Self-directed use of mobile devices for language learning beyond the classroom

Abstract

The essence of mobile learning is learners’ agentic use of mobile devices to create learning experiences across time and space. Thus, understanding learners’ perceptions and preferred use of mobile devices for learning are critical to realizing the educational potentials of mobile learning. This study explored language learners’ self-directed use of mobile devices beyond the classroom through a survey and interview study with foreign language learners at a university in Hong Kong. A total of 256 learners were surveyed and 18 were interviewed to understand the nature of mobile language learning experiences that these learners engaged in autonomously beyond the classroom. Exploratory factor analysis yielded three dimensions of self-directed out-of-class mobile learning experience. Among the three dimensions, learners were found to use mobile devices more for facilitating the personalization of learning than for enhancing the authenticity and social connection in learning. This study further revealed that selective use was an outcome of the interaction between learner-defined affordances of the devices, their culturally informed and habitual use of the devices, their perceptions of the nature of the learning tasks, and the tempo-spatial circumstances of task implementation. The findings suggest that these factors need to be considered when designing mobile learning activities and educational interventions that promote mobile learning beyond the classroom.

Perceptions and Experiences of Mobile-Assisted Language Learning for IELTS Preparation: A Case Study of Indonesian Learners

“…Consequently, there has been a growth in the area of mobile-assisted language learning (MALL) in which language learners and enthusiasts use mobile technology to study languages [17], [18]. Particularly, it has become prominent for English as Foreign Language (EFL) learners [5], [8]. Chen and Kessler [5] highlight that EFL learners use a mobile phone to study English in informal settings because it increases their motivation, satisfaction and fosters ubiquitous learning and effectiveness.…”

“…M-learning for language learners is mostly considered as self-regulated learning [8], [18], because it requires autonomous learning, sharing, knowledge construction, and thus language learners should be independent throughout the process [22]. The learners' abilities to appropriately decide on what, when, where, and how to learn is similarly important with their self-motivation -to behaviorally and cognitively engage in learning whenever/wherever they themselves realize it is needed‖ in order to have an effective mobile learning experience [23, p.367].…”

“…While mobile-assisted language learning (MALL) benefits formal education, mobile learning (m-learning) also potentially encompasses the learning process outside classrooms as it can be done anywhere and anytime [6]. This sparks new challenges as language learning in school is based on a set of the curriculum with the guidance of a teacher, whereas, English mobile learning requires self-exploration and self-assessment [2], [7], [8]. Therefore, investigating the later learner's experience is essential.…”

Humorous interaction, language learning, and social media

“…For many English language learners, what they are doing outside the classroom is an integral part of their learning (Richards, 2015); and, for an array of reasons (such as tuition and legal status), not all learners have access to formal English learning. Consequently, learners are gravitating towards online language learning platforms to access language learning resources and opportunities (Cole & Vanderplank, 2016;Lai, 2017;Lai & Zheng, 2018). Duolingo claims to have 25 million active users among a total of 300 million users worldwide (Techcrunch, 2018/08/01 (Rokka, 2010).…”

A person-centred approach to L2 learners’ informal mobile language learning

“…Despite its considerable learning potential, informal mobile language learning (IMLL) remains largely uncharted territory (Godwin- Jones, 2019). The limited research on IMLL often adopts a variable-centered approach, viewing learners' IMLL experiences, their linguistic and educational background, motivation and emotion, as well as learning outcomes as separate variables, and examining the association and interaction between them (e.g., Lai & Zheng, 2018;Ma, 2017). In the wake of an increasingly accepted view that recognizes language learning as a dynamic process in which learner-internal and -external variables are concurrently at play (e.g., de Bot, Lowie & Verspoor, 2007), a shift of paradigm from variable-centredness to person-centredness is occurring.…”