Foreign Language Learning in the Digital Wilds: A Qualitative Research Synthesis

Autor/in	Dizon, Gilbert
Titel	Foreign Language Learning in the Digital Wilds: A Qualitative Research Synthesis
Quelle	In: CALICO Journal, 40 (2023) 2, S.238-356 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
Schlagwörter	Second Language Learning; Second Language Instruction; Qualitative Research; Teaching Methods; Computer Assisted Instruction; Independent Study; Informal Education; Databases; Research Reports; Vocabulary Development; Authentic Learning; Intercultural Communication; Cooperative Learning; Computer Mediated Communication; Linguistic Input; Language Processing; Guidelines; Personal Autonomy + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Selbststudium; Informelle Bildung; Nichtformale Bildung; Datenbank; Research report; Forschungsbericht; Wortschatzarbeit; Interkulturelle Kommunikation; Kooperatives Lernen; Computerkonferenz; Sprachbildung; Sprachverarbeitung; Richtlinien; Individuelle Autonomie
Abstract	While primary studies on technology-mediated informal foreign language (FL) learning are increasingly popular, research synthesis on self-directed FL learning in incidental, out-of-class contexts are scarce. Therefore, this article seeks to address this gap in the literature through a qualitative research synthesis (QRS) on language learning in the digital wilds; that is, digitally mediated FL learning in which the main goal of the activity is not related to language learning. The QRS involved a search of the Scopus and Web of Science databases for relevant literature between 2010 and 2021. Thirteen studies aligned with the inclusion criteria, and data from these studies were extracted for thematic analysis. Five themes were identified according to the analysis: diversity in digital practices; development of FL vocabulary; exposure to authentic language; opportunities for interaction and collaboration; and difficulty understanding FL input. These themes were analyzed using a framework by Reinders and Hubbard (2013), in order to understand the affordances and constraints of the digital wilds. Five affordances and two constraints were identified, which have implications for learner autonomy in computer-assisted language learning (CALL). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01