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Viberg, Olga and Kukulska-Hulme, Agnes
(2023).
DOI: https://doi.org/10.4324/9781003048169-13
Abstract
Many language learners need to be supported in acquiring a second or foreign language quickly and effectively across learning environments beyond the classroom. The chapter argues that support should focus on the development of two vital learning skills, namely, being able to self-regulate and to collaborate effectively in the learning process. We base our argumentation on the theoretical lenses of self-regulated learning (SRL) and collaborative learning in the context of mobile situated learning that can take place in a variety of settings. The chapter examines a sample of selected empirical studies within the field of mobile-assisted language learning with a twofold aim. First, the studies are analysed in order to understand the role of learner self-regulation and collaboration while acquiring a new language beyond the classroom. Second, we aim to provide a deeper understanding of any mechanisms provided to develop or support language learners’ self-regulated and collaborative learning skills. Finally, we propose that fostering SRL and collaborative learning skills and strategies will benefit from recent advances in the fields of learning analytics and artificial intelligence, coupled with the use of mobile technologies and self-monitoring mechanisms. The ultimate aim is to enable the provision of individual adaptive learning paths to facilitate language learning beyond the classroom.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
