The Language-Learning Experiences and Their Perceived Impact on Teaching

2019 ◽  
pp. 314-330 ◽  
Author(s):  
Kata Csizér
Keyword(s):  
Language Learning ◽  
Learning Experiences ◽  
Perceived Impact

scholarly journals EFL Teachers as Designers of Ubiquitous Learning Experiences

2019 ◽  
Author(s):  
Nadjat Khenioui
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Digital Technology ◽  
Learning Experiences ◽  
Innovative Technology ◽  
Net Generation ◽  
Ubiquitous Learning ◽  
Materials Development ◽  
New Perspective ◽  
Teaching Learning

Ubiquitous learning, also known as U-learning, refers to the learner’s ability to learn at any place at any time. This paper argues that U-learning represents a new perspective in terms of pedagogy. The main contributor to this process is foremost the teacher, who has to adhere to the ever-changing language learning/teaching scenery. This study aims at setting the fundamentals of materials development at the intersection of two major areas of contemporary education, namely the needs of the ‘net generation’ students and the educational potential of the evolving social web and digital technology. It seeks to answer the following questions: What is digital technology and how does it lead to U-learning? What is web 2.0 and how does it affect classroom pedagogy, practice, and the design of quality teaching/learning materials? How does it help teachers improve their practice and materials development procedures? And how can teachers transform today’s innovative technology into ubiquitous learning experiences, promoting learner autonomy, regardless of any geographical or institutional boundaries? We will illustrate the whole procedure with a framework for web 2.0 integration that identifies the crucial features underpinning the extramural, ubiquitous learning experiences, in which learners can engage.

iPad and iPod in the Language Classrooms

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.

scholarly journals Self-directed use of mobile devices for language learning beyond the classroom

ReCALL ◽  
2017 ◽  
Vol 30 (3) ◽  
pp. 299-318 ◽  
Author(s):  
Chun Lai ◽  
Dongping Zheng
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Language Learners ◽  
Mobile Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Educational Interventions ◽  
Three Dimensions ◽  
Foreign Language Learners ◽  
Learning Tasks

AbstractThe essence of mobile learning is learners’ agentic use of mobile devices to create learning experiences across time and space. Thus, understanding learners’ perceptions and preferred use of mobile devices for learning are critical to realizing the educational potentials of mobile learning. This study explored language learners’ self-directed use of mobile devices beyond the classroom through a survey and interview study with foreign language learners at a university in Hong Kong. A total of 256 learners were surveyed and 18 were interviewed to understand the nature of mobile language learning experiences that these learners engaged in autonomously beyond the classroom. Exploratory factor analysis yielded three dimensions of self-directed out-of-class mobile learning experience. Among the three dimensions, learners were found to use mobile devices more for facilitating the personalization of learning than for enhancing the authenticity and social connection in learning. This study further revealed that selective use was an outcome of the interaction between learner-defined affordances of the devices, their culturally informed and habitual use of the devices, their perceptions of the nature of the learning tasks, and the tempo-spatial circumstances of task implementation. The findings suggest that these factors need to be considered when designing mobile learning activities and educational interventions that promote mobile learning beyond the classroom.

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