The Impact of MALL on Task—based Curriculum Development

陳文輝

【Abstrac】The following is a research proposal for finding out “what is the impact of MALL on task-based curriculum development”.Ever since late 1960， the emergence of online learning has brought a wave of new MALL.The study aims to provides model of better assess for students to acquire knowledge through MALL.A cross-sectional survey combining both qualitative and quantitative method would be employed to apply a prospective research on the corresponding impact.Expected results of the transformation of student learning performance after the utilization of MALL would lead to the influence of activity theory.

【Key words】curriculum； studentsperformance； MALL

Introduction

Definition of “MALL”：MALL is the place where “l(fā)earners share information and experiences with the group， members learn from each other， and have an opportunity to develop themselves personally and professionally” （Lave & Wenger 1991）.”MALL is learners collaborating online， such as within discussion boards and newsgroups， or a “mobile community of practice” （Kietzmann et al.2013）.The utilization of Moodle platform， Blackboard Learning is keeping pace with the development of Internet courses and programs.

Findings

How does MALL change the way of task-based curriculum development？ MALL， a new form for both teachers and learners to achieve learning convenience， increased access to learning content channels （Chinnery， G.M.2006） and Innovative learning methods， this new way of learning is learner-centered， personalized， collaborative， contextual and ubiquitous.This learning mode is referred to as “new learning”.In a word， MALL plays an important role in our daily learning and enhances task-based curriculum development for both teachers and learners.

Whats the problem of MALL？ As the application of MALL， it has faced challenges in four aspects （chen xiaobing， 2013）.Firstly， technical challenge.Because of the limitation of mobile phones memory capacity， mobile phones running speed bears no comparison with computers.Secondly， attitudinal challenge.Without proper guidance， students are easily got addicted into smartphones.Thirdly， usage challenge.There is a problem that MALL takes over the unclear goal in actual teaching and entails no specific content， leading this way of not meeting the need of students.Finally， application challenge.There are still some basic problems in teaching among Chinese universities.There are a series of problems show the relatively broad space for research and development.

How to avoid the problems of applying MALL？ MALL is not only beneficial for students to learn and share information on their task-based curriculum conveniently.It is also to be noted that MALL may cause some physical problems as well.Since the learners might lose control of themselves， the proper guidance should be taken with strong significance.In order to enhance students practical language competence， its of great importance to do that teachers should not only design discrepant curriculum according to the difference between different equipment but also encourage students to explore their own MALL strategies.

Summary

The study will provide relaxing environment to examine the qualitative and quantitative impact of MALL for students with an experience of task- based teaching， creating a learning environment that provides cultural meaning to the students and enhances their engagement， motivation and commitment.Also， the design of such an environment for learning may not necessarily requires computers.Mobile phone which could connect to Internet will work.The design of study takes investigations to examine the different results in task-based curriculum for teachers using MALL.Teachers are the essential role in task-based curriculum development and the MALL is an effective means for the pedagogical teaching.

Reference：

[1]Chen xiaobing （2013）.移動(dòng)輔助語言學(xué)習(xí)研究初探， Journal of South China University of Technology Vol.15 No.1.Social Science Edition Feb.2013

[2]Chinnery，G.M.（2006）.Going to the MALL：Mobile assistedlanguage learning[J].Language Learning & Technology， 10（1），9-16.

[3]Kietzmann， J； Plangger， K； Eaton， B； Heilgenberg， K； Pitt， L；Berthon， P （2013）.“Mobility at work： A typology of mobile communities of practice and contextual ambidexterity”.Journal of Strategic Information Systems 3（4）.

[4]Lave，Jean；Wenger， Etienne（1991）.Situated Learning： Legitimate Peripheral Participation.Cambridge：Cambridge University Press.ISBN 0-521-42374-0.； first published in 1990 as Institute for Research on Learning report 90-0013.