Viberg, Olga, Agnes Kukulska-Hulme, and Ward Peeters.(2023) Affective Support for Self-Regulation in Mobile-Assisted Language Learning. International Journal of Mobile and Blended Learning (IJMBL) 15 (2) 1-15.
This article examines the role and importance of affective learning, defined by “learners’ beliefs, attitudes, and emotions” in a Mobile-Assisted Language Learning (MALL) environment, and how affective learning influences how language learners develop language skills and engage effectively with learning
A review of literature examining language learners’ use of MALL indicates that while the use of apps, digital resources and online communities continues to increase, there is a body of evidence suggesting that while language learners are often adept at using MALL to further their learning, they need ongoing guidance and support to manage their learning and to develop critical self-regulation skills enabling them to take advantage of the range of learning opportunities offered by MALL.
The authors argue that in the MALL environment affective learning support can be provided to learners in two ways, first in the design of the apps and digital resources and second through the active assistance of the instructor.
In this context they offer the MALLAS framework as a model for learning designers as they develop support services, such as mobile apps, for language learners and to assist instructors in supporting learners to develop effective learning strategies in MALL and to develop and extend their self-regulation skills in this environment.
While MALL allows for in-class and out-of-class learning, enabling learners to practice their language skills on their own, or with friends and often without an instructor, the authors emphasize the critical role of the instructor. Instructors can help students to regulate their learning in MALL, by identifying learning strategies and developing activities that motivate learning and persistence, by guiding students in the evaluation their ongoing learning in MALL and in helping them to connect their in-class and out-of-class learning.