Kan, Qian and Tang, Jinlan
(2018).
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| URL: | https://www.igi-global.com/gateway/article/full-te... |
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| DOI (Digital Object Identifier) Link: | https://doi.org/10.4018/ijcallt.2018070101 |
| Google Scholar: | Look up in Google Scholar |
Abstract
Guided by the conceptual framework for next generation designs for mobile-assisted language learning (MALL) in informal setting (Kukulska-Hulme, 2012a), our study investigates how mobile devices impact on the learning practices and habits amongst adult distant learners of English at a higher education institution in China. Data sources include quantitative data of 148 completed responses to an online survey and qualitative data from follow-up email interviews. The study demonstrates that students’ main motivation for engaging in mobile assisted English learning is to fill in the gaps in their daily schedule in order to maximize available time, and the majority use mobile devices to support formal course learning. The skills and knowledge areas practiced most with mobile devices are listening, followed by speaking/pronunciation, vocabulary, reading and translation. Our study also reveals that teachers play a very limited role as perceived by students, while students expect more support from teachers for their out-of-class hour mobile assisted language learning. The research findings bear significant pedagogical implications in terms of integrating MALL into language learning curriculum, learner support and the need for continuous teacher training.
| Item Type: | Journal Item |
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| Copyright Holders: | 2018 IGI Global |
| ISSN: | 2155-7101 |
| Keywords: | Adult Distant Learners in China; English Learning; Informal Learning; MALL Design Pedagogy; Mobile Assisted Language Learning (MALL); Tutor Role |
| Academic Unit/School: | Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > Languages Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics Faculty of Wellbeing, Education and Language Studies (WELS) |
| Research Group: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 56802 |
| Depositing User: | Qian Kan |
| Date Deposited: | 01 Oct 2018 07:30 |
| Last Modified: | 18 Jul 2019 05:15 |
| URI: | http://oro.open.ac.uk/id/eprint/56802 |
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