Billy tiziana lse_2012

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Mobile phones and language learning

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Billy tiziana lse_2012

  1. 1. Smart Phones and Learner Autonomy: A survey of Italian UWLP learners12th CercleS Conference, University Language Centres: Going forGold – Overcoming Hurdles6th -8th September 2012 Billy Brick and Tiziana Cervi-Wilson lsx133@coventry.ac.uk and lsx091@coventry.ac.uk Coventry University
  2. 2. 2 05/09/2012
  3. 3. OverviewDefinitionsLiteratureResearch questionResearch ProjectResultsDiscussion 3 05/09/2012
  4. 4. Troublesome definitionsWhat do you understand by the term ‘smart phone’?What do you understand by the term ‘app’? What do you understand by the term ‘mobile learning’? 4 05/09/2012
  5. 5. A smartphone is a high-end mobile phone builton mobilecomputing platform, withmore advanced computingability and connectivity thana contemporary featurephone. 5 05/09/2012
  6. 6. Also called mobile apps, itis a term used todescribe Internetapplications that run onsmartphones and othermobile devices. 6 05/09/2012
  7. 7. ‘‘any sort of learning that happens whenthe learner is not at a fixed,predetermined location, or learning thathappens when the learner takesadvantage of learning opportunitiesoffered by mobile technologies’’O’Malley et al (2003) 7 05/09/2012
  8. 8. ...the modern smartphone isincreasingly behaving and isperceived as being like a SwissArmy knife, it’s become a generalplatform for running morespecific third-party apps andtools. 8 05/09/2012
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  17. 17. Literature ‘Mobile Learning’ – Definitions vary – Does ‘mobile’ refer to the device or the learner or both? Techno-centric approaches – unfortunately the device does matter (Nintendo DS v PSP v Smart Phone) Very little written about apps and language learning. Faster phones and inclusive data plans on contracts now allow learners web access 24/7.Kukulska-Hulme (2009) Traxler (2007) Macleod and Patterson (2011) 17 05/09/2012
  18. 18. Research questionHow do learners use their digitaldevices/smart phones to support theirlanguage learning?Most MALL studies to date have looked atspecifically designed tasks rather thanautonomous learningSubject Area: Informal MobileLearning/Learner Autonomy/MALL 18 05/09/2012
  19. 19. On-line SurveySemi-structured Observations Interviews 19 05/09/2012
  20. 20. Age of Participants20 05/09/2012
  21. 21. What is your native language? 21 05/09/2012
  22. 22. Do you own a smart phone/digital device (e.g Hand-held electronic dictionary, iPad, other tablet device,IPhone, Blackberry, HTC etc)? 22 05/09/2012
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  24. 24. Do you use any apps (e.g Apple or Android) onyour phone to support your language learning? If"yes", please state the name of the app(s) in thebox below? 24 05/09/2012
  25. 25. Where do you use your smart phone/digital device?16014012010080604020 0 At Home In Class In the Library Other 25 05/09/2012
  26. 26. Do you use an electronicdictionary/translator dictionary tosupport your language learning? 26 05/09/2012
  27. 27. Please indicate whether you use any of theonline translation programs listed below tosupport your foreign language learning? 27 05/09/2012
  28. 28. What are the good points of yoursmart phone/digital device? Mobile internet access Being able to study whilst standing inqueues (serendipitous learning) Good for revising Mobile dictionary 28 05/09/2012
  29. 29. What are the negative points ofyour smart phone/digital device?Can be slow looking up words/sayingsHard to find a quality app that is appropriate andrecommendedNo bad pointsPredictive text can be a pain at timesBattery runs out too quickly 29 05/09/2012
  30. 30. Summary of focus group findingsApp Evaluation – rely on Apple and Android rating system.Role of Google Translate – good first point of call for vocabularyitems rather than using it for translating.None of them used their phone for listening to the news or readingnewspapers in their target language.Unanimous support for an app linked directly to their course ratherthan 3rd party (possibly linked with VLE?)Apps – easy access, handy, useful. Battery power criticised.They would like tutors to recommend specific apps. 30 05/09/2012
  31. 31. ...the boundaries betweentraditional roles (teacher andlearner) and functions (teachingand learning) are blurring.‘Teachers’ need to be learners inorder to make sense of and takeaccount of new technologies intheir practice. Conole and Alevizo(2010) p. 44 31 05/09/2012
  32. 32. ReferencesBetham, H. and Sharpe , R. (eds) (2007) Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning. London: Routledge.Bibby, S (2011) Do Students Wish to ‘Go Mobile’? An Investigation into Student Use of PCs and Cell Phones. International Journal of Computer- Assisted Language Learning and Teaching, 1 (2), 43-54Boyd, J. (2011) The role of digital devices in vocabulary acquisition, Research Notes, 44. University of Cambridge ESOLConole, G and 
Alevizo, P (2010) A 
literature 
review
 of 
the 
use 
of
 Web
2.0
 tools 
in 
Higher
 Education. HEA Academy. [online] available from <http://www.heacademy. ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf> [28 October 2011]Corrin, L. Lockyer, L. and Bennett, S (2010) Technological diversity: an investigation of students technology use in everyday life and academic study. Learning, Media and Technology, 35 (4) pp. 387-401Hosein, A, Ruslan, R. And Jones, C (2010) Learning and Living Technologies: A Longitudinal Study of First-Year Students’ Expectations and Experiences in the Use of ICT. Learning, Media and Technology 35 (4) pp. 403-418 32 05/09/2012
  33. 33. Kukulska-Hulme, A. (2009) Will mobile learning change language learning? ReCALL 21 (2) 157-165Macleoud, H and Patterson, J (2011) A Survey of Undergraduate Technology Use and Attitudes , University of Edinburgh. [online] available from http://api.ning.com/files/Re65EyW3mPAAtEJAyC6oUUyCSXOKojn*nlcLE 3VMR*i- *gHRIqWSpHpPKSEJ2rcUaYDVHJsH0Zb84HkvVX84TMJLWDrcK5xp/Re portASurveyofUndergraduateTechnologyUseandAttitudes.pdf [6th December 2011]O’Malley, C., Vavoula, G., Glew, J., Taylor, J., Sharples, M. and Lefrere, P. (2003) Guidelines for learning/teaching/tutoring in a mobile environment. Mobilearn project deliverable. [online] available from <http://www.mobilearn.org/download/results/guidelines.pdf > [3rd December 2011]Traxler, J (2007) Defining, Discussing and Evaluating Mobile Learning: the moving finger writes and having writ . . . . The International Review of Research in Open and Distance Learning. [online] available from http://www.irrodl.org/index.php/irrodl/article/view/346/875 [8th 33 05/09/2012 December 2011]

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