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Findings show challenges: vocabulary-drilling features are neither motivating nor closely tied to everyday language needs, though gamification and push notifications improve engagement by encouraging routine.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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the study about MALL apps?","Question",{"text":62,"@type":63},"To investigate how mobile-assisted language learning is situated in the context of newly arrived migrants from the Middle East in Sweden as a means to learn a new language.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How did the researchers explore app use and context?",{"text":67,"@type":63},"Through observations and interviews with migrants, examining the designs and contexts of MALL apps from a pedagogical perspective.",{"name":69,"@type":60,"acceptedAnswer":70},"What challenges were found in how migrants use MALL apps?",{"text":71,"@type":63},"Apps are built on individualized drilling activities for vocabulary training that are neither motivating nor immediately connected to migrants’ everyday language learning 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2209-0959\u003Cbr>[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/) |  |\n| --- | --- | --- |\n| Australian Journal of Applied Linguistics, 5(3), 1–20 (2022) [https://doi.org/10.29140/ajal.v5n3.53si5](https://doi.org/10.29140/ajal.v5n3.53si5) |  |  |\n| Mobile Language Learning Designs and Contexts for Newly Arrived Migrants\u003Cbr>LINDA BRADLEYa\u003Cbr>KHALED WALID AL-SABBAGHa |  | |\n| a University of Gothenburg, Sweden [linda.bradley@gu.se](linda.bradley@gu.se); [khaled.al-sabbagh@gu.se](khaled.al-sabbagh@gu.se) |  |  |\n| Abstract\u003Cbr>The mobile phone has become an indispensable device for communication and managing everyday life among newly arrived migrants. Learning a new language is a crucial aspect of integration and professionalization in a foreign country, and the phone is a tool that is also used by migrants also for language learning. The purpose of this study is to investigate how mobile-assisted language learning (MALL) is situated in the context of newly arrived migrants from the Middle East in Sweden as a means to learn a new language. The designs and context of MALL apps used with migrants are explored from a pedagogical perspective and investigated by means of observations and interviews with migrants. The results show that there are difficulties with how MALL apps are used by migrants, as the apps are built on individualised drilling activities with vocabulary training which are neither motivating nor immediately connected to the everyday language learning needs of the migrants. However, gamification aspects built into the apps together with push notifications attract most of the users who do engage with the apps, and these aspects are incentives for building a routine around MALL app usage. The design around the content and functionality plays an important role in how learners make use of mobile applications.\u003Cbr>Keywords: mobile-assisted language learning, MALL, newly arrived migrants, mobile applications, pedagogy of apps, motivation |  |  |\n\nCopyright: © 2022 Bradley, Al-Sabbagh. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Data Availability Statement: All relevant data are within this paper.  \nIntroduction  \nThe mobile phone plays a very important role in newly arrived migrants’ abilities to stay connected with friends and family as well as in developing their networks, and managing everyday life (Gillespie, Osseiran, & Cheesman, 2018; Kaufmann, 2016). Learning a new language is considered a key element in professionalization, that is to say in transitioning into professional and everyday life in a new country (AlHammadi, 2016; DeVoretz & Werner, 2000) . As a means of facilitating this transition, digital technology is increasingly used as a tool that can aid the integration of newly arrived migrants. It is thus relevant to understand how migrants use mobile phones when learning a new language (e.g., Bradley et al., 2020a; Kukulska-Hulme et al., 2015) .  \nIn recent years, the vast influx of migrants from the Middle East has put increased pressure on Swedish society to provide settlement, education, and work. To accommodate for these growing challenges, the development of digital literacy among newly arrived migrants becomes vital. In Sweden, digital literacy skills are well developed, with high levels of digital usage overall, practically covering the entire population (see The Swedish Internet Foundation, 2021) . Such digital literacy often requires more advanced skills, including a heightened degree of language proficiency.  \nAlthough Swedish is part of the “less widely spoken languages” as it is spoken by only approximately 10 million people, the English skills of the population are quite high. However, new","cbCainL1ICnvkzPf","https://ap.wps.com/l/cbCainL1ICnvkzPf","pdf",299692,"English","# Abstract\n# Introduction\n# Related Research","[{\"question\":\"What is the main purpose of the study about MALL apps?\",\"answer\":\"To investigate how mobile-assisted language learning is situated in the context of newly arrived migrants from the Middle East in Sweden as a means to learn a new language.\"},{\"question\":\"How did the researchers explore app use and context?\",\"answer\":\"Through observations and interviews with migrants, examining the designs and contexts of MALL apps from a pedagogical perspective.\"},{\"question\":\"What challenges were found in how migrants use MALL apps?\",\"answer\":\"Apps are built on individualized drilling activities for vocabulary training that are neither motivating nor immediately connected to migrants’ everyday language learning needs.\"}]","Mobile Language Learning Designs and Contexts for Newly Arrived Migrants | PDF",1792078497]