A Framework for Enhancing Mobile Learner-Determined Language Learning in Authentic Situational Contexts

Abstract

Mobile technology melds the mobile learner's authentic real and virtual worlds, enabling increasingly untethered personalized, learner-determined language learning opportunities. This article introduces an evidence-based framework founded upon cumulative findings from a number of the authors' recent and ongoing research projects. This framework provides guidance for designing mobile language learning activities within the learner's evolving personal, authentic situational learning context. The framework consists of three learner dimensions and four external contextual affordances that synergistically define the dynamics of this learning context. The merger of these dimensions and external contextual elements yields three interdependent learning concepts—personalization, adaptation, and relevancy—which enhance the mobile learner's motivation and self-determination. Application of these concepts enables instructors and learners to design mobile language activities that consider the interplay of numerous factors impacting language learning in context.

Teachers’ Evaluation of the Usability of a Self-Assessment Tool for Mobile Learning Integration in the Classroom

“…Mobile learning (m-learning) is a teaching and learning methodology that uses mobile devices with wireless connectivity, allowing students to access information and learn anytime and anywhere [39][40][41]. Using mobile devices in education offers several advantages, including convenience, flexibility, participation, interactivity, and ease of use, making it more attractive to students [42].…”

“…Mobile learning has become even more important during the COVID-19 pandemic, as it has been used as a remote learning strategy to keep learning centered on the student as it provides the opportunity to learn anytime and anywhere. The use of mobile devices in education has become increasingly common, but there are both advantages and disadvantages to this digital technology [39][40][41][42]46,47].…”

“…The self-evaluation tool was composed of seven elements grouped into a community taxonomy that seeks to answer what pedagogical factors should be considered for the design, implementation, and evaluation of activities with mobile devices. This seven-element selfevaluation tool was articulated through 67 items that sought to facilitate the evaluation and improve teaching practice in terms of mobile learning, offering personalised feedback according to the score obtained in the tool so that teachers could know their level as regards the design of activities using mobile devices and the key aspects to improve [38][39][40][41][42][43][44][45][46][47][48][49][50][51][52].…”

Development research on an AI English learning support system to facilitate learner-generated-context-based learning

“…A system should provide learners with personalized support in determining or creating the elements that make up their learning context (e.g., learning content, plan, and strategies). We consider the following functionalities as specifically optimal for a new AI-based system that facilitates LGC-based English language learning: enable learners to pursue learning anytime anywhere through mobile and web-based learning experiences (Djoub, 2016 ; Lai, 2019 ; Palalas & Wark, 2020 ; Vavoula & Sharples, 2002 ). use learner-generated content.…”

“…enable learners to pursue learning anytime anywhere through mobile and web-based learning experiences (Djoub, 2016 ; Lai, 2019 ; Palalas & Wark, 2020 ; Vavoula & Sharples, 2002 ).…”