File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1017/S0958344017000258
- Scopus: eid_2-s2.0-85030858600
- WOS: WOS:000441138000004
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Self-directed use of mobile devices for language learning beyond the classroom
Title | Self-directed use of mobile devices for language learning beyond the classroom |
---|---|
Authors | |
Keywords | informal language learning mobile learning |
Issue Date | 2018 |
Publisher | Cambridge University Press. The Journal's web site is located at http://journals.cambridge.org/action/displayJournal?jid=REC |
Citation | ReCall, 2018, v. 30 n. 3, p. 299-318 How to Cite? |
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. © European Association for Computer Assisted Language Learning 2017. |
Persistent Identifier | http://hdl.handle.net/10722/278299 |
ISSN | 2023 Impact Factor: 4.6 2023 SCImago Journal Rankings: 1.493 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Lai, C | - |
dc.contributor.author | Zheng, DP | - |
dc.date.accessioned | 2019-10-04T08:11:19Z | - |
dc.date.available | 2019-10-04T08:11:19Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | ReCall, 2018, v. 30 n. 3, p. 299-318 | - |
dc.identifier.issn | 0958-3440 | - |
dc.identifier.uri | http://hdl.handle.net/10722/278299 | - |
dc.description.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. © European Association for Computer Assisted Language Learning 2017. | - |
dc.language | eng | - |
dc.publisher | Cambridge University Press. The Journal's web site is located at http://journals.cambridge.org/action/displayJournal?jid=REC | - |
dc.relation.ispartof | ReCall | - |
dc.rights | ReCall. Copyright © Cambridge University Press. | - |
dc.rights | This article has been published in a revised form in [Journal] [http://doi.org/XXX]. This version is free to view and download for private research and study only. Not for re-distribution, re-sale or use in derivative works. © copyright holder. | - |
dc.subject | informal language learning | - |
dc.subject | mobile learning | - |
dc.title | Self-directed use of mobile devices for language learning beyond the classroom | - |
dc.type | Article | - |
dc.identifier.email | Lai, C: laichun@hku.hk | - |
dc.identifier.authority | Lai, C=rp00916 | - |
dc.description.nature | link_to_OA_fulltext | - |
dc.identifier.doi | 10.1017/S0958344017000258 | - |
dc.identifier.scopus | eid_2-s2.0-85030858600 | - |
dc.identifier.hkuros | 306576 | - |
dc.identifier.volume | 30 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 299 | - |
dc.identifier.epage | 318 | - |
dc.identifier.isi | WOS:000441138000004 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0958-3440 | - |