Using Mobile Technologies With Young Language Learners to Support and Promote Oral Language Production

The paper examines how the use of mobile technologies such as tablets and handheld MP3 players can support and promote oral language production among young language learners. It explores how the use of these mobile technologies in the language classroom supports pedagogical practices anchored in socioconstructivist theories of SLA that emphasize the role of dialogue and social interaction among young language learners. The paper is based on a collaborative action research project involving French Immersion teachers and their students in primary schools in a western province of Canada. Findings show that the affordances of mobile technologies contribute to the creation of innovative learning environments and authentic language learning experiences that support and promote the production of oral language among young language learners. The inquiry demonstrates the adoption of second language pedagogical approaches anchored in socioconstructivist theories of SLA that promote autonomy and a sense of agency among language learners.

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iPad and iPod in the Language Classrooms

Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5140-9.ch014 ◽

2018 ◽

pp. 286-306

Author(s):

Martine Pellerin

Keyword(s):

Language Learning ◽

Learning Environments ◽

Language Learners ◽

Oral Language ◽

Learning Experiences ◽

Collaborative Action Research ◽

Mobile Technologies ◽

Language Classrooms ◽

Innovative Learning ◽

Innovative Learning Environments

The chapter examines how the use of emergent mobile technologies such as iPad and iPod in the classroom with young language learners can promote innovative learning environments and authentic oral language learning experiences. The chapter is based on a collaborative action research (CAR) project involving young French language learners in primary schools in a western province of Canada. Findings show that the affordances of mobile technologies support the creation of innovative learning environments and authentic oral language learning experiences through collaborative dialogue and peer-peer scaffolding among young language learners. The outcomes of the inquiry also demonstrate that the use of mobile devices such as iPad and iPod promotes the emergence of metacognitive reflection among learners, as well as a greater sense of agency and autonomy.

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iPad and iPod in the Language Classrooms

Language Learning and Literacy ◽

10.4018/978-1-5225-9618-9.ch034 ◽

2020 ◽

pp. 658-678

Author(s):

Martine Pellerin

Keyword(s):

Language Learning ◽

Learning Environments ◽

Language Learners ◽

Oral Language ◽

Learning Experiences ◽

Collaborative Action Research ◽

Mobile Technologies ◽

Language Classrooms ◽

Innovative Learning ◽

Innovative Learning Environments

The chapter examines how the use of emergent mobile technologies such as iPad and iPod in the classroom with young language learners can promote innovative learning environments and authentic oral language learning experiences. The chapter is based on a collaborative action research (CAR) project involving young French language learners in primary schools in a western province of Canada. Findings show that the affordances of mobile technologies support the creation of innovative learning environments and authentic oral language learning experiences through collaborative dialogue and peer-peer scaffolding among young language learners. The outcomes of the inquiry also demonstrate that the use of mobile devices such as iPad and iPod promotes the emergence of metacognitive reflection among learners, as well as a greater sense of agency and autonomy.

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Language Tasks and Mobile Technologies: A Paradigm Shift in Designing Task-Based CALL for Young Language Learners / Activités langagières et technologies mobiles : un changement de paradigme dans la conception des tâches en apprentissage des langues

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

10.21432/t2k01n ◽

2014 ◽

Vol 40 (1) ◽

Cited By ~ 2

Author(s):

Martine Pellerin

Keyword(s):

