These processes differ from those such as passively listening to the teacher and receiving knowledge from the teacher. While engaging in L2 learning with mobile devices, L2 learners should be expected to be autonomous agents not only by receiving knowledge and messages from peers and teachers but also by responding to them. In addition to this, mobile-assisted L2 learning could also facilitate learners’ agency or autonomous learning in that successful MALL should rely largely on the agency (Pachler, Bachmair, & Cook, 2010) as an autonomous learner. The use of technological functions in a mobile device, for example, might activate learning processes, resulting in the easier recall of the target vocabulary. Previous studies articulate that technology-enhanced L2 learning could bring about some positive effects. The aim of this study is to examine the advantages of Mobile-Assisted Language Learning (MALL), especially vocabulary learning of English as a foreign or second language (L2) in terms of the two strands: automatization and learner autonomy.
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