A Person-Centred Approach to L2 Learners' Informal Mobile Language Learning

Autor/inn/en	Peng, Hongying; Jager, Sake; Lowie, Wander
Titel	A Person-Centred Approach to L2 Learners' Informal Mobile Language Learning
Quelle	In: Computer Assisted Language Learning, 35 (2022) 9, S.2148-2169 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peng, Hongying) ORCID (Jager, Sake) ORCID (Lowie, Wander)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2020.1868532
Schlagwörter	Second Language Learning; Second Language Instruction; Telecommunications; Handheld Devices; Teacher Attitudes; Informal Education; Metacognition; Holistic Approach; Independent Study; Learning Activities; Learning Motivation; Teaching Methods; Scaffolding (Teaching Technique); Computer Assisted Instruction; English (Second Language); Learning Processes; Student Characteristics + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Telekommunikationstechnik; Lehrerverhalten; Informelle Bildung; Nichtformale Bildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Holistischer Ansatz; Selbststudium; Lernaktivität; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Learning process; Lernprozess
Abstract	Mobile technologies provide opportunities for L2 learners to engage in complex interactions involving a multitude of cognitive, meta-cognitive, and affective factors. Understanding the process of learners' mobile language learning thus needs holistic approaches that integratively consider learner attributes and their interaction with mobile technologies. In this study, we applied a holistic person-centred approach to examining L2 learners' self-initiated engagement with mobile learning activities. Data were collected with a questionnaire and follow-up interviews. A cluster analysis performed on the questionnaire data yielded six types of learners with distinctly different learning experiences. We further found that each learner type brought along a distinct package of motivational, emotional, and linguistic interaction, and that the distinct learning experiences of each learner type bore different relationship to learners' perceived L2 improvement. This study offers theoretical and methodological insights into the complexity and variety inherent in informal mobile language learning. Findings also inform teachers about the design of adaptive and tailored instruction and scaffolding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01