A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis

A Typology of Tasks for Mobile-Assisted

Language Learning: Recommendations from a Small-Scale Needs Analysis

Moonyoung Park & Tammy Slater

Nowadays, mobile devices such as smart phones, tablet PCs, and portable MP3 players has become widespread. It is not surprising that mobile-assisted language learning (MALL) become  one of the method to develop students’  language ability by giving tasks typology through mobile device according to the four language skills (reading, listening, speaking, and writing) as a Second Language (ESL) classrooms. These tools can provide language learners with real-world opportunities to negotiate meaning and to engage with comprehensible input and output by optimizing e-mail, MALL software, short message service (SMS), online discussion boards, voice memo, and voice Search, Voice Call, Dictionary, Game, and class management systems.

To demonstrate an effectiveness of target language, tasks based on an analysis of learners’ also needed. It is well known as Task-Based Language Teaching (TBLT). It focuses on tangible learning outcomes in the form of “tasks” that is, what learners are able to do with the language. Based on this ocasion, different students may have different language learning needs.

To create synergy between TBLT and MALL, a task-based needs analysis must be carried out to identify language learners’ real-world mobile technology tasks in order to inform the development of pedagogic tasks, task-based lesson plans, courses, and curricula.

After studying that materials, l have some plans that will be implemented in the future:

1.      Up to date

2.      Allowing technology progress

3.      Illustrating actual conditions of usage

4.      Utilizing a mobile device as an interactive text-based communication tool

5.      Trying to have similar ideas with students

6.       Learning centred approach

7.      Bring students’ voices into the needs analysis so that overlapping target tasks can be identified for the purpose of future curriculum and materials development.