Using mobile technology to foster autonomy among language learners

PhD ThesisMuch has been written about the value of Learner autonomy in language teaching and learning as it is believed to enhance students’ opportunities of success, enable life-long learning, and increase motivation. Extensive research has been dedicated to the investigation of different ways of fostering learner autonomy in language learning and teaching. However, it is not easy to encourage learners to be more independent, motivated, and committed, especially in a teacher-centred educational context. Therefore, this study seeks to explore how learner autonomy can be encouraged in support of language learning at a University in Saudi Arabia by incorporating the use of tablet devices into a language course. It is necessary to establish whether the iPad and iPad-like devices can contribute to developing student autonomy in language learning. More specifically, the study attempts to explore whether the multi-modal functionality and affordances of the iPad, when used in a Mobile Assisted Language Learning environment as part of a teacher-guided EFL (English for Foreign Learners) course, can encourage and motivate students to become more independent and take control over their learning. The study was carried out in the context of a 12-week deployment of the iPad device in the Community College at Imam Abdulrahman Bin Faisal University (Previously Dammam University) with a group of 21 Saudi university students. Data was gathered from questionnaires, focus group interview, student diaries, think aloud protocol, and online tracker. The findings indicate that students used a wide range of cognitive, metacognitive, and social strategies when working with the iPad, and there was a statistically significant increase in students’ reported use of language learning strategies by the end of the project. The study also provides evidence that the use of the iPad when integrated carefully into a language course, and with the teacher’s instruction, can have positive effects on students’ attitude and learning. There is evidence that these effects extended beyond the end of the course, as post –course interviews suggest that students continued to develop certain types of autonomous behaviour. They displayed a desire to continue to learn English despite the difficulties they encountered in the course. In addition, most students planned to do more practice outside classroom, collaborate with other students, and reflect on their personal beliefs about language learning. Based on these findings, there seem to be clear benefits to integrating the iPad into language courses

Agency and technology-mediated task repetition with young learners : research and implications for primary classroom practice

This paper offers a review of the TBLT literature for young learners with an aim to identify some gaps where future research and classroom practice could be targeted. The specific focus of this review is on procedural task repetition for children, arguing that in addition to the linguistic benefits, task repetition is associated with important gains in the affective domain. It is suggested that technology-mediated task repetition, via tablet devices, can further enhance both opportunities for learning and confidence building and enjoyment. Due to the technological affordances, the learners are firmly in charge of creating dynamic, fluid tasks through cycles of reflection and practice, polishing their performance along the way, stretching towards their ‘upper potential’. To date research within TBLT with children has not explored yet what types of tasks children enjoy working with and why and how task repetition is realised when using tablet devices to record their own performances. This paper suggests steps that can be taken in this direction both in research and classroom practice

English-Language Learning at their Fingertips: Educational and Motivational Affordances of Tablet Apps in Children’s EFL Learning

Given the popularity of multi-touch tablets, especially among children, and the amount of educational applications (apps) currently available for their use, tablets offer mobile-assisted language learning opportunities rarely provided by more traditional English as a foreign language (EFL) teaching methods. Tablets are increasingly finding their way into classrooms, as their unique affordances give them educational advantages over other mobile technologies. To date, however, insufficient research has been conducted on the educational applications and motivational potential of this digital tool, particularly with reference to foreign-language acquisition by young beginner learners. The aim of this research was to explore the educational and motivational affordances of tablets and tablet apps in supporting young EFL beginner learners, and the factors affecting students’ self-determination to use tablets to learn English. To fulfil this aim, I designed and conducted a case study in a fourth-grade class in a state primary school in Riyadh City in Saudi Arabia. I used an exploratory qualitative case study design to gain an in-depth understanding of the topic. My approach was social-constructivist, supported by a framework of self-determination theory. I collected the data via participant observation, focus groups, semi-structured interviews and blogging. The sample consisted of 22 female students between 9 and 10 years old. I used inductive and deductive thematic analysis to examine the data. The findings indicate that the technological affordances of tablets, their capacity to mediate and encourage social interaction and collaborative learning, and the overall positive experience of tablet-based EFL learning powerfully motivate children to use tablets to learn English both in classroom settings and beyond. These influential factors were found to elicit, enhance and sustain the intrinsic motivation (IM) and self-regulation of the young EFL participants. The children were highly intrinsically motivated and positively self-regulated by the use of tablet apps to learn English both in the classroom and outside the school setting. Self-determination types such as IM accomplishment, IM knowledge, IM stimulation and identified regulation of external motivation were observed in the data. These findings suggest that the experience of learning via apps was both enjoyable and personally meaningful. However, the students’ self-determination appeared to be affected by certain factors related to the use of tablets (digital and social factors) and apps (app features) that reduced their motivation to deploy these learning tools. The findings of this thesis provide language instructors and researchers, policy-makers and app developers with insights into the educational and motivational tools afforded by tablets and tablet apps for English-language learning, and the factors that enhance or reduce young EFL students’ self-determination to use these tools for learning. In addition, recommendations are made for future research in this area

