DDL Pedagogy,
                        Participants, and Perspectives

Farr, Fiona; Karlsen, Petter Hagen

doi:10.4324/9781003002901-27

Cited by 4 publications

(6 citation statements)

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“…The data analysis showed that mobile phones were the most commonly used devices. Farr, F., and Liam M (2016) emphasised that mobile phones can incorporate numerous functions into a small device, thereby significantly enhancing the convenience of using them. Additionally, Mengorio and Dumlao (2019) also pointed out that the accessibility and userfriendliness of applications in mobile devices are straightforward.…”

Section: Discussionmentioning

confidence: 99%

“…At that time, these techniques were used in language teaching to capture language samples (e.g., reel-to-reel, VCRS) and obtain real speech samples (e.g., phonographs, radio, television) (Chinnery G.M, 2006). However, the emergence of small handheld devices such as MP3 players and mobile phones really awoke the interest of both language teachers and students (Farr, F. & Liam M, 2016). These can be used not only in classrooms and lecture halls, but also at home, in cafes, and on the way to school (Dudeney G. & Hockly N, 2007).…”

Section: Mobile Technology and Its Historymentioning

confidence: 99%

“…However, the limited functionalities of many early mobile devices meant that learners might have listened to music and played games on one mobile device and accessed social networking on another (Squire K, 2009). This meant that if learners needed to complete a comprehensive task, they needed to carry multiple mobile devices at the same time, which greatly reduced the portability of mobile devices (Farr, F. & Liam M, 2016).…”

Section: Mobile Technology and Its Historymentioning

confidence: 99%

“…As the functions of smartphones and laptops continued to increase, many functions were integrated into one device, and learners could access the Internet and social networking, play video games, and listen to music using just one device, making mobile devices more widely used (Farr, F. & Liam M, 2016). Pegrum's (2019) research revealed that thanks to the cloud-based system, learners can now receive activities and resources provided by teachers at different locations through their mobile devices.…”

Section: Mobile Technology and Its Historymentioning

confidence: 99%

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How Do Mobile Technologies Affect the Motivation of Chinese Students at UK Universities to Learn English?

Zhang

2024

JHASS

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Numerous studies have explored how mobile devices affect motivation to learn a second language. However, most current studies focus on native students from Arabic, Filipino, and Hong Kong, and there is a lack of research data on Chinese students in UK universities. Therefore, the aim of this study was to explore how mobile devices influence the motivation of Chinese students at UK universities to learn English. A combined qualitative and quantitative methodological approach was used to examine what and how mobile technologies motivate or demotivate individuals in learning a foreign language. The results indicate that a significant number of Chinese students in UK universities prefer using mobile devices to engage with social platforms like WhatsApp and Instagram, as well as video-sharing websites such as YouTube and Bilibili. They use these platforms to learn English and integrate into the local English-speaking community. While most participants were motivated to learn English by the convenience of mobile devices and the ability to easily access materials that meet their personal interests, mobile devices can also hinder students' ability to focus on learning due to the plethora of resource choices and unpredictable distractions. This research not only has the potential to address the gaps that exist in the literature but could also provide practical guidance to Chinese students studying in UK universities. This guidance aims to help them effectively utilize mobile technology to enhance their motivation to learn English while minimizing the potential drawbacks associated with such technology.

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Section: Discussionmentioning

confidence: 99%

Section: Mobile Technology and Its Historymentioning

confidence: 99%

Section: Mobile Technology and Its Historymentioning

confidence: 99%

Section: Mobile Technology and Its Historymentioning

confidence: 99%

See 2 more Smart Citations

How Do Mobile Technologies Affect the Motivation of Chinese Students at UK Universities to Learn English?

Zhang

2024

JHASS

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“…In seguito, la comunicazione mediata digitalmente e Internet hanno espanso -rispetto alla classe e ai materiali tradizionali -le possibilità interattive di esposizione degli studenti alla lingua e alla cultura meta, offrendo spazi autentici di accesso all'input in un'ampia varietà di discorsi e ruoli, ovvero in contesti di interazione socialmente e culturalmente ricchi. Con l'integrazione della connessione mobile nel nostro quotidiano, tale possibilità si è estesa dall'aula multimediale al contesto esterno all'aula e oggi siamo in grado di offrire agli studenti una mobilità virtuale che permette una sorta di internazionalizzazione domestica (Warschauer, 1996;Belz, 2003Belz, , 2007Lawrence, 2013;Wach, 2013;Farr, Murray, 2016;Healey, 2016;Stockwell, 2016).…”

Section: La Videocollaborazione Nella Didattica Delle Lingue/culture ...unclassified

Transnational Languaculture E Mobilità Virtuale: Il Videoshadowing Come Didattica Esperienziale

Landone

2023

ILD

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Gli studenti di una lingua straniera si muovono dinamicamente in una tale varietà di contesti fisici e virtuali che i costrutti di “lingua” e “cultura” sperimentano in modo concreto la sfumatura dei loro confini. In questo studio, partiamo dalla messa in discussione dei contesti statici di formazione della competenza comunicativa interculturale e dall’urgenza civica e politica che la investe. Come proposta, presentiamo la mobilità virtuale tramite videoshadowing, una metodologia in via si sperimentazione di cui riportiamo e analizziamo i primi dati. Rileviamo dai nostri progetti pilota che i discenti partecipanti vivono una dimensione esperienziale in un contesto di legame personale affettivamente connotato e di motivazione stabile. In tal modo è facilitato un contatto con un’inusitata varietà linguistica, pragmatica e socioculturale che permette agli studenti sia di ampliare il lessico della lingua meta e le conoscenze culturali, sia di avere stimoli per la scoperta e il confronto fra culture. Transnational languaculture and virtual mobility: videoshadowing as experiential teaching Learners of a foreign language move dynamically in such a variety of physical and virtual contexts that the constructs of “language” and “culture” experience the blurring of their boundaries. In this study, we discuss the static learning contexts in relation to the formation of intercultural communicative competence and its civic and political urgency. As a proposal, we present the first data and analysis of the videoshadowing, a new methodology of virtual mobility. In our pilot projects, participants report living an experiential dimension in a context of affective personal bonding and stable motivation. This facilitates contact with a wide linguistic, pragmatic and socio-cultural variety that enables students both to broaden their vocabulary and cultural knowledge and to have stimuli for discovery and comparison between cultures.

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Using learner corpus data for grammatical accuracy development in written productions

Sarré,

Brudermann,

Grosbois

2024

IJLCR

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This study investigates the differential effect of various noticing activities on grammatical accuracy development in EFL learners’ written productions. We focus on different types of noticing activities based on an error-tagged learner corpus and report on effective practical experiments involving learner corpus data. A pretest/posttest quasi-experimental design is used with three experimental groups (receiving different treatments) and one control group. Error frequencies, at both group and individual levels, and proportions of learners producing errors on three specific error types (articles, verb tense, verb agreement) are compared. Our results suggest that accuracy in the use of articles and verb agreement could be more easily fostered through the comparison of learner output with native data (the BNC, in our case). As for verb tenses, the impact of a more traditional form of corrective feedback seems greater while the use of online machine translation tools does not seem to foster much accuracy development.

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DDL Pedagogy, Participants, and Perspectives

Cited by 4 publications

References 0 publications

How Do Mobile Technologies Affect the Motivation of Chinese Students at UK Universities to Learn English?

How Do Mobile Technologies Affect the Motivation of Chinese Students at UK Universities to Learn English?

Transnational Languaculture E Mobilità Virtuale: Il Videoshadowing Come Didattica Esperienziale

Using learner corpus data for grammatical accuracy development in written productions

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