Exploring the Effectiveness of Mobile Technology in Language Learning Environment for Adult LearnersPresentation Transcript
Exploring theEffectiveness of MobileTechnology in LanguageLearning Environment forAdult LearnersSirui Wang, Ph.D. studentThe University of Southern MississippiJuly 23, 2012
Background Mobile Technology and language learningMobile assistant language learning (MALL) isbenefited by mobile technologies, which is one ofthe mobile learning’s contributions to languageeducation (Dias, 2002). Mobile TechnologyMobile technologies are commonly used all aroundthe world because of their portability, ubiquity, easeof accessibility (Keskin & Metcalf, 2011).
Background (continue…) Language learning and Contexto According to Verschueren (2005), “languageuse is always situated against a complexbackground” (p.75).o If appropriate language is inputted into asituation, language acquisition can occur(Krashen, 1985).o Social world, mental world, & physical world(Verschueren, 2005, UnderstandingPragmatics)
Purpose of Study provide a general picture of the importanceof context in language acquisition, examine and describe the effectiveness ofmobile technologies in contextualizinglanguage learning environment, and delve learners and teachers’ expectations oflanguage learning in a well-situatedlanguage learning environment.
Overview of the theoreticalfoundation Situated Learning Theory a theory that suggests learning is naturallytied to authentic activity, context, andculture (Brown, Collins, & Duguid, 1989) considers learning as a "social processwhereby knowledge is co-constructed, and…is situated in a specific context andembedded within a particular social andphysical environment" (Lave & Wenger,1991, p.41)
Research Questions Is there any effectiveness of mobiledevices for ESL students? Is there any effectiveness of mobiledevices for EFL students? Will learning environment and mobiledevices together have effects in students’English performance?
Methodology Participant Convenient sampling (ESL students vs. EFLstudents) Between groups (mobile technology vs.non-mobile technology) Instrument Two-way factorial ANOVA− Learning environment (IV)− Learning devices (IV)− TOEFL score (DV)
Methodology (continue…) Procedure Decide the population/sample Define the variables Decide the mobile device Conduct statistical analysis Analysis (not yet)
Delimitations The size of the population The proper mobile device being theplatform The length for collecting adequate data The standard test scores