A Framework for the Co-Design of an Integrated Mobile-Assisted Learning Environment for ESL Learners
For more than a decade after the smartphone revolution achieved its global prominence, the use of mobile applications in language learning has almost become second nature to educators and learners. From e-dictionary to social network inspired language learning applications, it is safe to assume...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book Chapter |
| Language: | English |
| Published: |
Penerbit USM
2025
|
| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/47365/1/Editedbook2025_Chapter10-CKM.pdf http://ir.unimas.my/id/eprint/47365/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | For more than a decade after the smartphone revolution
achieved its global prominence, the use of mobile
applications in language learning has almost become
second nature to educators and learners. From e-dictionary
to social network inspired language learning applications,
it is safe to assume that mobile technology is impacting
the way traditional language teaching is conducted in
classrooms. Studies have reported various advantages of
using mobile applications to support language teaching
and learning, particularly in the context of English as a
second or foreign language (ESL/EFL). These advantages
can be grouped broadly into three scopes, that is, increasing authentic language learning opportunities (Chaya & Inpin, 2020; Godwin-Jones, 2011; Petersen & Markiewicz, 2008; Shadiev et al., 2020), supporting task-based language
learning activities (Kukulska-Hulme & Viberg, 2018; Ma,
2017; Sweeney & Moore, 2012; Xue, 2020), and monitoring
progress through formative assessments (Cabrera-Solano et
al., 2020; Hwang & Chang, 2011). |
|---|