System upgrade: realising the vision for UK education

A report summarising the findings of the TEL programme in the wider context of technology-enhanced learning and offering recommendations for future strategy in the area was launched on 13th June at the House of Lords to a group of policymakers, technologists and practitioners chaired by Lord Knight. The report – a major outcome of the programme – is written by TEL director Professor Richard Noss and a team of experts in various fields of technology-enhanced learning. The report features the programme’s 12 recommendations for using technology-enhanced learning to upgrade UK education

Using Gamification to Enhance Second Language Learning

One major competence for learners in the 21st century is acquiring a second language (L2). Based on this, L2 instruction has integrated new concepts to motivate learners in their pursue of achieving fluency. A concept that is adaptable to digital natives and digital immigrants that are learning a L2 is Gamification. As a pedagogical strategy, Gamification is basically new, but it has been used successfully in the business world. Gamification not only uses game elements and game design techniques in non-game contexts (Werbach & Hunter, 2012), but also empowers and engages the learner with motivational skills towards a learning approach and sustaining a relax atmosphere. This personality factor as Brown (1994) addresses is fundamental in the teaching and learning of L2.  This article covers aspects regarding language, second language learning methodology and approaches, an overview of the integration of technology towards L2 instruction, Gamification as a concept, motivational theory, educational implications for integrating the strategy effectively, and current applications used. It also calls for a necessity of empirical evidence and research in regards to the strategy

Understanding the use of tablet devices in the classroom when teaching a group of learners diagnosed with autism

The increasing number of individuals diagnosed with autism, the shift in educational paradigms, and technology advances that allow affordability and accessibility were the motivation behind this study. Learners with autism have the potential to develop social and emotional skills as well as increasing motivation for learning while using technology, in particular tablet devices (i.e., iPads) as instructional tools. The purpose of this case study was to better understand the use of technology (in particular, tablet devices) to teach mathematics to a group of learners diagnosed with autism. Two research questions guided this study: (1) How do the motivational principles of the ARCS model impact the learners\u27 motivation with classroom activities (i.e., with excitement? apathy? sense of accomplishment)?; and (2) How do learners interact with technology used in the classroom (i.e., as an instructional tool? as a rewarding mechanism? as an entertaining strategy)? Moreover, the hope is to potentially gain more awareness into the motivational impact tablet devices can have on learners on the autism spectrum concerning engagement and participation in learning activities. Participants in this study were five children diagnosed with autism between the ages of 8 and 11 who attended a middle school located at a large school district in a metropolitan area of a U.S. Midwestern state. The learners participated in a paper-based mathematics activity as well as interacted with an iPad to work on mathematics concepts. Observations and opportunistic interviews with learners and teacher were conducted. An in-depth semi-structured interview was also done with the classroom teacher. In attempt to explore the research questions, data were analyzed using the Interpretive Descriptive qualitative research analysis method. Based on that analysis four themes emerged: (1) the motivational use of the tablet device in the classroom, (2) the classroom activities\u27 impact on learners\u27 social interactions, (3) learners\u27 behavioral changes resulting from change in classroom routine, and (4) teacher\u27s motivational strategy. The overall study provided an understanding of the motivational impact tablet devices potentially have on learners on the autism spectrum concerning engagement and participation in learning activities. The impact of technology was contingent on its strategic instructional or reward mechanism implementation in the curriculum. The study revealed that technology in general and tablet devices in particular are used in the classroom as reward mechanisms and entertaining strategies to seize and retain the learners\u27 attention in order to achieve instructional goals. The findings also revealed how the learners\u27 conceptual levels affect their response to the reward and influence their social behavioral skills that could become uncontrollable. Additionally, the findings raised awareness concerning the learners\u27reactions to the change in their daily structured schedule and revealed some practices to manage learners\u27 behaviors

The Effect of Using iPad Apps in Developing Components of Cooperative Learning Among Students During the COVID-19 Pandemic

