The Use of Mobile-Assisted Language Learning to Acquire English by Students with Limited or Interrupted Formal Education: An Exploratory Case Study

Autor/in	Martin, Melissa Lynn
Titel	The Use of Mobile-Assisted Language Learning to Acquire English by Students with Limited or Interrupted Formal Education: An Exploratory Case Study
Quelle	(2022), (145 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-4736-9
Schlagwörter	Hochschulschrift; Dissertation; Telecommunications; Handheld Devices; English (Second Language); Second Language Learning; Second Language Instruction; Out of School Youth; Constructivism (Learning); Barriers; Learning Strategies; Affective Behavior; Suburbs; Computer Software; Case Studies; Time Management; Peer Teaching; Social Media; Online Courses; Video Technology; Difficulty Level; Technological Literacy; Dropouts; Educational Background; Young Adults; Hispanic Americans; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Telekommunikationstechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Affective disturbance; Active behaviour; Affektive Störung; Einzugsbereich; Case study; Fallstudie; Case Study; Zeitmanagement; Peer group teaching; Peer Group Teaching; Soziale Medien; Online course; Online-Kurs; Schwierigkeitsgrad; Technisches Wissen; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Vorbildung; Young adult; Junger Erwachsener; Hispanic; Hispanoamerikaner
Abstract	Latinx students with limited or interrupted formal education (SLIFE; ages 18-20), not enrolled in school, often do not fully employ mobile-assisted language learning (MALL) strategies to acquire English and may experience barriers to using MALL strategies. The purpose of this study was to explore what MALL strategies Latinx SLIFE (ages 18-20), not enrolled in school, employed to acquire English, and what barriers to fully using MALL strategies they may face. Krashen's (1981) second language acquisition theory and Moreno and Mayer's (2007) constructivist cognitive-affective theory of multimodal learning framed the study. Six participants were recruited in a suburban, predominantly Latinx community in Georgia using purposeful and snowball sampling. Data from semistructured interviews were analyzed thematically using NVivo software. The following two questions guided the study: What MALL strategies do Latinx SLIFE (ages 18-20), not enrolled in school, use to acquire English? What barriers to MALL to acquire English do Latinx SLIFE (ages 18-20), not enrolled in school, face? Results suggest that Latinx SLIFE acquire English content through structured lessons in Duolingo, translation via Google Translate, independent learning via music, and general learning during autonomous learning. Participants demonstrated guided instruction when they sought assistance in discovering apps, peer-to-peer tutorials via social media, and online lessons via videos. Time constraints, a lack of guided instruction, and difficulty (writing, understanding, or using the cellphone) were barriers to MALL use. Only two participants fully employed multimodal methods. Findings showing the role of guidance in the discovery of apps, group work, and in-class instruction of designated language apps have practical implications for classroom instruction. This study may help develop future qualitative multiple-case, quantitative, and mixed-methods studies expand research on this vulnerable population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01