Chapter Nine Workplace Mobile-Assisted Second Language Learning: Designing for Learner Generated Authenticity

Gjedde, Lisa; Bo-Kristensen, Mads

doi:10.1108/s2041-272x(2012)0000006012

Cited by 4 publications

(4 citation statements)

References 3 publications

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“…This score is a reflection of the total number of words read (students must read in excess of 50,000 words to receive the full 10%), reading comprehension scores (tallied within the Xreading LMS) and quantity of student engagement with the software as reflected in usage log data. Although the extensive reading component was originally considered additive ER (extensive reading done outside of class), the authors of this study allowed 10 minutes of silent reading during each class meeting as previous studies (Dillon, 1992;Gjedde & Bo-Kristensen, 2012;Huang, 2013;Stockwell, 2008) indicated that students need inclass time adjusting to this new approach to reading books.…”

Section: Research Contextmentioning

confidence: 99%

Implementing and Managing Online Exensive Reading

Cote¹,

Milliner²

2015

IALLT Journal

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Smartphones, tablets, and today's touch screen laptops are powerfultools capable of serving hundreds of specialized, complex operationsand applications to anyone, seemingly anywhere in the world. Forsecond language learners and those who teach them, these toolssuddenly have the potential to recast the reading experience for 21stcentury students and invigorate Extensive Reading (ER) research.Exploration into digital ER exclusively through the medium of mobiledevices is only an emerging area of study in the English as a LinguaFranca (ELF) classroom. This study reports on the implementation of a15 week (one semester) pilot test of Xreading® (www.xreading.com),an online Graded Reader (GR) library and learning managementsystem (LMS) devoted specifically to the implementation and operationof extensive reading at a private university in Tokyo, Japan.Participants in this study have access to a vast virtual library of gradedreaders and are being instructed to read outside of class using a mobiledevice. This paper reports on student engagement with this platformexclusively for 15 weeks in regards to changes in reading speeds,volume of reading, and correlations between these numbers andTOEIC® IP test scores. The authors will reflect on student attitudesand perceptions of reading digitally and lastly, present someconsiderations for teachers and administrators who recognize thebenefits of ER and who, for various reasons, envisage implementingextensive reading into their classroom syllabus or program curriculum.

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Section: Research Contextmentioning

confidence: 99%

Implementing and Managing Online Exensive Reading

Cote¹,

Milliner²

2015

IALLT Journal

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“…In the Danish Flex-Learn project (Gjedde, 2008), the Danish University of Education together with industrial partners are investigating new ways to support truck drivers' competence development using mobile videobased learning. This project uses 3G enabled mobile phones and PCs as a learning platform.…”

Section: Mobile Learning For Professional Development and Workplace S...mentioning

confidence: 99%

Innovation in Mobile Learning

Kukulska‐Hulme

Sharples

Milrad

et al. 2009

International Journal of Mobile and Blended Learning

294

103

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In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date.

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“…Next, we address these issues by introducing the Mobile2Learn Framework, which aims to support open access and reuse to MALL resources within the context of MALL courses design and development. Finally, it is worth mentioning that there is an increasing interest in current MALL research that focuses on MALL systems that aim to engage learners in the process of sharing and reusing their own resources and there are several studies that investigate these issues as reported in [19], [20], [21], [22]. Nevertheless, Mobile2Learn Framework focuses only on sharing and reuse of MALL resources that are generated by foreign language teachers.…”

Section: Open Access and Reuse Of Mobile Assisted Language Learning R...mentioning

confidence: 99%

Facilitating Teachers' Reuse of Mobile Assisted Language Learning Resources Using Educational Metadata

Zervas

Sampson

2014

IEEE Trans. Learning Technol.

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Mobile assisted language learning (MALL) and open access repositories for language learning resources are both topics that have attracted the interest of researchers and practitioners in technology enhanced learning (TeL). Yet, there is limited experimental evidence about possible factors that can influence and potentially enhance reuse of MALL resources stored in open access repositories. In this paper the Mobile2Learn Framework is proposed, which aims at supporting sharing and reuse of MALL resources within the context of MALL courses development. Moreover, a quantitative analysis of the reuse of MALL resources developed with the proposed Mobile2Learn Framework is conducted. The results of this analysis provided with evidence that completeness of metadata fields related with educational objectives based on Common European Framework of Reference for Languages (CEFR) can strongly influence reuse taking place among Mobile2Learn Framework users.

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Chapter Nine Workplace Mobile-Assisted Second Language Learning: Designing for Learner Generated Authenticity

Cited by 4 publications

References 3 publications

Implementing and Managing Online Exensive Reading

Implementing and Managing Online Exensive Reading

Innovation in Mobile Learning

Facilitating Teachers' Reuse of Mobile Assisted Language Learning Resources Using Educational Metadata

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