1. Orit Ezra, Anat Cohen, Rafi Nachmias
Mobile-assisted language learning among free adult learners of Chinese in Israel 你好
בספרות יש דיון על המעבר מ-CALL ל-MALL ואני בודקת את זה – את המעבר הזה – כלומר האם הלומדים שלי באמת עושים CALL ל-MALL
לפרט על לומדים חופשיים: מה זה? למה עבורם למידה ניידת מאד חשובה (גשר מהלימוד הפרומלי ללא פורמלי)
Rational -
affordances on the one hand and limitations on the other, worth checking. How to check: by checking Pegrum mobility degrees as they may reflect the level of affordances used.
מטרת המחקר
The  present research thus seeks to explore the degree of CALL to MALL transition in Chinese learning activities performed by free adult learners
Orit Ezra, Anat Cohen, Rafi Nachmias

2. Literature
Pegrum (2014): Computer Assisted Language Learning (CALL) ---> Mobile Assisted Language Learning (MALL) transition
Mobile devices educational affordances
Local places & global networks
Episodic chunks & extended learning plan
Personal & social learning
The higher the level of mobility, the more fully the affordances are likely to be exploited
1. Device mobility – places diversity
2. Learner mobility – learning in downtime
3. Learning mobility – contextualized learning
Mobility degrees
Affordances – afford the diverge from CALL
Personal – produce not just consume
Device mobility – as Pegrum explains I’s more device portability accoding to Puendetura from point A to B it’s closed. (connected classroom or e-learning classroom – house or class)
Learner mobility – here he starts talking more about the leaner mobility and not the device portability (connected classroom where students move around in class)
In general his model talks about: device are mobile; device and learners are mobile; device, learners and learning is mobile – and I split the terms and in the end calculated their summed mobility so It might be a bit different than what he meant initially
Examination of mobility degrees - may point at the extent of CALL-to-MALL transition

3. Research purpose: examine this transition
Research questions
How much mobile beginner and intermediate Chinese free learners’ activities are pulled away from CALL towards MALL? Sub-questions:
To what degree do learners’ mobile activities exhibit device mobility (places diversity)?
To what degree do learners’ mobile activities exhibit learner’s mobility (downtime learning)?
To what degree do learners’ mobile activities exhibit learning mobility (contextualized learning)?
Research purpose: examine this transition
CALL
MALL
put in the words of one of the interviewees - “people who are actually still in the phase of learning the language”.

4. 2. Learner mobility (down time learning)
Research variables
Sum of device mobility, learner mobility and learning mobility (Reinders & Pegrum, 2016)
1. Device mobility
Real world places diversity
Frequency
2. Learner mobility (down time learning)
3. Learning mobility
Real world context level
Real life context level (Klopfer, 2011; Pegrum, 2014)
4. Total mobility
put in the words of one of the interviewees - “people who are actually still in the phase of learning the language”.
Real world places diversity: the number of types of places where the activity is taking place.
Frequency: the frequency the activity is taking place
Device  mobility is calculated by adding the 2 scores
Real world context level: the degree of the activity in relation to the physical place
Real life context level: the degree of the activity in relation to the learners’ real life (Klopfer, 2011; Pegrum, 2014)
Leaning mobility is calculated by adding the 2 scores and multiplying by 2 (representing the importance of this variable as

5. Methodology
Structured interviews of 9 free learners of Chinese in Israel:
Preliminary research, further examination of larger volumes is necessary
46 types of learning activities (during the past half a year)
The range of number of activity types per respondent was 3 – 8
Mixed analysis
הסבר לגבי הפעילויות: כותבי המודל התיחסו לפעילויות שבעיקר בעולם הפורמלי מורים יכולים להלביש על אפליקציות וכו. מטרתם היתה לגרום למורים לתכנן פעיליות בצורה ניידת יותר. היות ובמחקר הנוכחי שנבדקים הינם לומדים חופשיים הם או אשר מחליטים ויוזמים את הפעיליות. השימוש באתרים ובאפליקציות יכול להיות שונה מאד מבחינה איכותית בין לומדים חופשיים שונים בהתאם לשימוש שהם עושים באתרים אלו – דהיינו הפעילויות שהם עושים תוך כדי השימוש באתרים ובאפליציות (לתת דוגמא – למשל יכול להיות לומד שישתמש באתרים בביתו ועל כן בכלל לא יבצע ךמידה ניידת, לעומת לומד אשר באמת מנצל את האתרים ללמידה ניידת – ואכן מטרת המחקר היא להעריך עד כמה הם עושים פעילויות אשר משקפות למידה ניידת בצורה אפקטיבית)

6. Results – device and learner mobility
Variable 1 - device mobility
Variable 2 - learner mobility: 80% of the activities were carried at list once a month in downtime
מה התוצאות וההסברים
Device mobility came out medium 43 % medium, 33 % high – mostly higher or equal to medium
Remember it is combined of places and frequency according to following composition: places - 2 modes on 1 place and 5 places and 5 places was mostly social media – still handful of places; frequency - mode - few times a week – not too frequent

7. Discussion – device and learner mobility
Discussion - Possible hinders
Potential impeding operational factors
Lacking mobile affordances (Pegrum, 2014)
Learners quotes
Busy working learners who find it difficult to access learning at times and locations that suit them (Kukulska‐Hulme, 2012)
Lack of episodic and extended
An activity which dealt with presenting Chinese numerals and asking the learner to write the compatible numerals.
In this case, workplace restrooms were described as the place where the learning took place and as a good fit given these were “very short activities”.
2. מהם הגורמים האפשריים?
Suggested impeding operational factors represent a lack of Pegrum’s (2014) mobile affordances (local, episodic and extended, and personal and social)
Further factors which may impede scoring higher on device and learner mobility physical and psychological constraints such as battery life, screen size, or keeping the phone for personal purposes and not learning (Stockwell & Hubbard, 2013).

