Educational Affordances of Mobile Social Media for Language Teaching and Learning: A Chinese Teacher's Perspective

Autor/inn/en	Xue, Sijia; Churchill, Daniel
Titel	Educational Affordances of Mobile Social Media for Language Teaching and Learning: A Chinese Teacher's Perspective
Quelle	In: Computer Assisted Language Learning, 35 (2022) 4, S.918-947 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xue, Sijia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2020.1765811
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Student Centered Learning; Technology Integration; Social Media; Telecommunications; Handheld Devices; Teacher Attitudes; Higher Education; Foreign Countries; Case Studies; Language Teachers; Learning Motivation; Feedback (Response); Educational Theories; Educational Change; Computer Software; Computer Mediated Communication; English (Second Language); English for Academic Purposes; Business English; College Faculty; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Soziale Medien; Telekommunikationstechnik; Lehrerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Motivation for studies; Lernmotivation; Educational theory; Theory of education; Bildungstheorie; Bildungsreform; Computerkonferenz; English as second language; English; Second Language; Englisch als Zweitsprache; Business; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Fakultät
Abstract	The educational potential of mobile and social media technologies in combination is becoming increasingly salient with the advance of modern technology. However, there is a dearth in the research on educational use of mobile social media for language learning. This study adopted a qualitative single case study approach to investigate a language teacher's integration of mobile social media in the context of higher education in mainland China, with the aim of exploring educational affordances of mobile social media for language teaching and learning and understanding the relationship between the teacher's technology use and her private theories about technology integration. Data were collected from observation, interviews, as well as documents and artifacts provided by the teacher. Qualitative content analysis was conducted to analyze the data. Five educational affordances of mobile social media emerged from the results, including a motivating environment, resources accessing and sharing, evaluation and feedback offering, administration for learning, and content generation. Results also showed that the teacher's private theories about technology integration changed with her adoption of these affordances. However, such changes did not lead to student-centered technology-based learning designs. Implications for teachers as well as teacher educators are provided. Directions for future research are suggested. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01