Personalised and flexible language learning. Optimising adaptive and mobile learning in Italian language beginner classes (original) (raw)
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in J. Fornasiero et al. (eds), "Intersections in language policy and planning: establishing connections in languages and cultures", Springer, 2020
Adaptive and mobile learning technologies are leading innovation in personalized and blended learning for language education at tertiary level. However, the growth of adaptive and mobile resources is not matched by sufficient research on their effective implementation in university language courses. In this chapter, we present a study conducted in Italian beginners units at the University of Western Australia in 2017 (credit-bearing undergraduate courses). These units were redesigned to integrate adaptive and mobile learning resources for automated and personalized language practice. We describe and discuss qualitative and quantitative data on students' engagement with the adaptive platform, their evaluation of skill practice on the platform, and the use of mobile devices to access the platform. Our results show that adaptive and mobile technologies have great potential to enhance the student learning experience, but also that, at present, various issues limit the implementation of these resources. We offer recommendations to address these issues.
Interactive Technology and Smart Education, 2022
Design/methodology/approach This study presents the successes and challenges of introducing a mobile learning resource, Pocket Tutor, to bolster autonomous learning in a supported university learning environment. Pocket Tutor was designed and developed in 2019 and integrated in 2020 and 2021 into a multimedia design class offered at a large university in the Asia-Pacific. The resource's effectiveness is measured against common technology acceptance factors-including self-efficacy, enthusiasm, and enjoyment in relation to contextual purpose and class learning outcomes-through a multi-pronged approach consisting of a class-wide survey, developed specifically for this purpose, and analysis of usage data. Deeper context was also provided through a small pool of follow-up interviews. Purpose The Pocket Tutor learning resource that was designed and evaluated in this study responds to a number of teaching and learning challenges within the tertiary education context. These include those related to the number and type of learning activities that can be offered, class pacing, subject-specific content considerations, and the availability and quality of off-the-shelf learning resources. Educators have to potentially contend with all of these amidst mounting institutional constraints and external pressures. Yet, a supplemental, from-scratch online learning resource can help mitigate some of these challenges. Findings Evidence from our data suggests that a bespoke, mobile learning resource can provide greater consistency, more relevance, more flexibility for when and where students learn, and more efficiency with limited opportunities for synchronous interaction. At the same time, a bespoke mobile learning resource represents a significant investment of skill and time to develop and maintain. Originality/value The present study responds to calls from scholars who argue that more research (especially that is qualitative and discipline-specific) is needed to investigate students’ willingness to use learning apps on their mobile devices. This study pairs such research about student willingness with actual usage data and student reflections to more concretely address the role of mobile learning resources in higher education contexts. It also, importantly, doesn’t just assess perceptions and attitudes about mobile learning resources in the abstract but assesses attitudes and usage patterns for specific generic and bespoke mobile learning resources available for students in a specific university class (thereby providing discipline-specific insights). It also provides a unique contribution by including multiple years of data and, thus, offers a longitudinal view on how mobile learning resources are perceived and used in a particular higher education context.
Integrating mobile-assisted learning for a dynamic blended approach in higher education
The Indonesian Journal of Electrical Engineering and Computer Science (IJEECS), 2023
This research investigates the effectiveness of blended learning with mobileassisted language learning (MALL) in english courses at Borneo University Tarakan. An experimental design was used with 80 english as a foreign language (EFL) student randomly assigned to an experimental group (EG) receiving blended learning with MALL and a control group (CG) receiving traditional instruction. The results demonstrate that blended learning with MALL significantly improves language learning outcomes and increases motivation, engagement, and satisfaction. This study contributes to the literature by highlighting language learning outcomes from a blended approach using MALL and emphasizes the importance of innovative teaching methods and technology integration. The findings have practical implications for educators, suggesting that incorporating MALL in blended learning enhances language learning outcomes and student engagement. Further research can explore the impact of MALL on different language skills and strategies to enhance intrinsic motivation in MALL-blended learning. This research provides valuable insights for improving language instruction through blended learning approaches.
MOBILE LEARNING: APP-RAISING AND UPDATING LANGUAGE LEARNING IN THE DIGITAL ERA
The first section of the paper focuses on the development of mobile learning and provides an overview of a growing body of research which describes mobile devices as useful tools for language learning. The development of cutting-edge mobile devices has driven the attention of educators, making mobile learning (mlearning) a new and interesting approach to language learning. Mobile tools and social networks allow users to produce and share content and context (Hill & Hannafin, 2001; Saad & Borg, 2009) and allow learners to access an ubiquitous, autonomous and individualised learning experience (Ibrahim Abukhattala, 2016; Shuler, 2009). Moreover, mobile tools offer a wide range of functions and activities, enhancing multisensory learning, which provides significant benefits for the brain. Indeed, it is known that multisensory learning eases the processes of recollection and processing of information (Katja M. Mayer et al., 2015). The benefits provided by mobile learning are embraced by learners, who feel better engaged, resulting in more successful outcomes (Wang et al., 2009). However, in some cases, the use of mobile tools for educational purposes provokes concerns for educators (Barrell, 2011). Moreover, the implementation of new media is affected by educators’ beliefs and attitudes (Van Olphen, 2007), which suggests that training is needed, in order to demonstrate the effectiveness of mobile learning (Liu, 2009). The second section of this paper includes a description of four apps (BUSUU, SPEAKINGPAL, VOXY and OPENLANGUAGE) for language learning and the results of a survey carried out amongst 13 university EFL learners (10 women and 3 men), belonging to different fields of study and with different levels of language competence (according to selfevaluation). Even if this study can be considered as a beta test –due to the small sample and the nature of participants– students’ comments suggest that mobile learning is an interesting and engaging way to bring the language learning experience outside of the classroom and share it in a broader –although digital– environment.
Personalization of language learning through mobile technologies
2016
This paper aims to help education stakeholders consider how mobile learning can contribute to improving language teaching and learning by facilitating personalized learning. A high-level overview of mobile learning is presented and the role of personalization in mobile learning is explained. A number of case studies illustrate salient aspects of mobile personalized learning from research and practice. In the final section, considerations for policy and practice are discussed.
ADAPTIVE E-LEARNING: HARNESSING MOBILE E-LEARNING TO ENHANCE THE THIRD LEVEL ACADEMIC EXPERIENCE
Abstract With the advent of wireless networking at University College Dublin, education through blended learning has been embraced by staff and students alike. Due to the transient nature of students, mobile technologies and wireless local area networks have been employed to facilitate ubiquitous access to resources. This paper assesses the e-learning tools currently available at the university and subsequently evaluates their suitability through qualitative analysis.
Personalization of language learning through adaptive technology
The purpose and promise of adaptive technologies is to facilitate online instruction that is personalized to the needs of individual learners. This paper will focus on what adaptive technologies do, or attempt to do, rather than on what they are in technical terms (e.g. the different kinds of algorithms1 that constitute the technologies), but the key words in the brief functional definition above (i.e. ‘adaptive’ and ‘personalized’) are highly contested. Part of the Cambridge Papers in ELT Series January 2017