The effect of mobile‐assisted learning in real language attainment: A systematic review.
Background: As more people around the globe become immigrants or refugees, an increasingly popular subsection of research has aimed to investigate how these populations use mobile‐assisted language learning (MALL) to learn the language(s) of the host country. Objectives: This study examines how the...
| Publicado en: | Journal of Computer Assisted Learning Vol. 39; no. 4; pp. 1083 - 1103 |
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| Autor principal: | |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=164914333&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 164914333 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2023 vid: 39 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 164914333 163058188 164914333 164914333 10.1111/jcal.12811 164914333 ppf: 1083 ppct: 20 formats: tig: atl: The effect of mobile‐assisted learning in real language attainment: A systematic review. aug: au: Figueiredo, Sandra affil: Department of Psychology, Psychology Research Centre (CIP) of Universidade Autónoma de Lisboa and of Foundation for Science and Technology, Universidade Autónoma de Lisboa Luís de Camões (UAL), Lisbon, Portugal sug: subj: Mobile Applications Learning Methods Language Development Human Refugees Self Regulation Immigrants Fear Computers and Computerization Quantitative Studies Qualitative Studies Motivation Funding Source Female Technology Thematic Analysis Child Adolescence Child: 6-12 years Adolescent: 13-18 years Female ab: Background: As more people around the globe become immigrants or refugees, an increasingly popular subsection of research has aimed to investigate how these populations use mobile‐assisted language learning (MALL) to learn the language(s) of the host country. Objectives: This study examines how the language learning, inclusion and self‐regulation are moderated by MALL different methods in immigrants and foreigners (with different backgrounds) regarding two settings (foreign language and second language). Materials and methods: We desired to explore whether MALL results in better language learning for foreigners, refugees and immigrants compared to traditional methods (physical tools) and how various factors affect MALL, such as whether MALL is utilized in a formal versus informal context. Hence, this article conducts a systematic review through a meta‐analysis and thematic analysis of 17 total quantitative and qualitative studies regarding MALL research on immigrants and refugees. Results and Conclusions Our results suggested that the MALL method is in general beneficial for second or foreign language learning, but with limitations based on the individual learner (motivations, demographics, etc.) and sociocultural factors, especially within informal contexts (e.g. fear of being seen as an immigrant when using a mobile learning app). Considering the variables that affect MALL that we observed and discussed in our review, we suggest more attention to the specific needs and potential issues refugees and immigrants may encounter when using MALL in order to create mobile applications that best aid this population in learning the host country's language(s), thus making resettlement an easier process. Lay Description: What is already known about this topic?: Mobile‐assisted language learning (MALL) technology has been identified as an effective tool for learning a language in short bite‐size lessons.The advantage of MALL for foreign language learners with no immigration status.Positive attitudes and inclusion are the highlights that should be considering in MALL for other groups of foreigners. What this paper adds?: Foreign language learners and second language learners are different groups that require different approaches of MALL.Not all MALL devices and gaming is appropriate for immigrants, refugees and other foreigners.Devices and digital tools are differently perceived by second language learners. Implications for practice and/or policy: Immigrants have different usage and attitudes toward mobile devices for learning.Applications should be learning daily‐basis but should be more culturally sensitive.Refugees and specific migrant groups need different methods when in MALL context. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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