scholarly journals Mobile-assisted language learning in older adults: Chances and challenges

ReCALL ◽  
2021 ◽  
pp. 1-16
Author(s):  
Cecilia Puebla ◽  
Tiphaine Fievet ◽  
Marilena Tsopanidi ◽  
Harald Clahsen
Keyword(s):  
Older Adults ◽  
Language Learning ◽  
Language Learners ◽  
Digital Literacy ◽  
Web Based ◽  
Full Inclusion ◽  
New Developments ◽  
Older Adulthood ◽  
Individual Interviews ◽  
Mobile Assisted Language Learning

Abstract In an increasingly ageing, multilingual, and digitalised society, there is still a lack of research on older adults’ adoption and use of mobile technology for supporting their self-directed second language learning. In the present study, we investigated the extent to which seniors residing in Germany (aged 60+) engage in mobile-assisted language learning (MALL) and the factors encouraging or discouraging them from using language learning apps by conducting a web-based survey (n = 208) and a series of in-depth individual interviews (n = 22). Our results show that (1) participants were resistant to fully embrace the potential of MALL despite their active engagement in language learning and extensive use of digital technology, online resources, and mobile devices; and (2) self-perceived digital literacy and openness towards new developments are strong factors favouring the use of language learning apps in older adulthood. We interpret and discuss these results in the light of theoretical accounts of mobile learning and education in (older) adults, emphasising the need to consider the specific requirements of late-life learners in future implementations of language learning apps. Based on our results, we highlight several implications for designers and developers of such apps intended to facilitate full inclusion of seniors as mobile language learners.

scholarly journals Adults learning additional languages in their later years

2020 ◽  
Vol 1 (1) ◽  
pp. 112-124
Author(s):  
David Singleton ◽  
Dorota Záborská
Keyword(s):  
Older Adults ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
The Self ◽  
Older Learners ◽  
Third Age ◽  
Learning Capacity ◽  
Foreign Language Learners ◽  
Age Related

This article will explore the experience—challenges, benefits, and satisfactions— that awaits older adults who embark on the adventure of learning additional languages, either as ‘true’ or ‘false’ beginners, or in some cases as resilient lifelong (foreign language) learners (to be distinguished from polyglots). Drawing on the increasing number of studies focusing on third-age language learning, the article will address the self-doubt afflicting many third-age language learners and the difficulties claimed to be imposed on them by the effects of an age-related decline in language-learning capacity. It will go on to discuss the benefits that are said to accrue for older learners of languages other than their first. Finally, it will address and exemplify from our own data the intense enjoyment which many older adults derive from language learning.

The Impact of Mobile Assisted Language Learning (MALL) on Phrasal Verbs of Iranian Intermediate EFL Students

2016 ◽  
pp. 217-239
Author(s):  
Mohsen Shahrokhi ◽  
Mina Kamyabi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Learners ◽  
Control Group ◽  
Phrasal Verbs ◽  
Mobile Assisted Language Learning ◽  
Learning Instruction ◽  
Efl Students ◽  
And Control ◽  
The Impact

This study investigated the impact of Mobile Assisted Language Learning (MALL) on phrasal verbs learning in EFL context. Participants were 40 intermediate Iranian English learners. They were randomly divided into experimental and control groups of 20 each. The instruction of the control group was limited to the class activities but the experimental group received the instruction through Short Messaging Service (SMS) on their smart cellphones and worked with a new phrasal verbs learning application by Cambridge University Press called Phrasal Verbs Machine (PVM). The analysis of the data revealed that MALL instruction was more effective than in class language learning instruction. Results of the study indicate that smart cellphones as a tool for language learning provide a platform for language learners to use the language actively.

scholarly journals "Let's date!" A 360-degree video application to support foreign language learning

2019 ◽  
pp. 39-44
Author(s):  
Anke Berns ◽  
Iván Ruiz-Rube ◽  
José Miguel Mota ◽  
Juan Manuel Dodero ◽  
Edson Castro ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Mobile App ◽  
Language Immersion ◽  
Mobile Assisted Language Learning ◽  
Video Application ◽  
Language Competencies

New technologies are changing the way of learning foreign languages. However, one of the main challenges for software developers and mobile assisted language learning designers remains the creation of learning environments for students’ language immersion in and outside the classroom. This paper describes the design and evaluation of a VR-based mobile app called Let’s date!. The app enables Common European Framework of Reference for languages (CEFR) A1 level German language learners to interact with an immersive environment and to practise several language skills. The results have proven that the use of 360° videos based on realistic situations and combined with a conversational agent is suitable to reinforce students’ foreign language competencies.

