Mobile assisted language learning and mnemonic mapping – the loci method revisited

Waragai, Ikumi; Raindl, Marco; Ohta, Tatsuya; Miyasaka, Kosuke

doi:10.14705/rpnet.2016.eurocall2016.607

Cited by 2 publications

(1 citation statement)

References 4 publications

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“…Various studies have examined language learners’ perceptions of and voluntary interactions with mobile devices out of class in pedagogically designed learning interventions (Bradley, Lindström & Hashemi, 2017; Petersen, Procter-Legg & Cacchione, 2014; Pollara & Broussard, 2011; Wang & Smith, 2013). These studies have found that learners were in general positive towards mobile learning, but exhibited some reservations in their actual use and expressed concerns over the lack of immediate support in such informal learning contexts (Kim, Ilon & Altmann, 2013; Liu, Kuo, Shi & Chen, 2015; Stockwell, 2010; Waragai, Raindl, Ohta & Miyasaka, 2016). It was also found that students used the prescribed apps primarily during working hours and working days, and equally in both public and private places (Castrillo, Martín Monje & Bárcena, 2014; Read, Bárcena & Kukulska-Hulme, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

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

Lai

Zheng

2017

ReCALL

160

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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.

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Section: Literature Reviewmentioning

confidence: 99%

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

Lai

Zheng

2017

ReCALL

160

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Construction and evaluation of an integrated formal/informal learning environment for foreign language learning across real and virtual spaces

Waragai¹,

Ohta²,

Kurabayashi³

et al. 2017

CALL in a Climate of Change: Adapting to Turbulent Global Conditions – Short Papers From EUROCALL 2017

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This paper presents the prototype of a foreign language learning space, based on the construction of an integrated formal/informal learning environment. Before the background of the continued innovation of information technology that places conventional learning styles and educational methods into new contexts based on new value-standards, environment models of foreign language learning constantly face the necessity to change. A structured environment for foreign language learning can be created only when the learning environment in the real space, which is constructed in many forms outside the classroom, constantly connects with the formal learning environment inside the classroom. This study assumes two axes of a learning environment-formal/informal and real/cyber space-and attempts to integrate them to create a circulating four-dimensional model. Integrating formal and informal environments connects real space, which depends on the physical location and situation, with cyber space, which does not. In this study, sentences written in a foreign language by language learners will be autocollected and analyzed in cyber space, which plays a great role in students' daily lives. Thus, a 4D foreign language learning environment, which automatically delivers practical knowledge to the learner by a comprehensive analysis of formal and informal learning between real and cyber space, will be constructed.

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Mobile assisted language learning and mnemonic mapping – the loci method revisited

Cited by 2 publications

References 4 publications

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

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

Construction and evaluation of an integrated formal/informal learning environment for foreign language learning across real and virtual spaces

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