A Seamless Learning Design for Mobile Assisted Language Learning: An Iranian Context

Autor/inn/en	Foomani, Elham Mohammadi; Hedayati, Mohsen
Titel	A Seamless Learning Design for Mobile Assisted Language Learning: An Iranian Context
Quelle	In: English Language Teaching, 9 (2016) 5, S.206-213 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Information Technology; Instructional Design; English (Second Language); Second Language Instruction; Handheld Devices; Electronic Learning; Student Developed Materials; Information Dissemination; Personal Autonomy; Blended Learning; Computer Assisted Instruction; Institutes (Training Programs); Cognitive Processes; Constructivism (Learning); Active Learning; Interviews; Iran + Suchen Sie Ihr Suchwort? Ausland; Informationstechnologie; Lesson concept; Lessonplan; Unterrichtsentwurf; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Informationsverbreitung; Individuelle Autonomie; Computer based training; Computerunterstützter Unterricht; Sommerakademie; Cognitive process; Kognitiver Prozess; Aktives Lernen; Interviewing; Interviewtechnik
Abstract	Recent developments in information communication technology (ICT) have resulted in a paradigm shift in e-Learning and there is a growing interest in developing design-based research (DBR) focusing on learners and their involvement in knowledge sharing in a contextualized mode. The present study reports a mobile-assisted language learning (MALL) design with a focus on contextualized student-created content having a seamless learning approach. The students in this study (N = 24) used their mobile devices to take photos and create artifacts to represent English idioms and share them on Padlets with their peers for further discussion and feedback. In the first four weeks of the study, students were taught English idioms and in the following next two weeks they created and shared their own artifacts to represent the learnt idioms. The post-study reflections and results of the interviews and obtained from students and the teacher at the end of study revealed that they favor and support greater learner autonomy achieved by learner-generated context (LGC) which bridges the in-classroom and out-of-classroom learning. The article also highlights the necessity of reconceptualization of teachers and students' perceptions of mobile use in language learning in Iran. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01