A Seamless Learning Design for Mobile Assisted Language Learning: An Iranian Context

Elham Mohammadi Foomani,Mohsen Hedayati

doi:10.5539/elt.v9n5p206

Abstract

<p>Recent developments in information communication technology (ICT) have resulted in a paradigm shift in e-Learning and there is a growing interest in developing design-based research (DBR) focusing on learners and their involvement in knowledge sharing in a contextualized mode. The present study reports a mobile-assisted language learning (MALL) design with a focus on contextualized student-created content having a seamless learning approach. The students in this study (N= 24) used their mobile devices to take photos and create artifacts to represent English idioms and share them on Padlets with their peers for further discussion and feedback. In the first four weeks of the study, students were taught English idioms and in the following next two weeks they created and shared their own artifacts to represent the learnt idioms. The post-study reflections and results of the interviews and obtained from students and the teacher at the end of study revealed that they favor and support greater learner autonomy achieved by learner-generated context (LGC) which bridges the in-classroom and out-of-classroom learning. The article also highlights the necessity of reconceptualization of teachers and students’ perceptions of mobile use in language learning in Iran.</p>

Highlights

With the continuous advances in technology the nature of learning approaches undergo gradual changes
Recent developments in information communication technology (ICT) have resulted in a paradigm shift in e-Learning and there is a growing interest in developing design-based research (DBR) focusing on learners and their involvement in knowledge sharing in a contextualized mode
The present study reports a mobile-assisted language learning (MALL) design with a focus on contextualized student-created content having a seamless learning approach

Summary

Introduction

With the continuous advances in technology the nature of learning approaches undergo gradual changes. The students can continually experience learning across different contexts in a seamless learning space with one device per learner (Looi & Wong, 2014; Looi et al, 2010). While the vast learning opportunities in different contexts and in students’ everyday lives could complement the formal learning, it is often neglected by teachers and students (Wong, Chen, & Jan, 2011). With one device per learner students can learn whenever and wherever they have the motivation (Chan et al, 2006; Wong & Looi, 2011). Chan et al (2006) identify two pedagogical goals for a seamless learning design: First students can learn whenever they are curious to learn and second, it is possible for the students to switch between different learning scenarios With one device per learner students can learn whenever and wherever they have the motivation (Chan et al, 2006; Wong & Looi, 2011). Chan et al (2006) identify two pedagogical goals for a seamless learning design: First students can learn whenever they are curious to learn and second, it is possible for the students to switch between different learning scenarios

Methods

Results

Discussion

Conclusion