Second Language Acquisition ◽

Language Learning ◽

Language Learners ◽

Collaborative Action Research ◽

Mobile Technologies ◽

French Immersion ◽

Learning Theories ◽

Teachers And Students ◽

Language Classrooms ◽

Learning Principles

This article examines how the use of mobile technologies (iPods and tablets) in language classrooms contributes to redesigning task-based approaches for young language learners. The article is based on a collaborative action research (CAR) project in Early French Immersion classrooms in the province of Alberta, Canada. The data collection included digital ethnographic observation in the classrooms, students’ artifacts, and interviews with teachers and students. The findings outlined how the use of mobile technologies such as iPods and tablets contributes to redesigning language tasks and activities by helping young learners to create their own learning environment and meaningful language tasks, as well as self-assess and regulate their language learning process. The research also provides evidence of how the use of mobile technologies contributes to redesigning task-based approaches for young language learners that reflect learning principles based on emergent learning theories as well as Vygotskian sociocultural theories in second language acquisition (SLA). Activités langagières et technologies mobiles : un changement de paradigme dans la conception des tâches en apprentissage des langues assisté par ordinateur pour jeunes apprenants Cet article étudie la façon dont l'utilisation des technologies mobiles (iPods et tablettes) dans les classes de langue contribue à la refonte des approches basées sur des tâches pour les jeunes apprenants. L'article se fonde sur un projet de collaboration recherche-action (CRA) dans les classes initiales d'immersion en français dans la province de l'Alberta, au Canada. La collecte de données comprenait l'observation ethnographique numérique dans les salles de classe, les artefacts des élèves, et des entrevues avec les enseignants et les étudiants. Les résultats ont montré comment l'utilisation des technologies mobiles telles que les iPods et tablettes contribue à la refonte des tâches et des activités langagières en aidant les jeunes apprenants à créer leur propre environnement d'apprentissage et des tâches langagières pertinentes, à s'autoévaluer et à réguler leur processus d'apprentissage linguistique. La recherche met aussi en évidence la façon dont l'utilisation des technologies mobiles contribue au remodelage d’approches basées sur les tâches qui reflètent les principes d'apprentissage fondés sur de nouvelles théories d'apprentissage ainsi que sur les théories socioculturelles de Vygotsky sur l’acquisition d’une seconde langue.

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L’acquisition de la langue orale par l’entremise de tâches de centres d’apprentissage de littératie dans des classes d’immersion française

Canadian Modern Language Review/ La Revue canadienne des langues vivantes ◽

10.3138/cmlr-2020-0116 ◽

2021 ◽

pp. e20200116

Author(s):

Josée Le Bouthillier ◽

Renée Bourgoin ◽

Joseph Dicks

Keyword(s):

Language Learning ◽

Professional Learning ◽

Oral Language ◽

Literacy Skills ◽

Pedagogical Practices ◽

Independent Learning ◽

French Immersion ◽

Oral Production ◽

Learning Tasks ◽

Language Literacy

This qualitative exploratory study examined the language/literacy tasks performed by elementary students from six elementary French Immersion (FI) classrooms. Various literacy tasks were performed as students rotated through different literacy centres/stations which had been pre-planned by their teachers. Specifically, researchers investigated students’ oral production and opportunities for extended oral output when working at independent learning centres/stations in order to identify key principles for creating literacy-enhancing tasks suitable for developing language literacy skills within second language (L2) contexts. Data were collected through classroom observations ( n = 23) to identify the types of literacy/language tasks proposed to L2 students, the nature of communicative functions, the targeted learning outcomes, and principles of effective L2 learning tasks. Results demonstrate the importance of adapting pedagogical practices, such as literacy centres/stations, borrowed from the first language teaching contexts to maximize L2 literacy/language learning and meet the specific needs of FI students. Results also highlighted the importance of ongoing professional learning opportunities for FI teachers specific to their L2 teaching contexts. Researchers propose principles for creating literacy/language tasks that promote oral language learning in FI contexts.

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Teacher Professional Development Using Mobile Technologies in a Large-Scale Project

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2012100103 ◽

2012 ◽

Vol 2 (4) ◽

pp. 34-49 ◽

Cited By ~ 12

Author(s):

Prithvi Shrestha

Keyword(s):

Professional Development ◽

Language Learning ◽

Teacher Professional Development ◽

Large Scale ◽

English Language ◽

Developing Economies ◽

Development Project ◽

Mobile Technologies ◽

Mp3 Players ◽

Teacher Professional

Mobile technologies have been influencing the field of education including language learning for almost a decade. The literature on mobile technologies for education reports a number of case studies that examine various aspects of mobile learning. However, the use of mobile technologies for teacher professional development, particularly in developing economies, is rarely reported. This paper presents a case study of the English in Action (EIA) project, a UK government funded English language development project in Bangladesh, and its use of mobile technologies which not only provides teachers with the ‘trainer in the pocket’ that helps them achieve pedagogical changes in the classroom but also serves as a tool for improving their own English language competence. The paper, in particular, reports on the design and implementation of audio and video teacher professional development materials for MP3 players and mobile phones. It also highlights implications for similar projects intending to deploy mobile technologies.

