Chwo, S. M. G., Marek, M. W., & Wu, W. C. V. (2016). Curriculum Integration of MALL in L1/L2 Pedagogy: Perspectives on Research. Educational Technology & Society, 19 (2), 340–354. 340 ISSN 1436-4522 (online) and 1176-3647 (print). This article of the Journal of Educational Technology & Society is available under Creative Commons CC-BY-ND-NC 3.0 license (https://creativecommons.org/licenses/by-nc-nd/3.0/). For further queries, please contact Journal Editors at ets-editors@ifets.info. Curriculum Integration of MALL in L1/L2 Pedagogy: Perspectives on Research Shu-Mei Gloria Chwo 1 , Michael W. Marek 2 and Wen-Chi Vivian Wu 3* 1 HungKuang University, Taichung City, Taiwan // 2 Wayne State College, Nebraska, USA // 3 Providence University, Taichung, Taiwan // schwo@hk.edu.tw // mimarek1@wsc.edu // wcwu@pu.edu.tw * Corresponding author (Submitted May 22, 2015; Revised September 1, 2015; Accepted September 13, 2015) ABSTRACT This study surveys work that has been done in the field of Mobile Assisted Language Learning. The researchers surveyed 70 corresponding authors of past MALL studies with formatted and open-ended questions, treating them as expert “participant-observers” of their own studies. The findings present details from the respondents about the MALL environments of the studies, the extent to which the MALL technology used in the studies has subsequently been incorporated into the curriculum, factors that positively or negatively affected such MALL integration, and insights of the respondents about the benefits of MALL. Although respondents cited a wide range of potential benefits from MALL use, most indicated that there was no actual curriculum integration resulting from their study, or that MALL was only integrated at the level of a single class meeting. This dismal level of integration suggests that researchers are using MALL for short-term tests and that researchers are exposing students to MALL to achieve academic publications, but with little intent to use it over the long term. The authors propose a framework of conditions, many or all of which must be met, in order to allow broad curriculum integration of MALL in the future. Keywords MALL, CALL, Educational technology, Curriculum integration, Pedagogy, Affordance Introduction In the rapidly changing technological environment of developed countries, smartphones and other personal electronic devices are commonplace, particularly among young people. Many educators are moving to take advantage of the functionality of smart phone applications for Mobile Assisted Language Learning (MALL). MALL allows learning to occur conveniently and continuously in and out of the learner’s daily life and connect formal in-class lessons with informal learning outside the classroom (Wong et al., 2012). The continually changing field of smartphones and mobile applications, however, makes it hard for language learning researchers, let alone teachers, to remain current on the available technology and how it can be applied to teaching and learning. It is timely, therefore, to survey the work that has been done in this area, focusing on issues such as what mobile devices are actually being used, for what purposes, where, and what factors affect the feasibility of MALL implementation in connection with informal or formal language learning. Leaders in the field of Computer Assisted Language Learning (CALL) have been calling for less experimental research into differences, comparing when a given technology is or is not used, and more research to determine affordances that a given technology can provide toward achieving outcome goals (Colpaert, 2012). The logical extension of this idea is that extensive meta-analysis is required to allow instructional designers to understand the affordances provided by various CALL systems, and best practices for their use (Marek & Wu, 2014). The researchers concluded that a meta-analysis of MALL research, focused on identifying trends, actual contributions resulting from MALL research, and most recent practices, would be a valuable contribution to the MALL literature. The goal of the study, therefore, was to explore the perspectives of the corresponding authors of past peer-reviewed journal articles and conference papers with regard to the integration of MALL into the L1 and L2 classroom. The following specific research questions guided this study:  What are the most common elements of MALL instructional design?  To what extent have the outcomes of MALL research been incorporated into the curriculum?  What factors have been found to positively or negatively relate to further MALL development and curriculum integration?  Why do the respondents think MALL development and curriculum integration should be pursued?