A Seamless Learning Design for Mobile Assisted Language Learning: An Iranian Context

Abstract

Recent developments in information communication technology (ICT) have resulted in a paradigm shift in e-Learning and there is a growing interest in developing design-based research (DBR) focusing on learners and their involvement in knowledge sharing in a contextualized mode. The present study reports a mobile-assisted language learning (MALL) design with a focus on contextualized student-created content having a seamless learning approach. The students in this study (N= 24) used their mobile devices to take photos and create artifacts to represent English idioms and share them on Padlets with their peers for further discussion and feedback. In the first four weeks of the study, students were taught English idioms and in the following next two weeks they created and shared their own artifacts to represent the learnt idioms. The post-study reflections and results of the interviews and obtained from students and the teacher at the end of study revealed that they favor and support greater learner autonomy achieved by learner-generated context (LGC) which bridges the in-classroom and out-of-classroom learning. The article also highlights the necessity of reconceptualization of teachers and students' perceptions of mobile use in language learning in Iran.

Mobile collaborative language learning: State of the art

“…Similarly, Chai, Wong, and King () concluded that engaging students in self‐directed and CL practices through linguistics artefacts generated around life experiences creates opportunities for meaningful seamless learning. Furthermore, Fomani and Hedayayi () in their seamless learning design focused on contextualised student‐created content and found it to be efficient for Iranian students' English idiom learning. Seamless learning can be supported by ubiquitous technologies (that can include sensors embedded in objects and augmented reality), creating environments for collaborative ubiquitous learning (Wong, Chai, Aw et al ., ).…”

“…Several studies report that diverse technologies and media have been used together to support collaboration, as a way to give learners choices (Ilic, 2015;Ogunduyile, 2013) and to increase authenticity through access to multiple popular media or the chance to create new media in different places (Fomani & Hedayayi, 2016;Tuttle, 2013;Viberg & Gr€ onlund, 2013;Wong, Chai, Aw, & King, 2015). Particular types of device are sometimes presented as having special affordances: eg, "use of iPads enabled learners to engage in mobile and collaborative learning"…”

“…Chai et al (2016) outline facilitation of learners' collaborative construction of linguistics knowledge of Chinese as L2 through social interaction and encouragement of autonomous learning. Other scholars have taken a similar line (eg, Chen, 2013;Fomani & Hedayayi, 2016;Hazaea & Alzubi, 2016;Lin, 2014;Wong, Chen, and Jan, 2012). Ilic (2015), while investigating the use of smartphones for translation homework, asked students to upload their answers individually, before they could provide feedback to each other.…”

The Implementation of Mobile Seamless Learning Strategy in Mastering Students' Concepts for Elementary School

“…This study also highlights the need for reconciliation both students' and teachers' perceptions (Foomani & Hedayati, 2016). The research findings from Ulfa (2017) at Malang State University about the perceived ease of use CBT (Computer Based Test) has a positive influence on perceptions of benefits, whereas perceived ease of use and perceived benefits of CBT have a direct effect on attitudes towards use and attitudes influence behavioral intentions (Ulfa, 2017).…”

“…Seamless learning based on the use of mobile devices in accordance with nowadays development. Foomani & Hedayati (2016) used seamless learning and utilizes mobile in the language learning. Classroom setting in teaching and learning is very limited in space and time for students while learning that leads to character building requires continuous learning and learning support, not only in schools but also in the context of family and community (Hamid, 2017;Larry Nucci;Darcia Narvaez, 2014).…”