8. Results – learning and total mobility
Variable 3 - learning mobility
Variable 4 – total mobility
מה התוצאות וההסברים
Learning mobility - 74% of the activities were on low learning mobility
Total mobility - Most activities were still in low (48%) but the number of activities in medium (39%) seems to point at a positive trend towards higher values of mobility

9. Conclusions – total mobility
MALL activities fall short of mobility, particularly learning mobility
Lagging in the transition to MALL
מה המסקנה המרכזית
Given the device mobility and learner mobility relatively higher scores, it seems it is the learning mobility and to a certain degree device mobility leading to low-medium total mobility which suggests that activities are still lagging in the transition to MALL
Main findings suggest that these MALL activities still fall short of mobility, particularly learning mobility and to a certain degree device mobility, and therefore are lagging in the transition to MALL

10. Discussion – total mobility
Potential impeding operational factors
Lacking mobile affordances (Pegrum, 2014)
Learners quotes
Learning in Israel (non- target country)
Lack of local affordance
Google Translate activity: “Sometimes it’s just interest and sometimes it’s because I really need it like when the Chinese business people were here”
Lack of level adaptation
Lack of personal affordance
Chinese reading app activity: “at the moment it’s too hard so I don’t do it too often…I understand maybe thirty percent”
Lack of community ties
Lack of social affordance
Facebook Chinese activity: “I don’t report from the field“
Lack of personal habits adaptation (Pachler, Cook, & Bachmair, 2010)
Lack of personal affordance
1. מהם הגורמים האפשריים?
Suggested impeding operational factors represent a lack of Pegrum’s (2014) mobile affordances (local, episodic and extended, and personal and social)

11. Results – mobile material type
Pedagogically dedicated materials seem to also hinder device mobility and learning mobility
מה התוצאות
There were 18 generic activities and 27 dedicated. More than half of the generic materials were social media and there were a few electronic dictionaries. Dedicated materials consisted of various kinds of educational pedagogically designed materials including flashcards, podcasts, and videos

12. Discussion – device and learning mobility
Potential impeding operational factors
Lacking mobile affordances (Pegrum, 2014)
Learners quotes
Pedagogically dedicated materials (unlike generic) - lacking in ability to produce and share
Lack of personal and social affordance
Facebook activity (generic): “很好吃， 我喜欢” (“It’s tasty, I love it”).
Electronic dictionary activity (dedicated): “There is a lesson about post and we are at the coffee place so no connection…it’s all textbook material”
2. מהם הגורמים האפשריים?
Suggested impeding operational factors represent a lack of Pegrum’s (2014) mobile affordances (local, episodic and extended, and personal and social)

13. Conclusions - future research
Interesting factors to examine
The higher the level of mobility, the more fully the affordances are likely to be exploited(Pegrum,2014)
Local learning
Global learning
Episodic Learning
Extended Learning
Personal learning
Social learning
Mobility
Learners type (free or students)
Target country
Level
Communities
Personal habits
Mobile material types
3. התוצאות קונסיסטנטיות עם המודל (שימוש בתוצאות כדי ל"חזק" את המודל)
חלק מההסברים מתאימים לחלק מהקטגוריות של המודל מה שעשוי להצביע על איכות המודל
(כלומר המחקר שלי בא ל"חזק" את המודל של פגרום אבל כמובן זה לא מספיק כי אולי היו עוד הסברים שמלמדים על קטגוריה אחרת או קטגוריות שלא נמצאו לה הסברים)
אני מראה איך אכן ניתן לשייך את המחסור בגורמים האופרציונליים לאחד או יותר מ-6 הקטגוריות הנומינליות של פגרום (ויש עוד כפי שתוכלו לראות בפוסטר) ואני גם מראה שהניידות אכן יחסית עוד נמוכה
כלומר רוצה להראות שהמודל עשוי להיות אפקטיבי ולכן כדאי בהקשר של המעבר ממאל לקאל להמשיך לחקרו או לחקור את הגורמים האופרציונליים (כמו שאני עושה בתיזה שבחרתי שני גרמים והתמקדתי למידה בקונטקסט)
First, Drawing  on the above suggested impeding factors, the present research may infer at some potential MALL research and thus calls for more research and exploration on the possible relations and influences of variables such as learners type (free or students), target country, level, communities, personal habits, and mobile material types on mobility and particularly on learning and device mobility  

14. Thank You! 谢谢
Questions
提问题