Mobile collaborative language learning: State of the art

TLDR

The review examines mobile collaborative language learning studies from 2012–2016 to clarify how mobile technologies support collaborative learning among second‑ and foreign‑language learners. The authors systematically identified key affordances, pedagogical approaches, second‑language acquisition principles, and affective designs that characterize these studies. Affordances such as flexibility, continuity, timely feedback, personalization, socialization, self‑evaluation, peer coaching, outdoor inspiration, and cultural authenticity were highlighted as promoting social constructivism through game‑based, task‑based, and seamless learning, with individualised‑collaborative, task‑based, situated, communicative, and orthographic approaches prevailing, while negotiation of meaning and feedback were emphasized and affective outcomes included increased motivation, engagement, enjoyment, and reduced nervousness, though some risk of distraction and technical issues were noted, overall supporting the benefits of collaboration.

Abstract

Abstract This paper presents a review of mobile collaborative language learning studies published in 2012–16 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, second‐ and foreign‐language pedagogical approaches, second language acquisition (SLA) principles and affective designs. The results indicate that affordances such as flexible use, continuity of use, timely feedback, personalisation, socialisation, self‐evaluation, active participation, peer coaching, sources of inspiration outdoors and cultural authenticity have been emphasised. These affordances were found to be particularly suited to promote social constructivism, which is often sustained by game‐based, task based and seamless learning. In terms of second and foreign language pedagogical approaches, the combination of individualised and collaborative learning prevails, along with task based, situated and communicative language learning, and raising orthographic awareness. Among SLA principles, negotiation of meaning and opportunities for feedback are highlighted. Affective aspects include increases in motivation, engagement and enjoyment, mutual encouragement, reduction in nervousness and embarrassment, and a few negative reports of risk of distraction, safety concerns, feelings of uncertainty and technical problems. The reviewed studies present a convincing case for the benefits of collaboration in mobile language learning.