TY - JOUR
T1 - A framework for enhancing mobile learner-determined language learning in authentic situational contexts
AU - Palalas, Agnieszka
AU - Wark, Norine
N1 - Publisher Copyright:
Copyright © 2020, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
PY - 2020/10/1
Y1 - 2020/10/1
N2 - Mobile technology melds the mobile learner's authentic real and virtual worlds, enabling increasingly untethered personalized, learner-determined language learning opportunities. This article introduces an evidence-based framework founded upon cumulative findings from a number of the authors' recent and ongoing research projects. This framework provides guidance for designing mobile language learning activities within the learner's evolving personal, authentic situational learning context. The framework consists of three learner dimensions and four external contextual affordances that synergistically define the dynamics of this learning context. The merger of these dimensions and external contextual elements yields three interdependent learning concepts-personalization, adaptation, and relevancy-which enhance the mobile learner's motivation and self-determination. Application of these concepts enables instructors and learners to design mobile language activities that consider the interplay of numerous factors impacting language learning in context.
AB - Mobile technology melds the mobile learner's authentic real and virtual worlds, enabling increasingly untethered personalized, learner-determined language learning opportunities. This article introduces an evidence-based framework founded upon cumulative findings from a number of the authors' recent and ongoing research projects. This framework provides guidance for designing mobile language learning activities within the learner's evolving personal, authentic situational learning context. The framework consists of three learner dimensions and four external contextual affordances that synergistically define the dynamics of this learning context. The merger of these dimensions and external contextual elements yields three interdependent learning concepts-personalization, adaptation, and relevancy-which enhance the mobile learner's motivation and self-determination. Application of these concepts enables instructors and learners to design mobile language activities that consider the interplay of numerous factors impacting language learning in context.
KW - Adaptation
KW - External Environmental Elements
KW - Inter-dependent Learning Concepts
KW - Learner Dimensions
KW - Mobile Adult Literacy Learner
KW - Mobile-Assisted Language Learning
KW - Personalization
KW - Relevancy
UR - http://www.scopus.com/inward/record.url?scp=85092569773&partnerID=8YFLogxK
U2 - 10.4018/IJCALLT.2020100106
DO - 10.4018/IJCALLT.2020100106
M3 - Journal Article
AN - SCOPUS:85092569773
SN - 2155-7098
VL - 10
SP - 83
EP - 97
JO - International Journal of Computer-Assisted Language Learning and Teaching
JF - International Journal of Computer-Assisted Language Learning and Teaching
IS - 4
ER -