Mobile-Assisted Reading Development: A Review from the Activity Theory Perspective

Autor/inn/en	Lin, Chih-Chung; Lin, Vivien; Liu, Gi-Zen; Kou, Xiaojing; Kulikova, Alena; Lin, Wenling
Titel	Mobile-Assisted Reading Development: A Review from the Activity Theory Perspective
Quelle	In: Computer Assisted Language Learning, 33 (2020) 8, S.833-864 (32 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Gi-Zen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2019.1594919
Schlagwörter	Telecommunications; Handheld Devices; Teaching Methods; Educational Technology; Reading Research; Reading Skills; Second Language Learning; Reading Strategies; Social Theories; Technology Uses in Education; English (Second Language); Second Language Instruction + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Leseforschung; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; Reading strategy; Leselernstufe; Lesetechnik; Gesellschaftstheorie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht
Abstract	Little review research has been conducted to describe the interaction and inter-relationships among components of reading development facilitated through mobile assisted language learning (MALL). The language learners, mediation via mobile devices, learning context, learning material and tasks, and learning outcomes need to be carefully examined in mobile-assisted reading. Hence, 28 empirical studies on mobile-assisted reading research published between 2008 and 2018 were selected and evaluated by the Activity Theory (AT) model. The investigators explored the research design of the studies and examined how reading development through mobile-assisted reading could be interpreted from seven constituents of AT -- tool, subject, object, rules, community, division of labor, and outcome. In addition, facilitating processes conducive to reading development were analyzed. Based on the desired outcomes achieved by the facilitating processes, design-, strategy-, and learner-related guidelines for reading development in MALL were proposed. The ultimate goal of MALL for fostering self-regulated learning is also discussed. The review provides instructors and researchers with detailed sociocultural accounts and recommendations for the design and implementation of reading in MALL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01