![]() Through the development of a Master of Arts (MA) in a computer assisted language learning module (based on a constructivist and 'practise what you preach' approach, entailing that the teachers experience firsthand the assessment types they were asked to develop), the instructor/researcher aimed to provide Computer Assisted Language Assessment and Testing (CALAT) teacher education, focusing on classroom assessment. Most Second Language (L2) Teacher Training Assessment and Testing courses focus on testing. From this standpoint, empirical and questionnaire studies are conducted to verify that MALL could enhance the recall of the target phrases for L2 writing and also learners’ autonomy, in comparison with paper-based vocabulary learning. These processes differ from those such as passively listening to the teacher and receiving knowledge from the teacher. While engaging in L2 learning with mobile devices, L2 learners should be expected to be autonomous agents not only by receiving knowledge and messages from peers and teachers but also by responding to them. In addition to this, mobile-assisted L2 learning could also facilitate learners’ agency or autonomous learning in that successful MALL should rely largely on the agency (Pachler, Bachmair, & Cook, 2010) as an autonomous learner. The use of technological functions in a mobile device, for example, might activate learning processes, resulting in the easier recall of the target vocabulary. Previous studies articulate that technology-enhanced L2 learning could bring about some positive effects. The aim of this study is to examine the advantages of Mobile-Assisted Language Learning (MALL), especially vocabulary learning of English as a foreign or second language (L2) in terms of the two strands: automatization and learner autonomy. ![]()
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