Mlearning dans un monde mobile: une analyse de la production scientifique du mlearning dans le contexte de l'éducation aux langues
DOI :
https://doi.org/10.4025/actascieduc.v43i1.50112Mots-clés :
apprentissage mobile; enseignement des langues étrangères; apprentissage de l'anglais; technologies numériques; FDS.Résumé
L'apprentissage mobile (mlearning) est en train de devenir une innovation avec un potentiel incroyable pour transformer la pratique éducative. Cependant, peu de recherches ont été consacrées à la manière dont l'apprentissage multi-apprentissage a eu lieu dans le contexte de l'enseignement et de l'apprentissage des langues à travers le monde. Cet article présente une enquête sur le scénario éducatif qui imprègne l'enseignement et l'apprentissage de l'anglais en tant que langue seconde ou langue étrangère transmise par la technologie. Cette étude a mené une analyse des publications (N = 18) impliquant l'apprentissage multiple dans le contexte de l'enseignement ou de l'apprentissage de l'anglais en tant que langue étrangère ou seconde et publiées de 2010 à mars 2019. L'objectif était de vérifier dans quelle perspective l'approfondissement de l'apprentissage a été effectué au cours des années. contexte d’enseignement et/ou d’apprentissage d’une langue étrangère ou d’une langue seconde, facteurs déterminants du succès (FDS) ayant influencé la mise en Å“uvre du mlearning et recensant les éventuelles lacunes en matière d’études à combler lors de futures recherches. Les résultats indiquent que: i) la plupart des publications ont pour thème l’apprentissage multimédia, ii) le point de vue des apprenants a été l’objet de la plupart des publications, iii) la langue cible de toutes les études, et iv) le sujet principal concernant Ce thème concerne les technologies, les applications et les utilisations multiples. En outre, les résultats indiquent également que 19 FDE ont été mentionnés dans 14 publications et que l'assimilation du curriculum (50%) était le FDS le plus cité. De plus, les résultats indiquent qu'il y a eu une augmentation récente de l'intérêt pour l'apprentissage multiple lié à l'enseignement et à l'apprentissage des langues étrangères. D'autres sujets d'investigation concernant l'apprentissage dans l'apprentissage des langues sont suggérés.
Téléchargements
Références
Ahmad, A., & Farrukh, F. (2015). Significance of social applications of a mobile phone for English task-based language learning. Teaching English with Technology, 15(2), 94-105.
Alkhezzi, F., & Al-Dousari, W. (2016). The impact of mobile learning on ESP learners’ performance. The Journal of Educators Online, 13(2), 73-101.
Alrasheedi, M., & Capretz, L. F. (2015). Determination of critical success factors affecting mobile learning: a meta-analysis approach. Turkish Online Journal of Educational Technology, 14(2) 41-51.
Ardi, P. (2017). Promoting learner autonomy through schoology m-learning platform in an EAP class at an Indonesian university. Teaching English with Technology, 17(2), 55-76.
Bandura, A. (2008). Toward an agentic theory of the self. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), Self-processes, learning, and enabling human potential: dynamic new approaches (p. 15-49). Charlotte, NC: Information Age Publishing.
Brown, C. L. (2005). Can you hear me now? Christian Education Journal, 2(1), 190-193.
Byrne, J. (2016). Same time same place: do MALL classrooms exist? Teaching English with Technology, 16(3), 74-84.
Cheung, S. K. S. (2012). A study on the use of mobile devices for distance learning. In S. K. S. Cheung, J. Fong, L. F. Kwok, K. Li, & R. Kwan (Eds.), Hybrid learning (p. 89-98). Berlin, DE: Springer/Heidelberg.
Cig, E. K., Guvercin, S., Bayimbetov, B., & Dos, B. (2015). Teaching English phrases through SMS. European Journal of Educational Research, 4(1), 48-56.
Costa, G. S. (2013). Mobile learning: explorando potencialidades com o uso do celular no ensino – aprendizagem de língua inglesa como língua estrangeira com alunos da escola pública (Tese de Doutorado). Universidade Federal de Pernambuco, Recife.
El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining mobile learning in the higher education landscape. Educational Technology & Society, 13(3), 12-21.
Faccioni Filho, M. (2008). M-learning: mobile devices and trends in education. In ICBL 2008 International Conference on Interactive Computer aided Learning. Florianólopis, SC.
