Some thoughts on extending digital language learning research

2021 ◽  
pp. 1-2
Author(s):  
Tzu-Chao Chien ◽  
Hui-Chun Hung ◽  
Yu-Min Ku ◽  
Denise Hsien Wu ◽  
Tak-Wai Chan
Keyword(s):  
Language Learning ◽  
Learning Research ◽  
Digital Language

scholarly journals Phenomenological Analysis into Students’ Self-Perceived Autonomy and Out-Of-Class Learning

2018 ◽  
pp. 324-341
Author(s):  
Diego Mideros
Keyword(s):  
Language Learning ◽  
Phenomenological Research ◽  
Phenomenological Analysis ◽  
Qualitative Approach ◽  
Comprehensive Description ◽  
Philosophical Approach ◽  
Qualitative Approaches ◽  
L2 Learning ◽  
Learning Research ◽  
Shed Light

Autonomy researchers have employed qualitative approaches to investigate a variety of issues. Ethnographies, case studies, language learning histories, (auto)biographies, among others, are featured in the literature. Some of these approaches fall under the umbrella of narrative research (Barkhuizen, Benson, & Chik, 2014; Early & Norton, 2012), which is emerging strongly in the L2 learning research (Barkhuizen, 2013; Benson 2014). This paper discusses another approach that has not been widely featured in autonomy or L2 learning research, phenomenology. “Phenomenology is a philosophical approach to the study of experience” (Smith, Flowers, & Larkin, 2009, p. 11). Phenomenology seeks “to determine what an experience means for the persons who have had the experience and are able to provide a comprehensive description of it” (Moustakas, 1994, p. 13). Phenomenological research was employed to explore the phenomenon of ‘institutionalised L2 learning and possibilities for autonomy in Trinidad & Tobago’ with thirty students in the context of a BA in Spanish programme. Students’ self-perceived autonomy emerged from the analysis and shed light on the sociocultural phenomena that enabled or hindered students’ development and exercise of autonomy. The paper illustrates how phenomenological research can be a valuable qualitative approach to explore sociocultural phenomena in learner autonomy.

The Recent History of Second Language Learning Research

2019 ◽  
pp. 39-80
Author(s):  
Rosamond Mitchell ◽  
Florence Myles ◽  
Emma Marsden
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Recent History ◽  
History Of ◽  
Learning Research

Mobile-Assisted Language Learning from the Student Perspective

2011 ◽  
pp. 93-110 ◽  
Author(s):  
Daryl L. Beres
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Research Literature ◽  
Student Perspective ◽  
Conceptions Of Learning ◽  
Beliefs And Practices ◽  
Learner Beliefs ◽  
Mobile Assisted Language Learning ◽  
Learning Research

This chapter seeks to refocus the conversation about mobile-assisted language learning (MALL) from the instructor’s perspective to the student’s. I argue that mobile “teaching” does not need to be located within a course, but that we are “m-teaching” whenever we encourage or enable learners to use mobile devices “to facilitate, support, enhance and extend ... [their] learning” (Attewell, Savill-Smith, & Douch, 2009, p. 1). This chapter will explore important concerns related to this definition, including conceptions of learning, blurred boundaries between personal and educational lives, the affordances and limitations of mobile devices, and learner autonomy. A look at the m-learning research literature will show students’ perceptions of MALL running the gamut from skeptics to believers. Finally, the chapter reports on the long-term investigation of learner beliefs and practices of MALL which is underway at Mount Holyoke College, and offers five initial conclusions.

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