Seamlessly learning Chinese: contextual meaning making and vocabulary growth in a seamless Chinese as a second language learning environment

Wong, Lung Hsiang; King, Ronnel B.; Chai, Ching Sing; Liu, May

doi:10.1007/s11251-016-9383-z

Cited by 37 publications

(30 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Further, the mean difference between the posttest and delayed test was 7.58, which indicated that the participants still retained and retrieved the information they had learned 2 weeks after the posttest. This finding confirms those reported by several previous studies that situating students in real‐world contexts with ubiquitous supports via mobile and wireless communication technologies can encourage them to learn and practice actively and constantly, and hence improve their learning outcomes, in particular for language learning (Liu et al, ; Preston et al, ; Wong, King, Chai, & Liu, ). The results of the pretest, posttest and delayed test differed significantly, F (2,107) = 34.761, p <.001.…”

Section: Resultssupporting

confidence: 90%

Mobile‐based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context‐aware application

Liu¹,

Chen²,

Hwang³

2017

Brit J Educational Tech

View full text Add to dashboard Cite

Mobile applications on the go have been adopted in many fields and areas. However, there has been little research regarding the development and use of a context‐aware application for users to improve their English listening comprehension through collaboration. This research aimed at helping users improve their listening comprehension with a combination of context‐aware tools and video‐based materials and attempted to investigate the learning strategies used in groups. Therefore, the researchers designed a Ubiquitous Fitness English Listening Comprehension System (UFELCS) incorporating collaborative listening activities into a fitness center. The researchers conducted mixed methods research using both qualitative and quantitative methods. The results indicate that the participants' learning performance was significantly improved. Moreover, the analysis of the interview data showed that the interviewees and their own groups held positive attitudes towards the creative ways of language learning, and their use of listening strategies was also revealed.

show abstract

Section: Resultssupporting

confidence: 90%

Mobile‐based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context‐aware application

Liu¹,

Chen²,

Hwang³

2017

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Students were able to communicate with real people in authentic contexts, such as the owners of stores or restaurants (Tai, ). In addition, students obtained first‐hand experience of authentic physical contexts (Wong et al , ).…”

Section: Resultsmentioning

confidence: 99%

“…Familiar, authentic environments were helpful for different purposes: to facilitate language learning ( n = 21), motivation ( n = 7), engagement ( n = 2), inspiration ( n = 1) and parental involvement ( n = 1); to distribute cognition ( n = 1); and to manage cognitive load ( n = 1). For example, in terms of language learning, familiar contexts triggered vocabulary use, authentic language use and engagement (Wong et al , ). Students were able to apply new knowledge to the real world (Hwang & Chen, ) and analyze their learning experiences (Huang et al , ).…”

Section: Resultsmentioning

confidence: 99%

“…In addition, familiar contexts help learners predict what will happen in specific places (Leung & Williams, ). Familiar contexts provide rich resources and can be found in locations visited frequently by students (Wong et al , ), such as a convenience store near a school or home where a student buys grocery items or photocopies learning material. Learners can practice the target language in familiar contexts by describing objects, people and situations verbally or in writing (Hwang & Chen,).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Review of research on mobile‐assisted language learning in familiar, authentic environments

Shadiev

Liu

Hwang³

2019

Brit J Educational Tech

View full text Add to dashboard Cite

Familiarity with learning contexts is important in the field of mobile‐assisted language learning (MALL). Several review studies on MALL have been published to date. However, scholars have not covered certain aspects of familiar contexts in their reviews, such as which learning/instructional methodologies support learning in familiar contexts or what the affordances of familiar contexts are for language learning. To address this gap, the authors in this study reviewed research articles related to MALL in familiar, authentic environments published in the past 10 years. The reviewed articles were from journals published in the Social Science Citation Index between 2009 and 2018. The main aim of this study was to review the published articles to understand (1) pedagogical approaches, (2) data collection, (3) locations, (4) affordances of authentic environments and (5) issues in MALL research. The results revealed that the most frequent items in reviewed articles were task‐based learning and communicative language teaching (pedagogical approaches); questionnaires, pretest and posttests and interviews (data collection); the local community and campus (locations); daily encounters, language learning and cognitive load (affordances of authentic environments); and small sample sizes and short‐term interventions (issues in MALL research). Based on the results, the authors in this study made several suggestions and provided implications for educators and researchers in the field about MALL in familiar, authentic environments.

show abstract

“…Indeed, in modern times where technology has compressed time and space, language learning is no longer confined to schools, although happily schools will continue to exist, and teachers will continue to guide language learning. In addition, “social media could provide affordances to design for a seamless integration between classroom‐based guided participation and autonomous, socialised learning in the students’ daily life” (Wong, King, Chai, & Liu, , p. 403). Furthermore, emerging technologies offer new opportunities for interaction in which identities are not forged on the basis of local, ethnic, or national categories only but are also characterized by “glocal” connectedness and heterogeneity.…”

Section: Implications Of Sla Research and Theorymentioning

confidence: 99%

Looking ahead: Future directions in, and future research into, second language acquisition

Larsen‐Freeman

2018

Foreign Language Annals

136

View full text Add to dashboard Cite

This article begins by situating modern‐day second language acquisition (SLA) research in a historical context, tracing its evolution from cognitive to social to sociocognitive accounts. Next, the influence of the zeitgeist is considered. In this era of rapid change and turmoil, there are both perils and opportunities afforded by globalization. In addition, what globalization is bringing to the forefront is a need to grapple with the complexity of the world. It follows then that we need to think differently about SLA. I suggest that this thinking take two directions. The first is that the researchers in the field adopt an ecological perspective, whereby the relations among factors are what is key to elucidating the complexity. I offer as an example overcoming the bifurcation between research on individual differences and research on the SLA process. Doing so ushers in a person‐centered, humanistic dimension of SLA. A second, related change is the renewed awareness of the importance of context and of the nature of constraints that shape any particular context. Language learning does not occur in an ideological vacuum but rather is affected in a serious way by prevailing beliefs in the society at large. I therefore make the case for language researchers to be more mindful of the social injustices that exist in the world concerning language learning and use, and I indicate several of the ideologies and myths that deserve to be challenged accordingly. Before concluding, I discuss the implications of these two changes for issues of language assessment, research, and teaching.

show abstract

Seamlessly learning Chinese: contextual meaning making and vocabulary growth in a seamless Chinese as a second language learning environment

Cited by 37 publications

References 33 publications

Mobile‐based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context‐aware application

Mobile‐based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context‐aware application

Review of research on mobile‐assisted language learning in familiar, authentic environments

Looking ahead: Future directions in, and future research into, second language acquisition

Contact Info

Product

Resources

About