Supportive Scaffolding MLearning Theory for Language Learning through Interaction

The increasing widespread of mLearning application in educational institutions, museums, business organisations and other contexts calls for the need for a theory in defining the education practice across these contexts, and also because of the ability of theory in defining research agenda and producing predictions and generalizations. Relatively in language learning, interaction is the vital element in the individual’s process of learning and acquisition of the language, and mlearning could assist in the language learning process uniquely if not naturally owing to the fact that mobile devices and technologies are fundamentally designed for communication. However, the question lies on how mlearning could actually aid in language learning. This paper proposed to describe using Vygotsky’s Zone of Proximal Development, Scaffolding Theory and Krashen’s Theory of Second Language Acquisition on how learners could be assisted in language learning via supportive scaffolding. The author also attempt to explain how scaffolding is applied in assisting the learners learn by proposing the MLearning Five-stage Scaffolding model which is adapted from Gilly Salmon’s five-stage scaffolding model. As mlearning should include informal learning, the key characteristic of the model shows how formal learning and informal learning can be interwoven using mLearning.