Literaturnachweis - Detailanzeige
| Autor/inn/en | Robles, Heydy; Burden, Kevin; Villalba, Karen |
|---|---|
| Titel | A Socio-Cultural Approach to Evaluating and Designing Reading Comprehension Apps for Language Learning |
| Quelle | In: International Journal of Mobile and Blended Learning, 13 (2021) 1, S.18-37, Artikel 2 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-8647 |
| Schlagwörter | Telecommunications; Handheld Devices; Educational Technology; Technology Uses in Education; Computer Oriented Programs; Reading Comprehension; Teaching Methods; Second Language Learning; Spanish; English (Second Language); Cooperation; Student Needs; Personal Autonomy; Barriers; Higher Education; College Students; Scoring Rubrics; Foreign Countries; Program Content; Reading Skills; Program Effectiveness; Reading Strategies; Colombia Telekommunikationstechnik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerprogramm; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Co-operation; Kooperation; Individuelle Autonomie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Scoring formulas; Auswertungsbogen; Ausland; Programmgestaltung; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Kolumbien |
| Abstract | Mobile devices are increasingly promoted as tools to facilitate ubiquitous and individualized learning, allowing learners to work at their own pace in authentic and meaningful settings. However, in the case of second language learning, there is a paucity of apps and tools related to improving students' reading comprehension in both Spanish and English. Additionally, there are few studies that address the evaluation of applications for reading comprehension and innovation in this field and this is required in order to respond to the needs of transformation in language learning teaching. The authors present an original evaluation of 25 English language learning mobile apps using the iPAC app rubric, which identifies the pedagogical features of mobile learning: personalisation, authenticity, and collaboration. The results indicate that many of the existing apps fail to fully exploit the affordances of mobile learning and collaboration in particular. The findings suggest recommendations for app developers to design comprehension apps that address these shortcomings. (As Provided). |
| Anmerkungen | IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
