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Related Concept Videos

Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Components of Language01:24

Components of Language

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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
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Mobile-assisted and gamification-based language learning: a systematic literature review.

Kashif Ishaq1, Nor Azan Mat Zin1, Fadhilah Rosdi1

  • 1Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia, Bangi, Malaysia.

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Mobile-assisted language learning leverages smartphones and gamification to enhance language acquisition. This review analyzes over 60 studies, proposing a taxonomy and future research directions for mobile language education.

Keywords:
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Area of Science:

  • Educational Technology
  • Applied Linguistics
  • Human-Computer Interaction

Background:

  • Learning a new language, particularly English, is a global educational priority.
  • Smartphones and mobile applications offer new avenues for language learning.
  • Gamification principles are increasingly integrated into educational tools.

Purpose of the Study:

  • To systematically review research on mobile-assisted language learning (MALL).
  • To analyze the development, evaluation, and application of mobile language learning tools.
  • To propose a taxonomy and identify future research challenges in MALL.

Main Methods:

  • Systematic literature review of over 60 relevant primary studies.
  • Analysis of mobile application design, including gamified approaches.
  • Examination of evaluation methodologies and experimental settings across different educational levels.

Main Results:

  • Diverse mobile applications, both simple and gamified, have been developed for language learning.
  • A variety of evaluation measures and experimental settings are employed to test these applications.
  • The research landscape in MALL is characterized by varied theoretical underpinnings and technological tools.

Conclusions:

  • Mobile technology and gamification are significant facilitators of language learning.
  • A structured taxonomy of MALL research is proposed.
  • Key challenges and future research opportunities in mobile language education are identified.