Confronting the Challenges of MALL: Distraction, Cheating, and Teacher Readiness

Abstract

Mobile technologies appear to be gaining in popularity regarding foreign language instruction as they have recently proliferated in academic environments. M-learning opens up new possibilities and opportunities for both teachers and students, and it is inevitable that methodological approaches to pedagogy and ways of teaching foreign languages are accordingly adjusted and re-evaluated. Despite numerous significant advantages mobile technologies offer, scholars and educators have to take into consideration some barriers and limitations in this respect, and respond to both existing and future challenges. Moreover, the studies on MALL (mobile-assisted language learning) seem to be predominantly focused on benefits of specific technological advances when the advantages of MALL are discussed. This article attempts to present a critical review of the literature which deals with MALL as further research and exploration in this area is necessary, especially with regard to challenges and barriers language teachers face when m-technologies are employed. Three major drawbacks related to using mobile technologies in teaching are predominantly discussed, namely learner distraction, cheating, and teacher perception and readiness. Moreover, proposing feasible solutions to the challenges and barriers is also discussed in the article.