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The motivational self of the novice language learner

Language Learning in Higher Education ◽

10.1515/cercles-2019-0013 ◽

2019 ◽

Vol 9 (1) ◽

pp. 203-221

Author(s):

Maria Villalobos-Buehner

Keyword(s):

Language Learning ◽

Language Learners ◽

Learning Experience ◽

Language Education ◽

Language Learner ◽

Pedagogical Practices ◽

Language Class ◽

The Usa ◽

Professional Self ◽

Motivational Focus

Abstract Novice learners comprise the majority of language students in higher education, but very few decide to continue their foreign language education beyond the required credits. Educators must develop a deeper understanding of what motivates this group of students so they can design pedagogical practices that will help students shift from a checklist mindset to a lifelong commitment approach to language learning. This qualitative study examines the role that a motivational focus and future-self guides play in the language learning experience of novice language learners, taking a language class for the first time, from the USA, and the role that a grammar-based pedagogy has on the formation of those self-guides. Interviews with ten novice language learners showed that six students exhibited a strong promotion focus with an ideal L2 self available in their professional-self concept. Prevention-focused students with an available ought-to L2 self preferred classroom experiences centered around grammar topics while those with a promotional focus preferred culture-based lessons. This study makes recommendations on how language educators could maximize students’ level of engagement by knowing their students’ motivational focus.

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Teacher Professional Development Using Mobile Technologies in a Large-Scale Project

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch028 ◽

2014 ◽

pp. 505-520

Author(s):

Prithvi Shrestha

Keyword(s):

Professional Development ◽

Language Learning ◽

Teacher Professional Development ◽

Large Scale ◽

English Language ◽

Developing Economies ◽

Development Project ◽

Mobile Technologies ◽

Mp3 Players ◽

Teacher Professional

Mobile technologies have been influencing the field of education including language learning for almost a decade. The literature on mobile technologies for education reports a number of case studies that examine various aspects of mobile learning. However, the use of mobile technologies for teacher professional development, particularly in developing economies, is rarely reported. This paper presents a case study of the English in Action (EIA) project, a UK government funded English language development project in Bangladesh, and its use of mobile technologies which not only provides teachers with the ‘trainer in the pocket' that helps them achieve pedagogical changes in the classroom but also serves as a tool for improving their own English language competence. The article, in particular, reports on the design and implementation of audio and video teacher professional development materials for MP3 players and mobile phones. It also highlights implications for similar projects intending to deploy mobile technologies.

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Web 2.0 Technology Meets Mobile Assisted Language Learning

IALLT Journal of Language Learning Technologies ◽

10.17161/iallt.v41i1.8482 ◽

2011 ◽

Vol 41 (1) ◽

pp. 161-175 ◽

Cited By ~ 4

Author(s):

Min Jung Jee

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Web 2.0 ◽

Language Learning ◽

Language Production ◽

Mobile Technologies ◽

Mobile Web ◽

Language Pedagogy ◽

Mobile Assisted Language Learning ◽

Production And Consumption

This paper is intended to provide a brief introduction to a wide variety of emerging Web 2.0 and mobile technologies that can be used to great effect in foreign and second language teaching. Specifically, the unique potential and anticipated growth of mobile technologies for language production and consumption are discussed as an ideal opportunity to increase the authenticity, engagement and efficiency, and overall effectiveness of language learning within and beyond the classroom. A number of representative mobile Web 2.0 technologies will be examined and their applications to language pedagogy will be elucidated in conjunction with relevant paradigms of second language acquisition theory and instructional praxis. Implications for future innovation and opportunities for additional research will be discussed.

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Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom

Mobile Devices in Education ◽

10.4018/978-1-7998-1757-4.ch051 ◽

2020 ◽

pp. 881-902

Author(s):

Valentina Morgana ◽

Prithvi N Shrestha

Keyword(s):

Second Language ◽

Foreign Language ◽

Language Learning ◽

Second Language Learning ◽

English Language ◽

Positive Impact ◽

Mobile Technologies ◽

Action Research Project ◽

Teachers Perceptions ◽

Learning And Teaching

Recent research indicates that mobile technologies can support second language learning. However, studies focused on the use of the iPad and teaching in schools is still scarce. This study reports on an action research project that investigated the use of the iPad in the English as a foreign language (EFL) context in an Italian school. The study sought to investigate learners' and teachers' perceptions of mobile learning through the use of the iPad. The data was collected through a survey (N=41), classroom observations (N=4), interviews (N=20), and recorded teacher meetings (N=5). Results show a positive impact on student motivation and on the approach to second language learning tasks. We found that within the duration of the study students and teachers became increasingly independent in the use of the iPad for English language learning and teaching. This study provides educators with hints on how to start integrating mobile devices to perform specific language learning/teaching tasks.

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