[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590131-105":59,"doc-detail-590131-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teaching-communicatively-in-a-classroom-with-mobile-sourced-materials-article","Teaching Communicatively in a Classroom with Mobile-sourced Materials - Article","","Mobile Assisted Language Learning (MALL) is widely used beyond classroom contexts, yet its role as a communicative teaching tool remains underexplored. This study gathers reflections from five undergraduate learners in a short communicative English course that uses materials fully sourced from learners’ own devices. Interviews suggest MALL supported an interactive, motivating, differentiated, authentic, and autonomous learning environment. Allowing learner choice introduced manageable complications, and student reactions indicate potential for communicative teaching through mobile-sourced materials.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-communicatively-in-a-classroom-with-mobile-sourced-materials-article/590131/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-communicatively-in-a-classroom-with-mobile-sourced-materials-article/590131.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of this study?","Question",{"text":112,"@type":113},"The study investigates learners’ reflections on a short language course that combines portable electronic devices with communicative learning principles, and whether students respond positively.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the course materials sourced?",{"text":117,"@type":113},"The course materials were entirely sourced from the learners’ own devices, and reflections were elicited through interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What benefits did learners report about using MALL in a communicative course?",{"text":121,"@type":113},"Learners’ reflections indicated MALL helped create an interactive, motivating, differentiated, authentic, and autonomous learning environment, sometimes more than courses using traditional materials.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590131,1792165390,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Teaching Communicatively in a Classroom with Mobile-sourced Materials\u003Cbr>Rupert Walsh*\u003Cbr>School of Languages & Applied Linguistics University of Portsmouth Park Building, Portsmouth, PO1 2DZ, United Kingdom Corresponding Author: Rupert Walsh, [E-mail: Rupert.walsh@port.ac.uk](E-mail: Rupert.walsh@port.ac.uk) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>Mobile Assisted Language Learning (MALL) is now common in extra-curricular language learning, but, more recently, teachers have increasingly sought ways to utilise MALL as a communicative classroom tool. Research into the extent that MALL can transform a whole communicative language course, and learners’ impressions of such courses, is scarce. This study, therefore, sought the opinions of five undergraduate learners on a short communicative English language course based on communicative principles, with materials entirely sourced from learner’s own devices. Learner reflections elicited in interviews suggested that MALL had aided the facilitation of an environment that was interactive, motivating, differentiated, authentic and autonomous, at times potentially more so than on a course using traditional material sources. The novel aspect of allowing freedom in choosing materials caused some complications, though none were considered insurmountable with minor adjustments to the course plan. In summary, student reactions implied that a communicative course could be taught exclusively through mobile-sourced materials, but further research is required to identify exactly how this would best be achieved. Nevertheless, findings here give reasons for practitioners to explore methods of classroom teaching inclusive of MALL that encourage self-directed learning, the creation of a platform for interaction, personalization, differentiation, a shared experience for learners and elements of game-play. |\n| Article history\u003Cbr>Received: June 24, 2021\u003Cbr>Accepted: August 26, 2021\u003Cbr>Published: October 31, 2021\u003Cbr>Volume: 12 Issue: 5\u003Cbr>Advance access: October 2021 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Mobile,\u003Cbr>Communicative,\u003Cbr>Language,\u003Cbr>Teaching,\u003Cbr>Classroom Learning |  |\n\nINTRODUCTION  \nWith classroom practitioners increasingly seeking how to incorporate Mobile Assisted Language Learning into their practice, an important consideration is whether students respond positively when this is employed in collaboration with commonly held language teaching principles, such as those associated with communicative approaches. This research, therefore, specifically investigates the reflections of students on a short language course that combines use of portable electronic devices with learning through communicative principles. Employing interviews, it aims to establish if such a course is well received by students, if benefits are identified in comparison with learning through traditionally-sourced materials, and if any further reflections are uncovered which may benefit a practitioner seeking to employ such technology in a suitable way in a communicative classroom environment.  \nLITERATURE REVIEW  \nMobile Assisted Language Learning (MALL), described by Viberg & Gronlund (2012:9) as ‘any technology that can be used when walking around’, has developed rapidly within ELT in the past 20 years, in step with the function-  \nality afforded by modern smartphones. The vast numbers of students carrying these phones has created the possibility of classroom teaching being facilitated through learner’s own devices (Burston 2017) .  \nMuch recent growth in MALL concerns the possibilities for ubiquitous language learning, with large organisationsand government bodies producing apps for “on-the-go”learning. Education publishers and institutions, sensing this trend and an opportunity to save on physical distribution costs, now also provide online learning tools (Kolbuszews","cbCaipaExqWxt7A0","https://ap.wps.com/l/cbCaipaExqWxt7A0","pdf",147745,"English","# Introduction\n# Literature Review","[{\"question\":\"What is the main focus of this study?\",\"answer\":\"The study investigates learners’ reflections on a short language course that combines portable electronic devices with communicative learning principles, and whether students respond positively.\"},{\"question\":\"How were the course materials sourced?\",\"answer\":\"The course materials were entirely sourced from the learners’ own devices, and reflections were elicited through interviews.\"},{\"question\":\"What benefits did learners report about using MALL in a communicative course?\",\"answer\":\"Learners’ reflections indicated MALL helped create an interactive, motivating, differentiated, authentic, and autonomous learning environment, sometimes more than courses using traditional materials.\"}]","Teaching Communicatively in a Classroom with Mobile-sourced Materials - Article | PDF",1792068870,18]