English Language Learning in the Twenty-First Century

Winters’ last perspective puts an emphasis on learner-centeredness focusing on the mobility of the learners Winters, 2006: 6. In line with Winters, O’Malley et al., 2003 state that m-learning happens either when “the learners are not at a fixed, predetermined location or when the learners take advantage of learning opportunities offered by mobile technology”. Drawing from these perspectives, it can be concluded that rather than the device, the focus of m-learning is the mobility of the learners which enables them to learn anywhere, without any spatial restrictions. As the field of m-learning is experiencing rapid evolution, there is a shift in defining m-learning. In the past, m-learning has been defined in terms of its use of mobile technology, while currently m-learning has focused on the mobility of the learners Kukulska-Hulme, 2008: 273. Mobility in m-learning can be understood in terms of spatial movement which enables time-shifting, and boundary-crossing. Sharples et al. 2006: 3 define the concept of mobility in m-learning in five fields, namely mobility in physical space, mobility of technology, mobility in conceptual space, mobility in social space, and learning dispersed in time. Mobility in physical space refers to the attempts to embed learning into daily life and the relevancy of location to learning. Mobility of technology refers to portable devices and resources which are available to be carried around. Mobility in conceptual space is a person’s ability for shifting attention from one topic to another. The next aspect of mobility, mobility in social space, emphasizes on social groups wherein learners perform their learning. Finally, learning dispersed in time means that learning is a cumulative process involving a variety of learning experiences across formal and informal learning contexts. In implementing m-learning in the classroom context, these five areas of mobility are needed as guidelines to successful m-learning integration. In addition, El-Hussein and Cronje 2010 in Kim and Kwon 2012: 33 propose three different areas of mobility in m-learning, namely mobility of technology, mobility of learning, and mobility of learners. Mobility of technology refers to mobile technology including smartphones, digital cameras, hand-held computers, global positioning system GPS devices or other mobile devices which are equipped with wireless application protocol WAP or Wi-Fi. These devices enable learners to access learning materials and information through the Internet or satellite and provide opportunities for learners to learn anytime and anywhere. Furthermore, mobile devices enable learners to perform different kinds of social- interactive functions including communication SMS, email, phone, organization memos, address, applications, information webs, wikis, or entertainment camera, music, movies, games. The second area of mobility which is mobility of learning creates new mode of learning. This new mode of learning refers to personalized, learner-centered, situated, collaborative, ubiquitous, and lifelong learning Kim and Kwon, 2012: 34. For learners, m-learning creates various personal and unique experience within the context they are situated. Further, learners can easily get connected with each other without any age, place, time, or duration restrictions. Finally, the third area of mobility in m-learning is the mobility of individual learners. M-learning facilitates learners with learning productivity and effectiveness allowing them to be more flexible, accessible, and personalized. Learning advantages, such as more flexible, accessible, and personalized learning activities