Abstract
Our current understanding of how migrants use mobile tools to support their communication and language learning is inadequate. This study, therefore, explores the learner-initiated use of technologies to support their comprehension, production, and acquisition of English following migration to Canada. Information about migrant use of technologies and experiences was collected by interviews. The interview data was analysed through the complementary lenses of noticing, from language learning, and appropriation, from human-computer interaction. Combining these lenses enabled the identification of unmet migrant communication, support, and learning needs. The manner in which migrants employed mobile and other tools to facilitate their learning and communication were identified through the application of these theories. This analysis indicates that migrants can use existing tools to access information. However, they need additional support if they are to take full advantage of existing mobile tools. Moreover, there is a need for tools that support larger gaps in their knowledge and skills. Migrant experiences indicate that they need additional social, meta-cognitive, and emotional support. These needs suggest opportunities for creating mobile tools that scaffold the development of new skills that include the learner’s ability to monitor and plan his or her learning and understand language produced by those who speak different varieties of English or who have non-majority accents.
Highlights
services (Pearson 2011a; 2011b)
The identified gaps include the study of informal learning contexts (Kukulska-Hulme and Shield 2008; Demouy et al 2016), learner initiated use of MALL tools (Demouy et al 2016), tools for supporting authentic synchronous communication (Kukulska-Hulme and Shield 2008; Palalas 2010; Demmans Epp 2016a), methods for effectively incorporating mobile technologies into different learning contexts (Pilar et al 2013), and the need to understand how user culture and environment influence their use of mobile tools (Viberg and Grönlund 2013)
This cognitive process enables people to learn through their attention to language within their environment (Robinson et al 2012) and the use of selfmonitoring activities that allow learners to identify gaps in their knowledge or skills. Consistent with these types of activities, it has been argued that MALL tools support noticing by allowing learners to record novel language that they encounter in their environment so they can later use the logged information to develop their knowledge (Kukulska-Hulme and Bull 2009)
Summary
services (Pearson 2011a; 2011b). Scholars have argued that particular areas of mobile learning need further investigation. The identified gaps include the study of informal learning contexts (Kukulska-Hulme and Shield 2008; Demouy et al 2016), learner initiated use of MALL tools (Demouy et al 2016), tools for supporting authentic synchronous communication (Kukulska-Hulme and Shield 2008; Palalas 2010; Demmans Epp 2016a), methods for effectively incorporating mobile technologies into different learning contexts (Pilar et al 2013), and the need to understand how user culture and environment influence their use of mobile tools (Viberg and Grönlund 2013). Because this study takes the perspective of how migrant learners initiate mobile tool usage to support their goals, it is appropriate to consider ELL tool usage through the lens of noticing This cognitive process enables people to learn through their attention to language within their environment (Robinson et al 2012) and the use of selfmonitoring activities that allow learners to identify gaps in their knowledge or skills. These challenges include ELLs’ ability to communicate, understand multiple registers, or obtain socioemotional support
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