scholarly journals A Study on Self-efficacy and Its Role in Mobile-assisted Language Learning

2020 ◽  
Vol 10 (4) ◽  
pp. 439
Author(s):  
Zhenyu Yang
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
Easy Access ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Information Communication ◽  
Self Regulated Learning ◽  
Mobile Assisted Language Learning ◽  
Limit Access

In this era of digital technology, time and place no longer limit access to information, communication, and learning. Following the trend and popularity of CALL (Computer-assisted Language Learning), MALL (Mobile-assisted Language Learning) is gaining increasing attention and application. Many teachers as well as language learners turn to these mobile devices for various language learning purposes due to easy access to resources, convenience, and less language anxiety. Despite the comprehensive functions and sophisticated devices, a high percentage of learners still lag behind and even give up the apps after some time of use. Some research shows that the unsuccessful learners’ lack of motivation constitutes a major hinderance in their self-regulated learning. This study tries to analyze an important component in learners’ motivation, that is self-efficacy (especially computer self-efficacy), and seek for good solutions to the current problems.

Metacognitive Knowledge and Language Learning in a Web-Based Distance Learning Context

2019 ◽  
pp. 311-334
Author(s):  
Naiyi Xie Fincham ◽  
Guofang Li
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Metacognitive Knowledge ◽  
Learning Context ◽  
Web Based ◽  
Language Programs ◽  
Efl Learners ◽  
Online Distance

This chapter reported on the construction and development of the metacognitive knowledge (MCK) about web-based distance language learning of two adult English as a foreign language (EFL) learners in China. Drawing upon theories and research in metacognition, self-regulated second/foreign language learning, and distance language learning, the authors investigated adult Chinese EFL learners' knowledge about themselves as online distance language learners, the nature and demands of online distance English learning, and how to best approach their learning in this program. They identified changes in these learners' MCK over the 16 week semester and discussed how a number of contextual factors, including the pre-determined learning structure, teacher-led instructional sessions, and peer interaction opportunities, were significant in shaping and influencing learners' adjustments and revisions of their MCK about online distance language learning. Findings from this study have important implications for the design and implementation of web-based distance language programs for adult learners.

The Impact of Mobile Assisted Language Learning (MALL) on Phrasal Verbs of Iranian Intermediate EFL Students

2016 ◽  
pp. 886-908
Author(s):  
Mohsen Shahrokhi ◽  
Mina Kamyabi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Learners ◽  
Control Group ◽  
Phrasal Verbs ◽  
Mobile Assisted Language Learning ◽  
Learning Instruction ◽  
Efl Students ◽  
And Control ◽  
The Impact

This study investigated the impact of Mobile Assisted Language Learning (MALL) on phrasal verbs learning in EFL context. Participants were 40 intermediate Iranian English learners. They were randomly divided into experimental and control groups of 20 each. The instruction of the control group was limited to the class activities but the experimental group received the instruction through Short Messaging Service (SMS) on their smart cellphones and worked with a new phrasal verbs learning application by Cambridge University Press called Phrasal Verbs Machine (PVM). The analysis of the data revealed that MALL instruction was more effective than in class language learning instruction. Results of the study indicate that smart cellphones as a tool for language learning provide a platform for language learners to use the language actively.

Considerations for Online English Language Learning

2018 ◽  
pp. 709-733
Author(s):  
Evriklea Dogoriti ◽  
Jenny Pange
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Social Networking Sites ◽  
English Language ◽  
Web Based ◽  
Foreign Language Learners ◽  
Other Information ◽  
Information And Communication ◽  
Ict Tools ◽  
Collaboration And Communication

This chapter examines the influence of Facebook (FB) in formal and informal learning in the language classroom. The theoretical framework of Web-based language teaching is first introduced. A selection of studies concerning the use of Social Networking Sites in the teaching of English (ELT) and conclusions drawn from the literature follow suit. The studies have been selected on the grounds of discussing students' engagement, motivation, collaboration, and communication through the use of SNS and, for the most part, Facebook in ELT. The studies also focus on the attitudes of higher education, foreign language learners towards FB, as well as the potential of FB as an academic teaching medium that may support other Information and Communication Technology (ICT) tools like Learning Management Systems. The review of the studies indicates that Facebook may reinforce communication skills and engagement in the learning process and support participation and collaborative learning in formal learning environments.

scholarly journals Vocational Students’ Perceptions of Mobile Assisted Language Learning (MALL) Materials

