Annotated Bibliography: Stockwell’s (2012) Answer to Ballance’s (2012) Claims.

Stockwell, G. (2012). Working with Constraints in Mobile Learning: A Response to    

Ballance. Language Learning & Technology, 16 (3), 24-31.

Stockwell (2012) expresses his disagreement with Ballance’s (2012) commentary on the grounds of the latter’s failure to comprehend the activities described and the learning environment in which the research in his study was carried out (Stockwell, 2010, as cited in Ballance, 2012 ). He highlights Ballance’s (2012) unrealistic expectations of the effects of new technologies on learner attitudes.  He also enumerates Ballance’s (2012) claims and provides detailed responses to each of them. Stockwell (2012) concludes his response in a rather biased way. He seems to be personally involved in the discussion, finding it very difficult to be objective. Thus, he uses certain expressions that go beyond the scope of an impersonal academic paper. Certainly, Stockwell’s (2012) paper would have been much more appealing, from a constructivist standpoint, if he had resorted to the implementation of more impersonal language in his response.

 References

Ballance, J. (2012). Mobile Language Learning: More than just the platform. Language Learning & Technology, 14 (3), 21-23. University of Nottingham Ningbo, China. Retrieved October 2012, from

http://llt.msu.edu/issues/october2012/ballance.pdf

Stockwell, G. (2012). Working with Constraints in Mobile Learning: A Response to Ballance. Language Learning & Technology, 16 (3), 24-31. Waseda University, Tokyo, Japan. Retrieved October 2012, from 

http://llt.msu.edu/issues/october2012/stockwell.pdf

Outline: Ballance’s (2012) Commentary on Stockwell’s (2010) Research on Mobile-Assisted language Learning

Purpose: To share Ballance’s (2012) commentary on Stockwell’s (2010) research on Mobile-assisted Language Learning (as cited in Ballance, 2012)

Thesis Statement: Although Stockwell’s (2010) research is an attempt to exploit technological developments for language learning, Ballance (2012) disagrees with the quality and relevance of the data gathered and their implications.

Audience: Teachers and researchers interested in technological developments

I. Reasons for disagreement

          A. The speed of technological innovation in the area

          B. More care to be taken in research as regards platform layout characteristics   

II. Computer Assisted Language Learning (CALL)

          A. Early programs

                    1. Roots in the Audio-lingual Method

                    2. Alternative platforms for the delivery of pen and paper activities

III. Rise of the Internet

          A. Recent Research on Computer Assisted Language Learning (CALL)

                    1. Focus

                              a- learner autonomy 

                              b- distance learning

IV. CALL literature

          A. The potentials of Mobile Assisted Language Learning (MALL)

                    1. Flexibility

          B. Pace of technological innovation

                    1. Negative effects on research

                              a. Outdated quality

V. Stockwell’s (2010) research (as cited in Ballance, 2012)

          A. Time spent on research

          B. Use of pre-smart phones

          C. Possible problems addressed by Stockwell (2010)

                     1. Internet access costs

                     2. Scrolling time

                     3. Small screens and keypads

          D. Description of the activity-system in Stockwell ’s (2010) research to collect data.

                     1. Limitations posed by Stockwell (2010)

                     2. Stockwell’s (2010) unclear  assumptions about the potential of the Mobile

                         Assisted Language Learning (MALL) platform.

VI. Conclusion

          A. Recent Mobile Assisted Language Learning (MALL) technological advances

                     1. App-based activities

          B. Effects of the environment on use

          C. Stockwell’s ( 2010) hypothesis about “dead time”

          D. Limitations of Stockwell’s (2010) research in terms of scope

          E.  Unanswered question by Stockwell ’s (2010) research (as cited in Ballance, 2012)

References

Ballance, J. (2012). Mobile Language Learning: More than just the platform. Language Learning & Technology, 14 (3), 21-23. University of Nottingham Ningbo, China. Retrieved October 2012, from

http://llt.msu.edu/issues/october2012/ballance.pdf

A Critique on Bailey’s (2006) Handbook for International Students

          At present, bibliographic exemplars related to the practical development of literacy skills for students of English in academic settings do not abound. The purpose of this paper is to write a critique on Bailey’s (2006) handbook for international students. Bailey (2006) states that his handbook aims at ensuring that the students’ writing skills meet the required academic standards (p. i). In fact, his handbook provides a rather comprehensive approach to the gradual development of academic skills.

          Bailey’s (2006) work is divided into four parts, each containing instructions, explanations, diagrams and practice exercises, either to be used in the classroom or for self-study. Each part contains “sixty-one short units which teach practical writing skills and revise common difficulties” (Bailey, 2006, p. vii). A system of cross-referencing to help students link related units has been provided, and a Writing Tests section has also been included with the purpose of checking progress. In addition, the exercises in each unit are complemented by answer keys to help students self-assess their work.

         Although Bailey’s (2006) handbook is an innovative contribution to the development of literacy skills for international students delving into the arenas of academic writing, the author should have included in-text citations in his quotations from other sources. Not only has Bailey (2006) failed to acknowledge sources according to the American Psychological Association (APA) premises, he has also openly stated the reasons for not including them. All in all, Bailey’s (2006) overall interesting attempt to cover the gradual development of the skills needed by international students to be able to cope with academic requirements in the English language should not be discredited.

References

Bailey, S. (2006). Academic Writing: A Handbook for International Students (2^nd Ed.). Taylor and Francis e-library. Routeledge, Taylor and Francis Group, London and New York. Retrieved October 2012, from

http://npu.edu.ua/!e-book/book/djvu/A/iif_kgpm_t27.pdf