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Extra Form
extra_vars1 117-129
extra_vars2 English Language & Literature Teaching, Vol. 21, No. 1 Spring 2015
in a Korean university and the resulting second language learning enhancement
potential. A small-scale quantitative study was conducted on participants’ use of
electronic devices in their first (L1) and second (L2) languages in both academic and
non-academic settings. A total of 47 male and female students voluntarily answered a
self-report questionnaire, which was administered online via Facebook. Aimed at
gauging learner perceptions of the extent to which L2 usage facilitates conscious and
sub-conscious language learning in varying contexts, the questionnaire items consisted
of close-ended questions and statements requiring responses. The results of this study
indicated that MALU is occasioned by much non-academic electronic device usage,
particularly with respect to smartphones, and furthers L2 understanding. The findings
maysupport the contention that conceptualization of contemporary smartphone-based
learning through the computer-centered apparatus inherited from CALL is redundant.
Accordingly, this paper posits that potential language learning enhancement facilitated
by digital device usage is best understood using MALU models. Results reveal
widespread non-academic English language interaction, indicating a need for
significant shifts in traditional theory and pedagogy, such that informal and subconscious
learning of this sort can be both better understood, and facilitated in teaching
contexts.

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