O n f e r e n c e

Short paper 
Introduction 
Mobile devices have been used as a part of language teaching and learning environments 
with increasing frequency over the past several years, with examples of usage both in 
and out of class appearing in the recent literature. Given the fact that the majority of 
students in language learning contexts appear to possess some kind of mobile device, it 
is not suprising that teachers have started to see the potential of such devices as a 
means of providing supplementary tools and activities to enhance the overall learning 
environment. With regards to mobile learning, although rarely stated explicitly, a 
common assumption appears to be that learners are familiar with mobile devices because 
they are generally owned by the individual learners themselves, but this assumption fails 
to take into consideration the fact that knowing how to use a device for non-learning 
purposes does not necessarily equate with an ability to use it for learning purposes. 
Indeed, a review of the literature reveals that there are little or no details provided 
regarding learner training, and that which is described appears to focus primarily on the 
technical aspects, and learners are often expected to engage in learning activities with 
little assistance regarding how and why these activities should be undertaken.
In mobile learning contexts, where much of the learning occurs away from direct teacher 
intervention or assistance, the need for a solid foundation in not only technical aspects 
but also in how to engage in such activities more effectively becomes even more 
paramount. Hubbard and Romeo (2012) have suggested that learner training should be 
provided from three perspectives: technical, strategic and pedagogical. Technical training 
includes training in how to use the device or tools, and what the functions are and where 
to find them. Strategic training includes instruction on how to use the device in order to 
achieve specific learning goals, whereas pedagogical training includes teaching learners 
why they should engage in specific activities in order to make the good strategic choices.
The purpose of the current study was to identify the effect of training on learners 
engaged in using mobile devices as a supplement to in-class activities. Specifically, the 
research question posed was as follows: Are there were any differences in the amount of 
engagement in activities, learner attitudes to the activities, and in language learning 
outcomes when learners are provided with technical, strategic and pedagogical training? 
Method 
The current study was carried out over a two year period with two consecutive cohorts of 
learners studying English at a university in Japan. The learners were enrolled in a first-
year first-semester compulsory English class that focused on enhancing listening skills, 
but it also maintained a general focus on developing general English language 
proficiency. There were 43 learners in the first cohort (control group) and 42 learners in 
the second (experimental group), with learners being of a pre-intermediate level in both 
cohorts.
The system that was used was in essence an updated version of the system described by 
Stockwell (2010), where learners could engage in vocabulary and listening activities that 
supported listening and speaking activities and weekly mini-quizzes that were carried out 
in class. Learners had the option of using either their mobile phone or a computer (PC) to 
carry out the activities depending on their own preferences. Training in the first cohort 
consisted only of technical training, where learners were shown how to use the system 
on both mobile devices and PCs, initially in the first class, and then periodically in 
response to questions that arose from the learners themselves.

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-322- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
While learners were regularly encouraged to carry out the activities in order to help them 
to improve their vocabulary and listening skills, there were no marks assigned to them. 
Training in the second cohort was carried out in three main parts. Firstly, learners were 
provided with technical training on both mobile devices and PCs in classes early on, and 
this was followed up with supplementary explanations on an ongoing basis to ensure that 
learners were familiar with the range of functions that were available. In the second 
class, initial training was provided as a means of introducing the activities to the 
learners: the learners engaged in using the activities in class and then discussed in 
groups what they thought about the activities. Subsequently, training in how and why to 
use the activities in order to achieve learning goals was provided based on the feedback 
from the learners. Further strategic and pedagogical training was carried out weekly 
using collaborative debriefing. Learners met in groups each class and described their 
learning experience using the materials over the previous week. Based on the content of 
the discussions, additional training was provided to the learners to ensure that they were 
aware of how to achieve learning goals, and why the activities would be beneficial to 
them if carried out consistently. 
All access to the activities was logged on the server, including the time the activities 
were used, the scores achieved, and the platform used (i.e., mobile or PC). 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.