Complementing In-Class Language Learning with Voluntary Out-of-Class MALL. Does Training in Self-Regulation and Scaffolding Make a Difference?

Autor/inn/en	García Botero, Gustavo; Botero Restrepo, Margarita Alexandra; Zhu, Chang; Questier, Frederik
Titel	Complementing In-Class Language Learning with Voluntary Out-of-Class MALL. Does Training in Self-Regulation and Scaffolding Make a Difference?
Quelle	In: Computer Assisted Language Learning, 34 (2021) 8, S.1013-1039 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (García Botero, Gustavo) ORCID (Botero Restrepo, Margarita Alexandra) ORCID (Zhu, Chang) ORCID (Questier, Frederik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2019.1650780
Schlagwörter	Computer Assisted Instruction; Teaching Methods; Second Language Learning; Second Language Instruction; Comparative Analysis; Metacognition; Computer Software; Telecommunications; Handheld Devices; Learning Processes; Scaffolding (Teaching Technique); Correlation; French; Writing Evaluation; Writing Tests; Listening Skills; Reading Skills; Introductory Courses; Undergraduate Students; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Telekommunikationstechnik; Learning process; Lernprozess; Korrelation; Französisch; Writing test; Schreibtest; Reading skill; Lesefertigkeit; Einführungskurs; Ausland; Kolumbien
Abstract	Learners need diligence when going solo in technology-enhanced learning environments. Nevertheless, self-regulation and scaffolding are two under-researched concepts when it comes to mobile learning. To tackle this knowledge gap, this study focuses on self-regulation and scaffolding for mobile assisted language learning (MALL). Fifty-two students of French as a foreign language were divided into one control and two experimental groups. The two experimental groups were invited to engage in voluntary language learning through a language platform, Duolingo. One of the two experimental groups was trained for self-regulation and received scaffolding for their MALL. The study reveals five main findings: First, students who were trained in self-regulation and received temporary scaffolding present a significantly higher participation in Duolingo. Second, self-regulation features provided by Duolingo are not frequently used by students and therefore do not substantially contribute to students' own learning micromanagement. Third, there is a correlation between high use of Duolingo and improvement in French writing skills. Fourth, just inviting students to engage in voluntary out-of-class MALL does not result in higher test scores for French listening, reading or writing skills. Fifth, in a MALL context, self-regulation training and temporary scaffolding contribute to higher test scores in French writing. Overall, the results suggest that training and scaffolding for self-regulation is beneficial in a voluntary out-of-class MALL context. However, more research is needed to analyze in which conditions voluntary out-of-class MALL can lead to substantial learning improvements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01