ABSTRACT An imperative underpinning the re-determination of education theory and practice is mobility. Mobility encompasses freedom of movement through myriad contexts (physical and cerebral), cultures, and knowledge. Digital natives embrace this mobility, interacting with each other and engaging with new literacies to communicate, access 'rich contexts', question, and collaborate. There are, however, few studies that investigate the efficacy of blended mLearning as an enhancement to literacy, especially with Gulf learners. Therefore, this paper describes the background and implementation of an ICT enhanced learning and teaching (ICTELT) blended mLearning academic writing intervention piloted at Dubai Mens College (DMC). Findings from the research study are reported and discussed.
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