A Multi-Case Study of University Students' Language-Learning Experience Mediated by Mobile Technologies: A Socio-Cultural Perspective

Autor/in	Ma, Qing
Titel	A Multi-Case Study of University Students' Language-Learning Experience Mediated by Mobile Technologies: A Socio-Cultural Perspective
Quelle	In: Computer Assisted Language Learning, 30 (2017) 3-4, S.183-203 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2017.1301957
Schlagwörter	Telecommunications; Educational Technology; College Students; Case Studies; Technology Uses in Education; Handheld Devices; Second Language Instruction; Teaching Methods; Student Attitudes; Foreign Countries; English (Second Language); Second Language Learning; Questionnaires; Semi Structured Interviews; Cooperative Learning; Vocabulary Development; Electronic Publishing; Films; Social Media; Hong Kong + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Unterrichtsmedien; Collegestudent; Case study; Fallstudie; Case Study; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fragebogen; Kooperatives Lernen; Wortschatzarbeit; Elektronisches Publizieren; Film; Soziale Medien; Hongkong
Abstract	Emerging mobile technologies can be considered a new form of social and cultural artefact that mediates people's language learning. This multi-case study investigates how mobile technologies mediate a group of Hong Kong university students' L2 learning, which serves as a lens with which to capture the personalised, unique, contextual and ubiquitous nature of mobile language learning. The results suggest that Hong Kong university students make use of varied e-resources and tools for learning their L2; they also tend to combine L2 learning with subject learning, communication, entertainment and personal interests, and reveal distinctive features and attributes that form their personalised learning approaches. Based on these, a new socio-cultural framework is constructed to capture the key components involved in mobile technologies-mediated L2 learning and to describe the dynamism and interaction among the components, involving L2 agency, personalisation, tools, knowledge, communications and entertainment. In addition, L2 agency plays an important role in determining how learners employ mobile technologies in mediating and personalising their language learning. Factors that influence personalised mobile language learning are also unveiled. Finally, a number of implications are derived from the research findings to inform further research or practice with regard to mobile language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01