O n f e r e n c e

Abstract 
An examination of the mobile-assisted language learning (MALL) literature suggests that 
learner training with mobile technologies is either absent or focused primarily on the 
technical aspects. Given that the majority of activities carried out on mobile devices 
occur outside of the classroom, there is an even greater need for training on an ongoing 
basis that goes beyond just these technical aspects. In a recent paper, one of the 
presenters has argued for providing learner training in CALL from three perspectives: 
technical, strategic and pedagogical. In line with the theme of this conference, one major 
challenge to CALL research is to determine the role that training may play in the way that 
learners use technology for language learning.
Based on experiences from a previous cohort of intermediate learners, the presenters 
describe an exploratory study examining the use of technical, strategic and pedagogical 
training of intermediate learners of English using their mobile phones to develop their 
vocabulary and listening skills. Despite being given explanations regarding the functions 
of the mobile-based tools provided, the previous cohort did not use many of the available 
functions, and they did not engage in the activities as actively as anticipated. Thus, the 
current study was carried out to determine whether these problems could be addressed 
through learner training. The paper begins by discussing the training process itself and 
then offers comparisons between the current cohort that received training and the 
previous cohort that did not receive training in undertaking the activities.

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-321- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Effects of training were measured quantitatively in terms of the amount of time spent on 
task during the activities, completion rates of the activities, and the scores achieved in 
weekly mini-quizzes, while qualitative data were collected through post-treatment 
surveys and interviews.