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Media technology presented in handheld devices, like mobile smartphones and tablets, enables the integration of immersive reality (Genlott et al., 2019). Kugler (2017) predicted that this will be at the forefront of mobile language learning. Taking a media studies approach, this thesis addresses the question of how mobile apps facilitate the engagement of independent language learners. Classical studies have restricted communication in learning traditionally in direct interaction between the knowledge provider and the learner in a fixed physical location. By introducing media technology to this setting, learning as a process of communication may adapt and change. New media products have emerged in the edutainment, e-learning and interactive learning markets (Okan, 2003). In other fields, mobile media apps offer features that may extend the horizon of engagement, as learners can immerse themselves in a semi-artificial world. Different mobile learning apps are also following this new technological trend of integrating engaging features into their design. This integration may pave the way for alternative possibilities for transforming learning. Learning a new language, is a multi- layered skill, and a challenge for any learner. For independent learners, additional factors can further complicate the task, such as social, financial and time constraints. These perceived restrictions may create a gap in pursuing continuous learning. Therefore, a systematic overview on learning as engagement with mobile media may initiate a better comprehension and assessment of the dynamic potentials of digital media. Review on digital media and language learning started typically by Stern (1975) and Rubin (1975) centred on distinguishing the approaches undertaken by successful learners to make it available to less prosperous learners. As Nambiar reflected in 2009, nearly all the study participants from this 1970s research were adults of various nationalities (Nambiar, 2009) and they showed a sequence of characterist ics and learning tactics used by proficient language learners. Rubin’s well-cited first study in 1975 identified the following qualities employed by language learners: - Enthusiastic and correct guesser, comfortable with doubt. - Attempting to communicate and to acquire via communication. - Finding tactics to overcome stumbling blocks in objective language interaction. - Rehearsing the language at any available opportunity. - Supervising their oral communication and others’ speech. - Addressing language patterns, that is, descriptive linguistics: persistently analysing, synthesising and categorising. - Being keen on the meaning.
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