Literaturnachweis - Detailanzeige
| Autor/inn/en | Viberg, Olga; Kukulska-Hulme, Agnes; Peeters, Ward |
|---|---|
| Titel | Affective Support for Self-Regulation in Mobile-Assisted Language Learning |
| Quelle | In: International Journal of Mobile and Blended Learning, 15 (2023) 2, (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kukulska-Hulme, Agnes) ORCID (Peeters, Ward) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-8647 |
| Schlagwörter | Metacognition; Computer Assisted Instruction; Second Language Learning; Second Language Instruction; Telecommunications; Handheld Devices; Student Attitudes; Cognitive Processes; Learning Processes; Affective Behavior; Teaching Methods; Instructional Design; Teacher Role; Computer Software; Learning Analytics; Artificial Intelligence; Independent Study; Learning Strategies Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Telekommunikationstechnik; Schülerverhalten; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Affective disturbance; Active behaviour; Affektive Störung; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerrolle; Künstliche Intelligenz; Selbststudium; Learning methode; Learning techniques; Lernmethode; Lernstrategie |
| Abstract | Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs, attitudes, and emotions, has been shown to influence learners' cognitive processes, performance, and engagement considerably, and is therefore critical to promote and foster throughout the learning process. This paper defines the importance of supporting affect in MALL, sets out a theoretical perspective on supporting affective self-regulation in MALL, and elaborates on what designers and teachers can do to facilitate affective development through the use of mobile technology, learning analytics, and artificial intelligence. It examines and further delineates the role of affective computing and the role of the teacher in fully harnessing the affective affordances of MALL. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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