Abstract
AbstractIn an increasingly ageing, multilingual, and digitalised society, there is still a lack of research on older adults’ adoption and use of mobile technology for supporting their self-directed second language learning. In the present study, we investigated the extent to which seniors residing in Germany (aged 60+) engage in mobile-assisted language learning (MALL) and the factors encouraging or discouraging them from using language learning apps by conducting a web-based survey (n= 208) and a series of in-depth individual interviews (n= 22). Our results show that (1) participants were resistant to fully embrace the potential of MALL despite their active engagement in language learning and extensive use of digital technology, online resources, and mobile devices; and (2) self-perceived digital literacy and openness towards new developments are strong factors favouring the use of language learning apps in older adulthood. We interpret and discuss these results in the light of theoretical accounts of mobile learning and education in (older) adults, emphasising the need to consider the specific requirements of late-life learners in future implementations of language learning apps. Based on our results, we highlight several implications for designers and developers of such apps intended to facilitate full inclusion of seniors as mobile language learners.
Highlights
Digital technologies have opened up new and exciting possibilities for second language (L2) learning (Kukulska-Hulme, 2009)
Interviewees’ attitudes towards the integration of digital technology and mobile devices in L2 learning were generally positive, and many of them regarded language learning apps as a promising development but not one they were necessarily eager to try out themselves due to various reasons, especially the lack of interaction and personal contact when learning through an app
As the population in Western nations is quickly ageing and rapidly evolving mobile technology is transforming the way we learn languages, there is a growing necessity for understanding seniors’ adoption of mobile devices for L2 learning in order to ensure their continuous access to learning opportunities, especially as COVID-19 has accelerated the trend towards a digital learning environment
Summary
Digital technologies have opened up new and exciting possibilities for second language (L2) learning (Kukulska-Hulme, 2009). The widespread use of increasingly powerful handheld mobile devices such as smartphones and tablets has brought to the market thousands of mobile apps for L2 learners, extending the field of computer-assisted language learning (CALL) to incorporate mobile-assisted language learning (MALL) as a new way of L2 learning. Like CALL, MALL enables autonomous, self-directed learning by allowing learners to adapt the pace and contents to their needs. MALL expands the flexibility of CALL, emphasising spontaneity and continuity of learning through small-size and more portable devices. Cite this article: Puebla, C., Fievet, T., Tsopanidi, M. Mobile-assisted language learning in older adults: Chances and challenges.
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