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

Source: Stockwell, G. (2012). Working with constraints in mobile learning: A response to Ballance.  Language Learning & Technolog. 16 (3), 24-31. Retrieved from  http://llt.msu.edu/issues/october2012/stockwell.pdf

In his article Stockwell (2012) response to Ballance’s (2012) commentary by explaining the vocabulary learning system described in Stockwell’s article in 2010 and the purpose of his research as regards the use of Mobile-assisted Language Learning (MALL) in the classroom as well as the design of the activities proposed.

Ballance’s (2012) claims that the nature of the activities were not appropriate to a functional exploitation of MALL, and that technology used has become obsolete by the time Stockwell’s research was finished. Considering these points Stockwell (2012) expresses that activities were carefully selected to suit the particular environment in which they would be used and that he focused on the technology available in that particular setting. 

Stockwell (2012) reports that to give students a wider exposure to the target language was the purpose of his research. He declares that “pedagogy must take a primary role” (Stockwell, 2012,p.30). He adds that students’ needs and preferences were of primary concern, so technology, vocabulary items and activities were selected to to suit the particular learning environment.

References

Ballance, O.J. (2012). Mobile language learning: More than just “the platform”. Language Learning & Technolog. 16 (3), 21-23. Retrieved from  http://llt.msu.edu/issues/october2012/ballance.pdf

Stockwell, G. (2012). Working with constraints in mobile learning: A response to Ballance.  Language Learning & Technolog. 16 (3), 24-31. Retrieved from  http://llt.msu.edu/issues/october2012/stockwell.pdf