The purpose of this research is to investigate the effects of iPad use in the enhancement of structure and factors of interactional education among students during the COVID-19 pandemic. In this respect, the educational community that emphasized using interactional traditional methods imposed social distancing due to rapid global changes in recent years and the COVID-19 pandemic. This directly affected the traditional educational methods, and many students were deprived of the positive effects of interactional education. For all the aspects of education to achieve their goals, electronic applications were used in education to fully accomplish the results of public education and specifically achieve interactional training. Modern studies and investigations recommend following scientific methods about the effects of technology, in general, and iPad applications, in particular. We investigated the consequences of learning from peer groups and interactional education. The results showed that students prefer interactional and cooperative learning to individual education. Finally, it is important to study the effect of using iPad applications in improving and updating educational interactional resources for students. In this research, we try to answer the question What is the effect of electronic applications on the improvement of interactional educational lessons among students during the COVID-19 pandemic? We studied the ways that students had access to the iPad during the course and the effectiveness of the resulting education as well as the reasons for what was or was not effective

Gamification and Game-Based Learning: Two Strategies for the 21st Century Learner

The use of emergent technologies in education has evolved tremendously since the 21st century. For plenty of educators this has become a challenging task, most of all when 21st century learners fill the classrooms. But these digital natives differ tremendously from those who started the millennium. These students want to be challenged, engaged and motivated through a learning process, which connects them to a different learning experience. This has become a challenging task for educators due to the student profile and characteristics. Although to achieve the learning outcomes necessary for the 21st century, educators are adapting approaches suited for these learners, involving game theory, video games, and gamifying instruction. Two of these approaches are Gamification and Game-Based Learning (GBL). These two approaches have been widely used based on the theoretical approach towards game design and the opportunity they bring for the learner to be engaged and motivated throughout instruction. The following article provides a clear overview of both strategies, and howmotivation is integrated with both. In addition it provides a clear description on planning effective instruction using aligned learning objectives, research and educational implications, and resources for the teaching and learning process using these approaches and strategies

Mobile Learning Activities for Students’ English Learning Engagement in China

Although mobile-assisted language learning (MALL) activities have the potential to foster student engagement, few studies have investigated the influence of such activities on undergraduate students’ engagement in College English learning in China, particularly in a newly developed, post-pandemic hybrid learning environment. This study adopted a mixed methods design to examine the influence of mobile learning on student engagement and explored students’ lived experiences of using MALL activities for English learning. For the study’s quantitative data collection, 206 students completed an online questionnaire that included questions regarding motivation and active learning strategies. Ten students participated in the photo-production visual method and semi-structured personal interviews. Findings show that MALL activities enabled a unique opportunity to enhance students’ active engagement and knowledge construction by multiple ways of information sharing and language practices. Easy access and effective ways of communicating on learning apps intrinsically motivated students to participate in language learning. Through mobile learning platforms, students were scaffolded by their instructor or more knowledgeable peers in a more instant, visual, specific, and affective manner. Collaboration among students was not exemplified among undergraduate learners and the challenge of self-regulation in using cellphones was uncovered. These findings are significant for educators and decision-makers to lessen the stereotype of cellphones for learning and recognize the benefits of making use of personal devices for catering to individual learners’ needs, fostering connections, elevating engagement, and increasing English skills. A new MALL model is put forward

Learning and support of ‘older adults’ in the use of Information and Communications Technologies: a framework to enhance technology engagement

This research provides independent and in-depth knowledge and understanding of ‘older adult’ learning (those aged 50 and over) and Information and Communications Technologies (ICTs) with respect to the new dynamics of ageing (e.g. changing motivations, requirements, preferences and ‘learning capacities’). From this knowledge, understanding and synthesis, learning strategies and recommendations within a framework consisting of different categories are proposed. A mixed methods’ methodology was used which is underpinned by the principles of participatory action research and has a qualitative emphasis. It comprised semi-structured in-depth interviews, focus groups and research diary workshops as the qualitative methods. It was complemented quantitatively by two primary source surveys for ICT and Non ICT users and a secondary source ‘digital engagement’ themed questionnaire. The research focuses on the learning and engagement of ICTs and new learning and support to be used. It also identifies aspects that comprise learning mechanisms, and their relationships with gender and age groups. In terms of contribution to knowledge, the research delivers previously unreported knowledge and understanding of substantial significance on the learning and support of ‘older adults’ and ICTs with respect to the new dynamics of ageing