Interpretive Structural Activity-based Mlearning Implementation Model of Undergraduate English Language Learning: A Theoretical Mapping

摘要

This paper aimed at describing how mobile learning (mLearning) could be incorporated in formal setting exemplified through developing an mLearning implementation model for English Language skills course among undergraduates. Based on Moore's transactional distance theory and Park's Pedagogical framework for mobile learning, the study adopted a hybrid NGT-ISM technique in developing the model via experts’ views. Mapping against the theories adopted, the model was further elaborated on how mLearning is implemented through language activities. The findings of the study could impact technology mediated education specifically on the implementation of mLearning as learners’ performance support in formal language learning at university undergraduate level.