Figaro-Henry, S., & James, F. (2015). Mobile learning in the 21st century higher education classroom: readiness experiences and challenges. Caribbean Curriculum, 23, 99-120.
Fluminhan, C. S. L. (2017). Em busca de caminhos que promovam a autorregulação: uma experiência com uma professora e seus alunos do ensino fundamental (Dissertação de Mestrado). Universidade do Oeste Paulista, Presidente Prudente, SP.
Fluminhan, C. S. L., & Murgo, C. S. (2017). Analysis of the scientific production on feedback on teaching English as a foreign language using ERIC database. Acta Scientiarum. Education, 39(suppl.), 533-543. doi: 10.4025/actascieduc.v39i0.30889
Fluminhan, C. S. L., Murgo, C. S., & Fluminhan, A. (2015). A importância do feedback e das crenças de autoeficácia do aluno na aquisição de língua estrangeira. Colloquium Humanarum, 12(4), 69-80. doi: 10.5747/ch.2015.v12.n4
Fluminhan, C. S. L., Murgo, C. S., & Fluminhan, A. (2018). O feedback como ferramenta avaliativa e motivadora no processo de aquisição de língua estrangeira. Cadernos de Linguagem e Sociedade, 19(2),
43-58. doi: 10.26512/les.v19i2.16810
García, S., & Fombona, J. (2015). Approach to the phenomenon of m-learning in English teaching. Digital Education Review, 28, 19-36.
Godwin-Jones, R. (2004). Emerging technologies: learning objects – Scorn or SCORN? Language Learning & Technology, 8(2), 7-12.
González, J. F. (2012). Can Apple’s iphone help to improve English pronunciation autonomously? State of the app. In L. Bradly & S. Thouësny (Eds.), Call: using, learning, knowing (p. 81-87). Gothenburg, SE: Eurocall Conference.
Haag, J. (2011). From eLearning to mLearning: the effectiveness of mobile course delivery. Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC), 11053, 1-13.
Ibrahim, A. A., & Kadiri, G. C. (2018). Integrating mobile phones in teaching auditory and visual learners in an English classroom. English Language Teaching, 11(12), 1-10. doi: 10.5539/elt.v11n12p1
Jacob, S. M., & Issac, B. (2008). The mobile devices and its mobile learning usage analysis. In Proceedings of the International MultiConference of Engineers and Computer Scientists (p. 782-787). Hong Kong, CN: International Association of Engineers.
Jung, H.-J. (2015). Fostering an English teaching environment: factors influencing English as a foreign language teachers’ adoption of mobile learning. Informatics in Education, 14(2), 219-241. doi: 10.15388/infedu.2015.13
Keegan, D. (2005). The incorporation of mobile learning into mainstream education and training. In 4th IADIS International Conference Mobile Learning (p. 198-202). Cape Town, ZA: IADIS.
Khodabandeh, F., Alian, J. E.-D., & Soleimani, H. (2017). The effect of MALL-based tasks on EFL learners’ grammar learning. Teaching English with Technology, 17(2), 29-41.
Kukulska-Hulme, A., & Sharples, M. (2015). Waypoints along learning journeys in a mobile world. In W. Ng & T. M. Cumming (Eds.), Sustaining mobile learning: theory, research and practice (p. 43-56). Abingdon, GB: Routledge.
Martin, F., Pastore, R. S., & Snider, J. (2012). Developing mobile based instruction. TechTrends, 56(5), 46-51. doi: 10.1007/s11528-012-0598-9
Mezzetti, C., Poce, D., & Pellegrini, D. (2014). Back-app editor: how to use the mobile digital content in organizations, the need and opportunity for change. In 6th International Conference on Education and New Learning Technologies. Barcelona, ES: Iated.
Moreno, G. (2019). La mitad del contenido de Internet está en inglés. Statista. Recuperado de https://bitlybr.com/agJaa
Mospan, N. (2018). Mobile teaching and learning English – a multinational perspective. Teaching English with Technology, 18(3), 105-125.
Moura, A. M. C. (2010). Apropriação do telemóvel como ferramenta de mediação em mobile learning: estudos de caso em contexto educativo (Tese de Doutorado). University of Minho, Lisbon, PT.
