A Systematic Review of Mobile-Assisted Oral Communication Development from Selected Papers Published between 2010 and 2019

Autor/inn/en	Hsu, Keng-Chih; Liu, Gi-Zen
Titel	A Systematic Review of Mobile-Assisted Oral Communication Development from Selected Papers Published between 2010 and 2019
Quelle	In: Interactive Learning Environments, 31 (2023) 6, S.3851-3867 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hsu, Keng-Chih) ORCID (Liu, Gi-Zen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1943690
Schlagwörter	Literature Reviews; Electronic Learning; Handheld Devices; Speech Communication; Outcomes of Education; Elementary Secondary Education; Higher Education; Cooperative Learning; Language Proficiency + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kooperatives Lernen; Language skill; Language skills; Sprachkompetenz
Abstract	With the advancement of mobile technology, mobile-assisted language learning (MALL) has significant potential regarding its practical applications and benefits in foreign language learning. Nevertheless, little research was conducted to examine factors regarding the facilitation of oral communication through MALL based on established theories or models. The purpose of this review is to investigate the main constituents conducive to the intended outcomes based on an adapted model from Beatty (2010) and further provide guidelines for enthusiastic stakeholders in the field. Twenty-eight empirical studies were collected and categorized according to four key variables of the design model and analyzed qualitatively, with the key findings identified as follows. Due to the technical affordance of mobile technology, it is found that a student-centered self-regulated learning context is created, where students construct knowledge through self-instruction, self-evaluation, and self-correction. Furthermore, a speaking strategy-driven collaborative-based learning design enhances students' oral proficiency through strong social connections, interactions, and communication. Finally, given the pedagogical design and practices, high-level cognitive thinking is thereby promoted, with promising affective learning outcomes. In light of the findings, guidelines for educational practitioners, learners, and system designers are provided for pedagogical and practical application in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01