A Study on Using Mobile Phone Technology for Independent Language Learning
David James Woo 
English Language Centre, City University of Hong Kong
davidwoo@cityu.edu.hk
Table 1: The Number of Mobile Phone Functions that Each Student Use

One Function: 9
Two Functions : 7
Three Functions: 5
Four Functions: 1
No Functions: 8
Unknown: 6
1. How predominant is the capturing of language portfolio evidence utilizing mobile phone technology? 
Did the five students who responded "no" to question one in fact own mobile phones, but their phones did not possess a full array of the latest technologies?
Other electronic means to capture learning evidence?
2. What mobile phone features are being used to capture evidence for language portfolios? 
Is Bluetooth the only other prominent feature or the only other useful feature?
3. What language learning activities and artifacts are being captured by mobile phone technology?
Nebulous responses: "Taking picture to capture evidence of our activities," and "I used it to photograph some evidence of my independent learning activity. 
Unable to qualify their visual evidence (e.g. photograph of an extra-curricular activity booklet)
Two UE: Spoken Language classes
40 students, almost evenly split between males and females
Local Hong Kong Chinese people
First-year, second-year, and final-year students
A variety of major subjects
Twelve-item survey containing six yes/no questions
36 of 40 surveys returned
Ten minutes to answer
Triangulation:
Survey responses
Content in eportfolios
Anecdotal evidence (verbal polling)
Methodology
Independent Learning at the City University of Hong Kong English Language Centre (ELC)
Coursework eportfolios as both a product and a learning tool in ELC courses to enhance students' language skills
One pedagogical aim: 
Provide evidence of learning so that those viewing the portfolios would be able to see the students' effort and progress
UE: Spoken Language (one credit; 48 hours):
Twelve hours of independent learning
30% of the term mark
Do focused activities to acquire the skills needed to conduct their independent learning projects
4. What are the advantages of using mobile phones to capture learning evidence for language portfolios? 
5. What are the disadvantages of using mobile phones to capture learning evidence for language portfolios? 
Portability
The ease with which students can carry a mobile phone
Myriad Functionality
Many mobile phones are phones, cameras, video cameras, sound recorders, memory drives and more 
They easily connect to computers
Speed
No need to attach cables, lenses, microphones or speakers for phone to operate
Immediate playback
Ease of Use
Technology is simple, and does not require much adjusting of settings and the pressing of buttons and dials
Convenience
Indisputable Evidence
Persuasive, if not definitive, evidence of learning
Leaves nothing in doubt
Technical Problems
Process errors from capture to testing on eportfolio
From incompatible file formats to insufficient storage space
Converting Files
Correct file format and size
Licensed converter programs
Lengthy converstion time

File Management
Too much data
Losing files
Tedium and Complications
Limitations of Current Mobile Phone Technology
Resolution
Battery Power
Memory Capacity
Further Research
Teacher attitudes and knowledge towards mobile phone use in education
Student preference for specialized equipment or convenient, smart devices
Privacy