language learning

Currently, innovations in mobile technology are contributing to language learning because they allow learners to access learning materials based on their interests at any time, from any location, and beyond educational limitations. In particular, mobile devices such as the Smartphone and Tablet have become powerful, ubiquitous tools for language learning. This study explores mobile learning in the foreign language classroom and how this approach can be used to teach foreign language in South Korea, where English education is greatly emphasized. Most students who belong to the “digital native generation” have their own mobile phones and are highly skilled at using them (e.g., searching, analyzing and collecting data, using apps). However, many teachers are still reluctant to allow students to use their mobile phones in the classroom. We as teachers must begin to perceive mobile devices as learning tools and recognize their potentially useful role in the classroom. Mobile phones are now equipped with GPS, voice, automatic translator, texting, visual multimedia, and other features that have the potential to improve language learning performance for EFL students. This study considers the historical overview of mobile learning and diverse educational theories related to m-learning. The study also analyzes the challenges and opportunities of mobile device use in the foreign language learning context, suggesting a range of diverse and practical learning activities using mobile phones to ensure that innovative mobile technology can actually improve language learning in South Korea. Ultimately, the study concludes that teachers must adopt mobile devices in their classrooms for a learner-centered approach.