 Oxford University Press. All rights reserved.
