We have lived in an age of rapid technological advance. Concerning information technology, we may say that it has made it easier for everybody at anywhere/anytime to communicate easier and faster. In this respect we may take into account the fact that mobile technology has become more and more embedded into society, probably due to the current demand for communicating virtually and the consequent increase in mobile telephony. Nowadays, not only are students constantly surrounded by social networks and mobile devices, but also teachers are getting more and more used to them. Thus, this talk intends to provide a reflection upon the use of cell phones and mobile information technology apps (integrating mobile learning into English lessons) by presenting the initial results of a proposal of pedagogical practice, still under development within English language classes at IFF-campus Cabo Frio, which aims at making it possible for students of technical courses to maintain contact with peers of conversational interaction through the target language (on virtual communication environment) by using WhatsApp Messenger – a multiplatform mobile app – as an education technology tool in the teaching-learning process of foreign language. Our work has been based on the concepts of mediation (BEDRAN, 2008; SILVA, 2008 & SALOMÃO, 2008), interactivity (KHALIFA & SHEN, 2004), interaction (PICA, 1996), collaboration (DILLENBOURG, 1999) and autonomy (LITTLEWOOD, 1996; PAIVA, 2006) and their interconnections to the Blended Learning approach.

1. Ensino de Línguas Estrangeiras/Adicionais na Escola:
novos caminhos para uma educação linguística
CEFET/RJ – UNIDADE MARACANÃ
Carlos Fabiano de Souza
IFF |UFF|carlosfabiano.teacher@gmail.com
Teaching English to the
iPhone Generation:
reflecting upon the use of WhatsApp
Messenger as an educational tool
within language lessons

2. FIRST LINES... [1|3]
In the past time...

3. Back to the present...
FIRST LINES... [2|3]

4. FIRST LINES... [3|3]
Back to the present...

5. Welcome to Mobile Learning [1|4]
Apps to
improve
English
anytime,
anywhere

6. Welcome to Mobile Learning [2|4]
That’s what mobile learning has to do with...
Significance of
Mobile Learning
Interaction
Collaborative
Learning
Just-In-Time
Learning
Engaging
Learners
Portability
Accessibility

7. Welcome to Mobile Learning [3|4]
Mobile learning is no longer an innovation within
institutional learning but a reflection of the world in which
institutional learning takes place.
(Traxler & Vosloo, 2014)
What is mobile learning?

8. Apps to improve English anytime, anywhere
Welcome to Mobile Learning [4|4]

10. THEORETICAL BASES
Teaching English through Mobile Technology
 Mediation (BEDRAN, 2008; SILVA, 2008 & SALOMÃO, 2008);
 Interactivity (KHALIFA & SHEN, 2004);
 Interaction (PICA, 1996);
 Collaboration (DILLENBOURG, 1999);
 Autonomy (JONES, 2007; LITTLEWOOD, 1996; PAIVA, 2006).

11. STUDENT-CENTERED CLASSROOM
A student-centered approach is supposed to help
students develop a “can-do” attitude. It is effective,
motivating and enjoyable.
The teacher’s role is more that of a facilitator than
instructor; the students are active participants in the
learning process. The teacher [...] helps to guide the
students, manage their activities, and direct their
learning. _____ Autonomous Learning
(JONES, 2007)

12. DEVELOPING COMMUNICATIVE SKILLS [1|4]
Listening & Speaking:
Podcasting to enhance students’ oral production.

13. What’s a podcast?
 A podcast is an audio file (or more accurately, a series of audio
files) that is commonly distributed over the internet by
syndication;
 It is usually in the MP3 format;
 It can be downloaded from a website;
 It can also be a recording created by a teacher to enhance the
teaching and learning process within and beyond the classroom;
DEVELOPING COMMUNICATIVE SKILLS [2|4]

14.  It can be created by students to promote personalized and
independent learning;
 It promotes creativity;
 It supplements existing text resources and audio methodologies
such as CDs to support the development of oral and aural literacy
skills across the curriculum;
 It can be used to create audio material for learning “on demand”
(anytime/anywhere).
What’s a podcast?
DEVELOPING COMMUNICATIVE SKILLS [3|4]

15. Reading & Writing:
Text-messaging to enhance students’ written
production. (netspeak applied to in-box chatting
interactions).
DEVELOPING COMMUNICATIVE SKILLS [4|4]

16. Blended Learning, basically, consists of mixing online
with offline learning practices. It means that students get
to learn at least in part through online delivery of content
and instruction with some elements of student control
over time, place, path or pace.
BLENDED LEARNING [1|7]
Online OfflineBlended
Learning

17. Classroom learning
Online learning
Mobile learning
METHODOLOGY
BLENDED LEARNING [2|7]

18. TIME IN THE
CLASSROOM
Face-to-face learning
Collaboration: peer work
and teacher’s guidance
BLENDED LEARNING [3|7]

19. OUTSIDE THE
CLASSROOM
Online learning
(autonomous/collaboration)
Online instructor-led learning
Self-paced learning
BLENDED LEARNING [4|7]

20. Traditional Model
Flipped Classroom Model
BLENDED LEARNING [5|7]

21. Source: Traditional Model (adapted from STEED, 2012)
BLENDED LEARNING [6|7]

22. Source: Flipped Classroom Model (adapted from STEED, 2012)
BLENDED LEARNING [7|7]

23. MOBILE TELEPHONY [1|2]
Mobile Information Technology Apps
WhatsApp Messenger
WhatsApp Messenger is a cross-platform mobile
messaging app which allows people to exchange
messages without having to pay for SMS. It is available
for iPhone, BlackBerry, Android, Windows Phone and
Nokia. One of the advantages is that those phones can
all message each other.

24. Mobile Information Technology Apps
WhatsApp Messenger
Because the app uses the same internet
data plan that users utilize for e-mail and
web browsing, there is no cost to
message and stay in touch with people. In
addition to basic messaging, WhatsApp
users can create groups, send each other
unlimited images, video and audio media
messages.
MOBILE TELEPHONY [2|2]

25. CORPUS ANALYSIS [1|2]

26. Technology in the classroom
The success of new technologies in the classroom depends
in large part on the the teacher’s ability to apply them
meaningfully, especially in the language classroom where
the technology supports not only the delivery of content but
also the building of skills.
(Hayo Reinders, 2009)

27. IN CONCLUSION...
Since learning is something that the pupil
has to do himself and for himself, the initiative
lies with the learner. The teacher is a guide
and director; he steers the boat but the
energy that propels it must come from those
who are learning.
(John Dewey)

28. REFERENCES

29. PEARLS OF WISDOM