Vocabulary Learning by Mobile-Assisted Authentic Content Creation and Social Meaning-Making: Two Case Studies

Autor/inn/en	Wong, L-H.; Looi, C-K.
Titel	Vocabulary Learning by Mobile-Assisted Authentic Content Creation and Social Meaning-Making: Two Case Studies
Quelle	In: Journal of Computer Assisted Learning, 26 (2010) 5, S. 421-433Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2010.00357.x
Schlagwörter	Forschungsbericht; Electronic Learning; Case Studies; Vocabulary Development; Learning Experience; English (Second Language); Second Language Learning; Second Language Instruction; Elementary School Students; Learning Strategies; Teaching Methods; Instructional Effectiveness; Computer Uses in Education; Handheld Devices + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Wortschatzarbeit; Lernerfahrung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Computernutzung
Abstract	In recent years, we have witnessed the concomitant rise of communicative and contextualized approaches as well as the paradigmatic development of the mobile-assisted language learning (MALL) framework in analysing language learning. The focus of MALL research has gradually shifted from content-based (delivery of learning content through mobile devices) to design-oriented (authentic and/or social mobile learning activities) study. In this paper, we present two novel case studies of MALL that emphasize learner-created content. In learning English prepositions and Chinese idioms, respectively, the primary school students used the mobile devices assigned to them on a one-to-one basis to take photos in real-life contexts so as to construct sentences with the newly acquired prepositions or idioms. Subsequently, the learners were voraciously engaged in classroom or online discussion of their semantic constructions, thereby enhancing their understanding of the proper usage of the prepositions or idioms. This work shows the potential of transforming language learning into an authentic seamless learning experience. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10