The main gap in MALL to the traditional

The Common European Agenda defines six levels of proficiency in a language (Council of Europe, 2001). All level that explained includes following skills: reading and listening comprehension as receptive skills, writing and speaking as productive skills. There are three fields, which should be considered when describing mobile assisted language learning: (1) physical or touchable, (2) pedagogical, and (3) psychosocial areas (Bachore, 2015). Physical issues in this research related to screening size, storage capacity, processor speed, and battery life of the mobile phone. Pedagogical issues in this research refer to confirming the tasks suited to the affordances of the mobile phone or devices used. Psychosocial issues in this research refer to the social environment. While laptops and desktop used for work or research purposes, it also can be the substitutes devices for the mobile devices. Mobile devices designed for personal or social purposes.

Any procedure in which a learner uses a computer and as a result improves the learner’s language skills counted as a Computer Assisted Language Learning (CALL) (Jarvis & Archileos, 2013). CALL has become established in the language education in the early 1980s. At first, the domain limited only to desktop computers with a few basics programs of mechanical software. Though, over the years, this area has developed to include applications, virtual learning environments, online blogs and vlogs (video blogs), online courses, etc. The advance of mobile devices, and their common use, their widespread availability has directed to the new creation area termed Mobile Assisted Language Learning (MALL). The term of MALL  used both in formal and informal of foreign languages learning (Chen, 2013). MALL is different from CALL as of its personal use, the function of portable devices that allow new ways of learning. MALL is a quite new research area, although people nowadays have been using personal mobile or portable devices (Gafni R. , 2009). The main gap in MALL to the traditional process of language learning is the mobility and connectivity of the learner, besides to the potentials of spatial and time shifts yielding improved learning opportunities (Gafni, Achituv, & Rachm, 2017 ).

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