Teaching conversation Teaching pronunciation

27 Hence, feedback provided by the machine enables the learners to discover the mistakes they made which then not merely show the mistakes but also link them for further explanation and exercises. Modern technologies available in education today, for instance communication lab, speech recognition software, internet, TELL Technology Enhanced Language Learning, Podcasting, Quick Link Pen, Quicktionary as well as MALL Mobile-Assisted Language Learning. Besides the availability of those devices, it is also important to consider how they influence the enhancement of English learning. There are three factors that influence the improvement of learning English according to Traxler 2007, in Muthukumarasamy, 2013:330 those are the “learning content” or “learning objects LOs”, “learning activities” and “communication and collaboration features”. First, designing the content of mobile learning. There are some aspects that need to consider in designing mobile learning applications in terms of the size, format, compliance and delivery aspects as follows: Open-endedness in which the mobile phones can facilitate the learning when they the students are expected to construct some of the content and it can be accessed in various places. Personalization in which mobile devices are able to fulfil each student’s need in which the students can receive, assemble and carry around personally useful learning materials. Time-critical nature in which when the students are mobile, it should be make them ease to update the content. Portability in which task, such as portfolios will suit to develop on mobile devises since the students can carry them around. Measured delivery where mobile devices can ease the students to update 28 the content little by little over a period of time. Aural medium in which in order to access the listening content, a personal listening device should be able to suit the students’ need. Prioritizing medium in which the mobile devices can function as a media when the content needs to reinforce or prioritise over other content. The last is as alternative medium in which mobile devices can function as alternative medium for learning. The second consideration is on designing the learning activities. The use of mobile devices related to learning that need to consider is related with the design of learning activities which Naismith et al. 2004 in Muthukumarasamy, 2013: 330- 331 have demonstrated that mobile technologies can relate to six different types of learning activities. For behaviourist-type activity, the quick feedback or reinforcement element is facilitated by mobile devices. For constructivist activity, immersive experiences are provided by mobile investigations or games. For situated activity, learners can take a mobile device out into an authentic context, or use it to access information while moving around an environment in a specially equipped location such as a museum. For collaborative learning, a mobile device is a handy additional means of communication and a portable means of electronic information sharing. For informal and lifelong learning, mobile devices accompany users in their everyday experiences and become a convenient source of information or means of communication that assists with learning, or records it on the go for future consultation. Support, or coordination of learning and resources, can be improved by the availability of mobile technologies at all times for monitoring progress,