Mobile technology in second language classrooms: Insights into its uses, pedagogical implications, and teacher beliefs

Praag, Benjamin Van; Sanchez, Hugo Santiago

doi:10.1017/s0958344015000075

Cited by 46 publications

(23 citation statements)

References 19 publications

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“…Finally, results indicated that teachers assigned value to the use of iPads and mobile apps to support curriculum goals, pedagogy, and student outcomes despite the fact that they occasionally served as distraction. Other studies also noted that teachers considered mobile devices to be a distraction for students (Praag & Sanchez, ). Unlike earlier studies, however, which documented dissatisfaction with one‐to‐one initiatives after the first year (e.g., Swallow, ), teachers in this study remained committed to mobile learning.…”

Section: Discussionmentioning

confidence: 97%

“…Unlike earlier studies, however, which documented dissatisfaction with one‐to‐one initiatives after the first year (e.g., Swallow, ), teachers in this study remained committed to mobile learning. When teachers assign pedagogical value to mobile devices, they are more likely to facilitate their implementation in teaching and learning (Praag & Sanchez, ). Nevertheless, participants expressed the need for continuous learning.…”

Section: Discussionmentioning

confidence: 99%

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Teacher practices during Year 4 of a one‐to‐one mobile learning initiative

Reichert

Mouza

2018

Computer Assisted Learning

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This study examines the ways in which all nine middle school teachers in a private school for boys in the United States integrated mobile devices with content and pedagogy 4 years into the implementation of a one-to-one initiative. It also examines teacher perceptions of the benefits and challenges related to the implementation of mobile devices in real classroom contexts. Data were collected from multiple sources including teacher lesson plans, classroom observations, and interviews. Data collection and analysis were situated in the framework of Technological Pedagogical Content Knowledge (TPACK), which is used to examine teacher knowledge and observed evidence of TPACK during classroom instruction. Results indicated that teachers were able to draw connections among mobile devices, content, and pedagogy to support student experiences. Results, however, indicated variability in teacher practice and pointed to the important role of continuous professional learning. Findings have implications for researchers and practitioners involved in the design and implementation of one-to-one initiatives.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Teacher practices during Year 4 of a one‐to‐one mobile learning initiative

Reichert

Mouza

2018

Computer Assisted Learning

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“…Teachers often hold a negative view of wbmt use in the classroom and tend to regard its use as a shortcut that links them directly to their l1 and leads to cognitive disengagement from the language learning process (Van Praag & Sanchez, 2015). Thus, it comes as little surprise that past studies have commonly focused on preventing the inappropriate use of wbmt (Fountain & Fountain, 2009;Steding, 2009).…”

Section: Web-based Machine Translation As Language Learning Toolsmentioning

confidence: 99%

“…The obvious and highly concerning downside to using wbmt for the purpose of language learning is that it can enable students to shift from cognitively engaged language learning processes to simply typing l1 sentences into the computer and mindlessly scribing the results. For such reasons, teachers are often inclined to regard their students' use of wbmt as laziness (Van Praag & Sanchez, 2015) and can experience frustrations when expected to invest their time providing corrective feedback for the output of a machine (Steding, 2009). On the other hand, however, prohibiting the use of wbmt based solely on the assumption that students are incapable of critically analyzing their outputs could be depriving them of a potentially valuable language learning tool.…”

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confidence: 99%

Neural machine translation tools in the language learning classroom: Students' use, perceptions, and analyses

Briggs¹

2018

JALTCALL

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Web-based machine translation (wbmt) tools have long been used by language learners, but until recently, their value as learning tools was limited by the limited accuracy of their outputs. In the past few years, however, the advent of neural machine translation has drastically improved the accuracy of wbmt, considerably increasing their attractiveness to language learners. Accordingly, the present exploratory study seeks to delve into students' attitudes and beliefs regarding the use of wbmt tools for English language learning. Surveys are used to collect data from 80 upperyear Korean-speaking university students regarding their use of and attitudes toward using wbmt tools. The results indicate that the majority of students use them to support their language studies both at home and at school, and for a range of purposes. Most students reported having limited trust in the accuracy of the outputs, but in general, the results reveal disparities among students in terms of their dependency upon and perceived value of such tools. Furthermore, the students evaluated the output of two popular wbmt tools, revealing evidence of struggle in terms of their ability to critically analyze their outputs. The pedagogical implications associated with this issue are discussed.

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“…In addition to the widespread use of smartphones, they have been praised for their pedagogical potential, according to a study published by UNESCO [8]; this includes the ability to personalize learning, to extend educational practices and experiences beyond classrooms, and to allow for both informal and teacher-assisted (hybrid) learning. The ongoing expansion of smartphone use has sparked increasing interest by CALL/MALL (computer-assisted language learning/mobile-assisted language learning) researchers and practitioners, with most studies emphasizing their potential for a mobile-assisted L2 pedagogy [6,[9][10][11][12][13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Mobilizing Instruction in a Second-Language Context: Learners’ Perceptions of Two Speech Technologies

2017

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Abstract:We report the results of two empirical studies that investigated the use of mobile text-to-speech synthesizers (TTS) and automatic speech recognition (ASR) as tools to promote the development of pronunciation skills in L2 French. Specifically, the study examined learners' perceptions of the pedagogical use of these tools in learning a French segment (the vowel /y/, as in tu 'you') and a suprasegmental feature (across-word resyllabification/liaison, observed in petit enfant 'small child'), in a mobile-assisted context. Our results indicate that, when used in a "learn anytime anywhere" mobile setting, the participants believe that they have: (1) increased and enhanced access to input; and (2) multiple opportunities for speech output and (3) for the development of prediction skills. Interestingly, these findings meet the requirements for successful L2 learning, one that recommends the inclusion of pedagogical activities that promote exposure to input (Nation & Newton 2009), multiple opportunities for output (Swain 1995), and the development of prediction skills (Dickerson 2015) to foster learner autonomy and, consequently, to maximize classroom time by extending the reach of the classroom. Our findings also indicate that participants recognize the pedagogical importance of TTS and ASR, and enjoy the mobile-enhanced learning environment afforded by these two technologies.

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Mobile technology in second language classrooms: Insights into its uses, pedagogical implications, and teacher beliefs

Cited by 46 publications

References 19 publications

Teacher practices during Year 4 of a one‐to‐one mobile learning initiative

Teacher practices during Year 4 of a one‐to‐one mobile learning initiative

Neural machine translation tools in the language learning classroom: Students' use, perceptions, and analyses

Mobilizing Instruction in a Second-Language Context: Learners’ Perceptions of Two Speech Technologies

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