Lai, C. & Zheng, D. (2017) Self-directed use of mobile devices for language learning beyond the classroom. ReCALL p.1-20
This article is based on a study conducted with language students in a university in Hong Kong, exploring their self-directed use of mobile devices for language learning outside of the classroom. The study revealed that the students used mobile devices to personalize their learning, rather than for communication, and that their use was determined by their own understanding of the affordances of the devices. How the students used mobile devices for language learning was also determined by their habits of use of these devices in their daily lives, and by the types of learning tasks they were engaged in. The authors suggest that these factors, based on a deeper understanding how students use mobile devices, should be considered when designing mobile learning activities. The finding of this study echo those of Trinder, R. (2017). Informal and deliberate learning with new technologies. ELT Journal, 71(4),402-412 (see annotation below) and underline the importance of learning how mobile devices are being used by students in daily life to shape the development of appropriate mobile language learning activities
Available for purchase ( $25.00 USD) at:
The Cambridge Guide to Blended Learning for Language Teaching. Edited by Michael McCarthy. Cambridge University Press, Cambridge UK. 2016.
This book is divided into five sections: Connecting (including Second Language Acquisition) Theories and Blended Learning, Implications for Teaching, Rethinking Learner Interaction, Case Studies and the Future of Blended Learning.
One of the case studies describes a language teacher education program that gradually transitioned from a traditional format to a blended one and moved from a behaviourist model to a more constructivist one in the process.
Available for purchase ($70.00 CDN) from Cambridge University Press.
Elizabeth Colucci, Hanne Smidt, Axelle Devaux, Charalambos Vrasidas, Malaz Safarjalani and Jonatan Castaño Muñoz; Free Digital Learning Opportunities for Migrants and Refugees. An Analysis of Current Initiatives and Recommendations for their Further Use. Joint Research Centre (JRC) Science for Policy Report. Luxembourg: Publications Office of the European Union, 2017.
This report contains a snapshot of the current (2016) field for free digital learning for migrant/refugee settlement in Europe with a few examples from the Middle East and the Southern Mediterranean. The study’s objective was to assess the extent to which free digital learning is an effective and efficient way to develop needed skills for migrants/refugees. The study includes a literature review, a searchable website, and a SWOT analysis based on interviews with key informants.
One of the findings of the study was that migrants/refugees believe that free digital learning should be a complement to face-to-face formal and informal/non-formal learning. Those who were interested in higher learning saw recognition of credits and degrees as important and were interested in blended learning that involved social interaction.
Retrievable from: https://ec.europa.eu/education/news/20170516-free-digital-learning-opportunities-migrants-and-refugees_en
New Media Consortium (NMC) Horizon Report: 2017 Higher Education Edition. Austin, TX.
This annual report profiles six time-based key trends, significant challenges and important developments related to technology adoption in higher education. The 78-member 2017 Expert Panel includes Canadian representatives from the University of Saskatchewan, the University of Ottawa, Conestoga College and Niagara College. One of the 10 highlights from the report states that online, mobile and blended learning are “foregone conclusions” necessary for an institution’s survival. This highlight emphasizes the importance of measuring how these approaches affect learning outcomes.
Retrievable from: https://www.nmc.org/publication/nmc-horizon-report-2017-higher-education-edition/
Jurate Matulioniene, Boston ESOL Academy, UK; Daiva Pundziuviene Bytautas Magnus University, Lithuania; The Potential of Blended ESOL Courses: Attitudes and Practices Among the UK Immigrants. Sustainable Multilingualism. Volume 10, Issue 1 (May 2017)
This research study looks at a small group of recent immigrants’ experience and attitudes to learning and opportunities and barriers to speaking English in the United Kingdom. The study provides background suggesting that language competences may be an important factor that influences immigrants’ progress in their new country. Their findings include information on the individuals’ use of information and communication technologies (ICT) on a personal level, at work or for learning. These could include mobile and smart phones, email, digital cameras, scanners, social network etc.
The study examines these immigrants’ willingness to take part in blended language training and the barriers they see to doing that. The study asked if they would be interested in taking part in blended English classes that originated from their home countries, thus providing the support of their first language and at the same time help them keep the connection with their native countries.
They also present important considerations such as ensuring participants in such courses have the technical proficiency required to participate effectively in a blended course.
Retrievable from: https://www.degruyter.com/view/j/sm.2017.10.issue-1/sm-2017-0006/sm-2017-0006.xml
Kukulska-Hulme, A. and Viberg, O.(2017). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, September 2017.
This review article looks at studies in mobile,collaborative language learning conducted between 2012-16. The review aims to provide a better understanding of how mobile technologies are being used to support collaborative learning for second and foreign language learners. The article provides an overview of the findings of these studies which indicate that mobile collaborative language learning allows a range of affordances such as “flexible use, continuity of use, timely feedback, personalisation, socialisation, self-evaluation, active participation, peer coaching, sources of inspiration outdoors and cultural authenticity ” (p.1). In addition, the studies reviewed found that learners engaging in mobile collaborative language learning benefit from increased motivation and engagement, and were less nervous and embarrassed in their language learning. The authors conclude that the studies provide a credible case for mobile language learning.
Available for purchase ($6.00 USD for 48 hour access – article can be printed) at:
Trinder, R. (2017). Informal and deliberate learning with new technologies. ELT Journal, 71(4),402-412.
This article is based on an empirical study exploring Austrian university students’ perceptions and practices related to the usefulness of online informal and incidental learning of English when they are using digital technologies in their daily lives. By and large the students indicated a preference for media (films and television), email, online dictionaries as being most useful for their language learning.
Although the study was conducted in a university setting the findings are applicable to a range of language learning settings. Given the ubiquity of digital technologies it is likely that students are accessing information and using technology for communication in daily life. As the author concludes, knowing more about how language students actually use digital technologies to support their learning outside the classroom can help instructors to incorporate the preferred technologies in instruction, where feasible, to validate informal language learning and to support students to evaluate digital tools to support their language learning outside the classroom.