Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

Lai, Chun

doi:10.1017/s0267190519000035

Cited by 28 publications

(22 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They are used for informal learning in support of the formal learning and personal development [5] and most of students have considerable experiences of informal learning with their mobile devices [6]. In other words, technology helps them learn more autonomously [7].…”

Section: Introductionmentioning

confidence: 99%

English as a Foreign Language (EFL) Learners' Predominant Language Use for Online Informal Learning Activities through Smartphones in Indonesian Context

Putrawan¹,

Riadi²

2020

ujer

View full text Add to dashboard Cite

In recent years, researchers have become increasingly interested in mobile-assisted language learning (MALL) studies for online informal learning of English as a foreign language (EFL). Smartphones, and other mobile devices, have been used as a powerful tool in informal contexts of learning since that form of technology can help students engage in out-of-class language learning experiences. However, to our knowledge, no research on EFL learners' predominant language use for their online informal learning activities has been conducted in Indonesian context. Therefore, this study attempted to investigate EFL learners' predominant language use for their online informal learning of English through smartphones, in which the data collected were quantitatively analyzed through descriptive statistics. The results indicate that EFL learners predominantly perform their online informal learning activities in Indonesian, in English, and in both Indonesian and English. Finally, suggestions and recommendations for future research are also discussed.

show abstract

Section: Introductionmentioning

confidence: 99%

English as a Foreign Language (EFL) Learners' Predominant Language Use for Online Informal Learning Activities through Smartphones in Indonesian Context

Putrawan¹,

Riadi²

2020

ujer

View full text Add to dashboard Cite

show abstract

“…Additionally, pertaining to online language education, a considerable amount of literature has underlined the significance of cementing students' language knowledge, cultivating their 2L proficiency and cross-culture communication, promoting learner autonomy, etc. (Chen and Yang, 2016 ; Plonsky and Ziegler, 2016 ; Lai, 2019 ; Tseng et al, 2020 ). Hence, in the online EFL teaching context, the directional competence of deep learning can be embodied in a solid foundation of language knowledge and comprehensive language application competence, namely, an in-depth understanding of language knowledge, a capacity to apply language knowledge in specific situations to solve novel practical problems, learning autonomy, English critical thinking, etc.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding, Investigating, and promoting deep learning in language education: A survey on chinese college students' deep learning in the online EFL teaching context

Jiang

2022

Front. Psychol.

View full text Add to dashboard Cite

This study aims to (1) develop and validate the four-dimension model hypothesis of deep learning to better understand deep learning in language education; (2) investigate and promote deep learning by conducting a survey involving 533 college students in the online learning English as a foreign language (EFL) teaching context in China. Concretely, this study initially synthesized theoretical insights from deep learning in the education domain and related theories in the second language acquisition and thus proposed the four-dimension model hypothesis of deep learning involving the motivation of deep learning, the engagement of deep learning, the strategy of deep learning, and the directional competence of deep learning. This study subsequently undertook a questionnaire survey utilizing a standardized instrument to confirm the model hypothesis and further investigate the current status and salient differences in students' deep learning in online EFL teaching. Exploratory factor analysis (EFA), confirmation factor analysis (CFA), and Pearson's correlation test validated a positively correlated four-dimension model of deep learning with high composite reliability and good convergent validity. Moreover, the descriptive and inferential statistics revealed that the level of students' deep learning marginally reached the median, with the lowest mean of directional competence and the highest mean of motivation; students manifested more instructional motives, neglect of deploying skilled-based cognitive strategies, and deficiency of language application skills, etc.; there existed some significant differences between deep learning and four sub-dimensions across the grade, English proficiency, EFL course, and vision groups. Eventually, this study proffered primary reasons and five appropriate strategies to scaffold and promote students' deep learning in online EFL teaching. Hopefully, this study will be a pioneering effort to clear away the theoretical muddle of deep learning construct in language education and be illuminating to further improve effectiveness in the online EFL teaching context.

show abstract

“…It may be helpful for teachers to better vi Current Realities and Future Challenges understand the complex dynamics that can occur in this domain, including the creative and constructive ways that learners may use social networking sites as they engage in and take increased responsibility for their learning (Arnold & Paulus, 2010). Language educators also need to be prepared to design and support learning experiences that occur in both conventional learning spaces as well as these informal spaces (Dubreil & Thorne, 2017;Lai, 2019). Virtual reality, AR, data aggregation, and numerous related developments present an impressive and varied landscape of potential language learning experiences and practices.…”

Section: Increasing Diversity Of Learning Spacesmentioning

confidence: 99%

Current Realities and Future Challenges for CALL Teacher Preparation

Kessler

2021

CALICO Journal

View full text Add to dashboard Cite

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

Cited by 28 publications

References 25 publications

English as a Foreign Language (EFL) Learners' Predominant Language Use for Online Informal Learning Activities through Smartphones in Indonesian Context

English as a Foreign Language (EFL) Learners' Predominant Language Use for Online Informal Learning Activities through Smartphones in Indonesian Context

Understanding, Investigating, and promoting deep learning in language education: A survey on chinese college students' deep learning in the online EFL teaching context

Current Realities and Future Challenges for CALL Teacher Preparation

Contact Info

Product

Resources

About