Page 21 - LanGuide Project: Research and Professional Insights
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Background to LanGuide Language-Learning Framework
sibilities of teachers, thus Conole and Alevizou (2010, p. 44) highlight that
‘the boundaries between traditional roles (teacher and learner) and func-
tions (teaching and learning) are blurring. “Teachers” need to be learners
in order to make sense of and take account of new technologies in their
practices.’ Teachers and materials writers need to be aware of the specific
ways in which digital devices can conveniently be used inside and outside
the classroom by their end-users, as well as of the specific sites and apps
students frequently access and the ways they plan to use their digital de-
vices (Brick & Cervi-Wilson, 2015).
We can conclude that mobile language learning has already changed the
approach to language acquisition to some degree, while a number of issues
still need to be addressed and analysed in order to provide a meaningful
and productive user experience on language-learning apps.
Research Framework
The main aim of our research was to examine recent developments in the
field of m all and mLearning for second language acquisition (henceforth
sl a), in order to identify the salient pedagogical principles, which govern
the design and implementation of technology-mediated self-study materi-
als for foreign language acquisition, in particular the mLearning pedagogy.
A review focusing mainly on pedagogical and linguistic aspects of the avail-
able mobile apps and a critical evaluation of their exploitation provided
the basis for the assessment of the language learning materials developed
within the LanGuide project, as well as for proposing recommendations
for possible future developments.
The following research questions guided our work:
– Which pedagogical principles guide development of language-learning
materials for mLearning?
– To what extent are the approaches adopted in designing language-
learning materials for mLearning similar or different from those di-
recting textbook production?
– What lessons can be learned for a successful implementation of au-
tonomous language learning on mobile devices?
Methodology
In order to acquire insights into recent developments in the field of m all
and mLearning for s l a, a selection of self-study language learning apps
were first identified and briefly examined. Secondly, a corpus of articles
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sibilities of teachers, thus Conole and Alevizou (2010, p. 44) highlight that
‘the boundaries between traditional roles (teacher and learner) and func-
tions (teaching and learning) are blurring. “Teachers” need to be learners
in order to make sense of and take account of new technologies in their
practices.’ Teachers and materials writers need to be aware of the specific
ways in which digital devices can conveniently be used inside and outside
the classroom by their end-users, as well as of the specific sites and apps
students frequently access and the ways they plan to use their digital de-
vices (Brick & Cervi-Wilson, 2015).
We can conclude that mobile language learning has already changed the
approach to language acquisition to some degree, while a number of issues
still need to be addressed and analysed in order to provide a meaningful
and productive user experience on language-learning apps.
Research Framework
The main aim of our research was to examine recent developments in the
field of m all and mLearning for second language acquisition (henceforth
sl a), in order to identify the salient pedagogical principles, which govern
the design and implementation of technology-mediated self-study materi-
als for foreign language acquisition, in particular the mLearning pedagogy.
A review focusing mainly on pedagogical and linguistic aspects of the avail-
able mobile apps and a critical evaluation of their exploitation provided
the basis for the assessment of the language learning materials developed
within the LanGuide project, as well as for proposing recommendations
for possible future developments.
The following research questions guided our work:
– Which pedagogical principles guide development of language-learning
materials for mLearning?
– To what extent are the approaches adopted in designing language-
learning materials for mLearning similar or different from those di-
recting textbook production?
– What lessons can be learned for a successful implementation of au-
tonomous language learning on mobile devices?
Methodology
In order to acquire insights into recent developments in the field of m all
and mLearning for s l a, a selection of self-study language learning apps
were first identified and briefly examined. Secondly, a corpus of articles
21
