Abstract:

Mobile technologies can enhance learning experience in many ways - they provide instant feedback and access to materials, help design new assessment models (Traxler, 2009), enhance learner autonomy (Kukulska-Hulme, 2010), etc. But for efficient implementation of a new device or technology it is necessary to investigate its didactic potential. The aim of the first stage of a long-term project Mobile devices in Language Classroom: theory and practice which was launched in 2011 at one of the largest Russian universities was to analyze students' and teachers' preparedness to implement new technologies, to investigate the prerequisites and ways of effective mobile learning integration into classroom based language learning as mobile Internet and mobile devices are becoming available and widespread in Russia.
The research tool was a questionnaire containing 40 multiple choice answers in four domains including learners' attitude, knowledge, skills and experience. 235 students were questioned. The results demonstrated that today students more frequently use mobile devices outside the class on their own than in classroom work as an access to reference materials, as multimedia material playback and as a means of interaction. They very rarely use in class educational mobile apps; they don't use mobile devices for production or for collaborative activities. Our instructors unwillingly employ mobile devices but do not guide students through already available educational mobile apps due to a number of reasons. This survey proves one more time that the pressure towards the use of mobile devices is coming from students, that it is a must to work out certain strategies of mobile technologies implementation into traditional classroom to avoid undesirable consequences of mobile devices misuse in learning experience.
This survey encouraged us, firstly, to design some m-learning activities focused on the authentic real-life situations for developing learners' speaking, listening and grammar skills in class, secondly, to create collaborative learning activities based on Google Maps, mind mapping and other apps so that learners can get on with tasks outside the class, thirdly, to employ smart phones for getting students' immediate feedback during lecture and seminar courses via Student Response System HiST.

Keywords:

Mobile learning, language teaching, ICT in education, Student Responce System, interaction.