Obari, H., & Lambacher, S. G. (2014). Impact of a blended environment with m-learning on EFL skills. In S. Jager, L. Braley, E. J. Meima, & S. Thouësny (Eds.), Call design: principles and practice - Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands (p. 267-272). Dublin, IE: Research-publishing.net.
Pagel, J. W., & Lambacher, S. G. (2014). Patterns and effectiveness of mobile device usage by Japanese undergraduates for L2 acquisition purposes. In S. Jager, L. Braley, E. J. Meima, & S. Thouësny (Eds.), Call design: principles and practice - Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands (p. 284-289). Dublin, IE: Research-publishing.net.
Rau, P.-L. P., Gao, Q., & Wu, L.-M. (2008). Using mobile communication technology in high school education: motivation, pressure, and learning performance. Computers & Education, 50(1), 1-22.
doi: 10.1016/j.compedu.2006.03.008
Åžendurur, E., Efendioglu, E., Çaliskan, N. Y., Boldbaatar, N., Kandin, E., & Namazli, S. (2017). The m-learning experience of language learners in informal settings. In 13th International Conference Mobile Learning (p. 119-123). Budapest, HU: IADIS.
Stefanello, C. A., & Faccioni Filho, M. (2017). M-Learning applications as language teaching tools: study cases and comparisons. Revista Tecnologia da Informação e Comunicação: Teoria e Prática, 1(2), 29-40.
Tayan, B. M. (2017). Students and teachers’ perceptions into the viability of mobile technology implementation to support language learning for first year business students in a middle eastern university. International Journal of Education and Literacy Studies, 5(2), 74-83. doi: 10.7575/aiac.ijels.v.5n.2p.74
Toperesu, B.-A., & Belle, J.-P. V.(2018). Mobile learning considerations in higher education: potential benefits and challenges for students and institutions. In 14th International Conference Mobile Learning
(p. 31-38). Lisbon, PT: IADIS.
Toro, Z. P., Mercado, A. C., Manjarres, M. A. P., Noriega, L. F., Watts, W., & Sánchez, M. L. (2019). Challenges in English teaching and learning in Colombia. English Language Teaching, 12(4) 57-61.
doi: 10.5539/elt.v12n4p57
Traxler, J. M. (2005). Defining mobile learning. In IADIS International Conference on Mobile Learning
(p. 261-266). Valeta, MT: IADIS.
Traxler, J. M. (2007). Defining, discussing and evaluating mobile learning: The moving finger writes and having writ… The International Review of Research in Open and Distance Learning, 8(2), 1-12.
doi: 10.19173/irrodl.v8i2.346
United Nations Educational, Scientific and Cultural Organization [Unesco]. (2013). Policy guidelines for mobile learning. Paris, FR: Unesco. Recuperado de https://bitlybr.com/xBKO
Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The impact of mobile learning on students’ learning behaviours and performance: report from a large blended classroom. British Journal of Educational Technology, 40(4), 673-695. doi: 10.1111/j.1467-8535.2008.00846.x
Yang, S.-H. (2012). Exploring college students’ attitudes and self-efficacy of mobile learning. The Turkish Online Journal of Educational Technology, 11(4), 148-154.
Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (p. 13-39). New York, NY: Academic Press.
Zou, B., & Li, J.(2015). Exploring mobile apps for English language teaching and learning. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical call – proceedings of the 2015 EUROCALL conference, Padova, Italy (p. 564-568). Dublin, IE: Research-publishing.net.
Téléchargements
Publié
Numéro
Rubrique
Licence
This work is licensed under a Creative Commons Attribution 4.0 International License.
DECLARAÇÃO DE ORIGINALIDADE E DIREITOS AUTORAIS
Declaro que o presente artigo é original, não tendo sido submetido à publicação em qualquer outro periódico nacional ou internacional, quer seja em parte ou em sua totalidade.
Os direitos autorais pertencem exclusivamente aos autores. Os direitos de licenciamento utilizados pelo periódico é a licença Creative Commons Attribution 4.0 (CC BY 4.0): são permitidos o compartilhamento (cópia e distribuição do material em qualquer suporte ou formato) e adaptação (remix, transformação e criação de material a partir do conteúdo assim licenciado para quaisquer fins, inclusive comerciais).
Recomenda-se a leitura desse link para maiores informações sobre o tema: fornecimento de créditos e referências de forma correta, entre outros detalhes cruciais para uso adequado do material licenciado.
Comment citer