2019 ◽  
Vol 4 (10) ◽  
pp. 1347
Author(s):  
Helena Octavia ◽  
Utami Widiati ◽  
Enny Irawati
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Traditional Learning ◽  
Vocational Students ◽  
Immediate Feedback ◽  
Digital Resources ◽  
Mobile Assisted Language Learning ◽  
Facilitated Learning

<p><strong>Abstract:</strong> Digital resources have been proven able to assist English language learners in improving their interaction skills, widening their vocabulary range, and enhancing their reading comprehension. Despite their benefits, digital tools can also create distractions for students. This article reports on the result of a survey to 150 vocational students on Mobile Assisted Language Learning (MALL) materials. The students agreed that MALL materials were more authentic (67%) and more accessible (59%) than traditional learning materials. The use of MALL materials could trigger classroom interactions (64%) and facilitated learning (56%). The implementation of MALL materials allowed students to get immediate feedback from the teachers (73%).</p><strong>Abstrak:</strong><em> </em>Sumber daya digital telah terbukti dapat membantu pelajar bahasa Inggris dalam meningkatkan keterampilan interaksi, memperluas jangkauan kosa kata, dan meningkatkan pemahaman bacaan mereka. Selain bermanfaat, alat digital juga dapat menggangu proses belajar. Artikel ini melaporkan hasil survei terhadap 150 siswa kejuruan terkait dengan implementasi materi berbasis gawai atau Mobile Assisted Language Learning (MALL). Ditemukan bahwa siswa sepakat bahwa materi MALL lebih otentik (67%) dan lebih mudah diakses (59%) daripada materi pembelajaran tradisional. Penggunaan MALL dapat memicu interaksi kelas (64%) dan memfasilitasi pembelajaran (56%). Dengan menerapkan materi berbasis gawai atau MALL materials di kelas, para siswa mengakui bahwa mereka bisa mendapatkan umpan balik langsung dari para guru (73%).

scholarly journals Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework

2020 ◽  
Vol 36 (6) ◽  
pp. 34-52
Author(s):  
Olga Viberg ◽  
Barbara Wasson ◽  
Agnes Kukulska-Hulme
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Conceptual Framework ◽  
Language Learners ◽  
Learning Analytics ◽  
Target Language ◽  
Self Regulated Learning ◽  
Mobile Assisted Language Learning ◽  
Regulated Learning

Many adult second and foreign language learners have insufficient opportunities to engage in language learning. However, their successful acquisition of a target language is critical for various reasons, including their fast integration in a host country and their smooth adaptation to new work or educational settings. This suggests that they need additional support to succeed in their second language acquisition. We argue that such support would benefit from recent advances in the fields of mobile-assisted language learning, self-regulated language learning, and learning analytics. In particular, this paper offers a conceptual framework, mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS), to help learning designers support second language learners through the use of learning analytics to enable self-regulated learning. Although the MALLAS framework is presented here as an analytical tool that can be used to operationalise the support of mobile-assisted language learning in a specific exemplary learning context, it would be of interest to researchers who wish to better understand and support self-regulated language learning in mobile contexts. Implications for practice and policy: MALLAS is a conceptual framework that captures the dimensions of self-regulated language learning and learning analytics that are required to support mobile-assisted language learning. Designers of mobile-assisted language learning solutions using MALLAS will have a solution with sound theoretically underpinned solution. Learning designers can use MALLAS as a guide to direct their design choices regarding the development of mobile-assisted language learning apps and services.

Supporting Language Learning With OERs and Open-Authoring Tools

2022 ◽  
pp. 186-198
Author(s):  
Christine Scott ◽  
Nadia Jaramillo Cherrez
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Open Educational Resources ◽  
Language Teachers ◽  
Web Based ◽  
Web Based Learning ◽  
Self Study ◽  
Scarcity Of Resources ◽  
Source Materials

Open educational resources (OERs) in language learning have recently captured the interests of language educators, curriculum developers, and researchers as these open-source materials serve as an alternative to traditional textbooks and costly web-based learning resources. OERs offer several benefits for language learners, including access to controlled language practice, self-study, engagement, and learning satisfaction. These resources can also promote innovative instructional practices that respond to constructivist and interactionist perspectives of second language acquisition. However, widespread use of open resources remains low among language teachers for several reasons, including a lack of awareness of how to develop and use them, overreliance on commercially produced textbooks, scarcity of resources, and guidelines for developing original open resources. In this chapter, the authors explore how to best approach the process of creating and using open resources in order to develop and promote OERs among language educators.

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