Abstract
Adaptive and mobile learning technologies are leading innovation in personalized and blended learning for language education at tertiary level. However, the growth of adaptive and mobile resources is not matched by sufficient research on their effective implementation in university language courses. In this chapter, we present a study conducted in Italian beginners units at the University of Western Australia in 2017 (credit-bearing undergraduate courses). These units were redesigned to integrate adaptive and mobile learning resources for automated and personalized language practice. We describe and discuss qualitative and quantitative data on students’ engagement with the adaptive platform, their evaluation of skill practice on the platform, and the use of mobile devices to access the platform. Our results show that adaptive and mobile technologies have great potential to enhance the student learning experience, but also that, at present, various issues limit the implementation of these resources. We offer recommendations to address these issues.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
