Foreign Language Teachers as Instructional Designers: Customizing Mobile-Assisted Language Learning Technology

Abstract

In second or foreign language (L2) education, there is a dire need to increase student exposure and interaction with the target language (input) so that they can initiate or improve their learning (e.g., Ellis 1997). This is particularly true in foreign language environments in which students may not encounter the target language outside the classroom (Wang and Castro 2010). Mobile-assisted language learning (MALL) is gaining popularity for just this: it encourages learners to engage in learning without limitations of time and space (Miangah and Nezarat, Int J Distrib Parallel Syst 3(1):309–319, 2012). Although there exists an abundance of software applications for L2 learning, they are generally pre-made and designed for the general population of teachers and learners without considering individual interests and abilities. To address this issue, a recent proposal by Barcomb, Grimshaw, and Cardoso (Language 2(3):8, 2017) categorizes three levels of teacher involvement in the development of MALL materials: (1) adapting pre-made resources, (2) modifying resources, and (3) creating resources. In this chapter, we illustrate the application of the abovementioned proposal within the framework of each level by exploring design options that teachers can make by using customizable text-to-speech technology to increase student interaction with the target L2 outside the classroom. The authors suggest that this approach has the potential to address some of the limitations that characterize the traditional L2 classroom, to encourage teachers to create relevant and enticing materials for their learners, and to motivate them to take control of their MALL-enhanced pedagogical experience.