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Mobile collaborative language learning: State of the Art
The Open University (UK). The Institute of Educational Technology.
KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID. (Teknikstött lärande)
2018 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 49, no 2, p. 207-218Article, review/survey (Refereed) Published
Abstract [en]

This paper presents a review of mobile collaborative language learning studies published in 2012–16 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, second- and foreign-language pedagogical approaches, second language acquisition (SLA) principles and affective designs. The results indicate that affordances such as flexible use, continuity of use, timely feedback, personalisation, socialisation, self-evaluation, active participation, peer coaching, sources of inspiration outdoors and cultural authenticity have been emphasised. These affordances were found to be particularly suited to promote social constructivism, which is often sustained by game-based, task based and seamless learning. In terms of second and foreign language pedagogical approaches, the combination of individualised and collaborative learning prevails, along with task based, situated and communicative language learning, and raising orthographic awareness. Among SLA principles, negotiation of meaning and opportunities for feedback are highlighted. Affective aspects include increases in motivation, engagement and enjoyment, mutual encouragement, reduction in nervousness and embarrassment, and a few negative reports of risk of distraction, safety concerns, feelings of uncertainty and technical problems. The reviewed studies present a convincing case for the benefits of collaboration in mobile language learning.

Place, publisher, year, edition, pages
Blackwell Publishing, 2018. Vol. 49, no 2, p. 207-218
Keywords [en]
Devices, Metaanalysis, Attitudes, Education, Patterns, Students, Tablets, Design, Game
National Category
Human Aspects of ICT
Research subject
Media Technology
Identifiers
URN: urn:nbn:se:kth:diva-215700DOI: 10.1111/bjet.12580ISI: 000424333000002Scopus ID: 2-s2.0-85041550933OAI: oai:DiVA.org:kth-215700DiVA, id: diva2:1149029
Note

QC 20171024

Available from: 2017-10-13 Created: 2017-10-13 Last updated: 2018-02-19Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf