Contextualized MALL in Target and Non-Target Countries

Abstract

Mobile-assisted language learning (MALL) is known to be conducive to contextualized language learning. However, the literature lacks an understanding of context. Nor is there a quantitative evaluation tool. The chapter's dependent contextualized variables were the following: real-world context level (one's place), real-life context level (one's life), and device mobility (place diversity). The independent variables were target/non-target country (Taiwan/Israel) and language learning orientation (dedicated/generic). In the target country, the spoken language is the studied language. Dedicated/generic language learning orientation represents the existence/non-existence of pedagogy within activities. Fifty-three Chinese L2 students involved in 296 activities and 519 events were interviewed. Using device mobility and an evaluation index developed to measure real-world/real-life context levels, MALL was found more contextualized in Taiwan only in generic activities. The findings refine our understanding of the benefits of studying in the target country. The index can be used in future studies.