Supporting learners self-management for self-directed language learning: a study within Duolingo

IF 3.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Zixi Li, Curtis J. Bonk, Chen Zhou
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引用次数: 0

Abstract

Purpose This study aims to investigate a unique approach to learning languages through self-directed online learning. Specifically, it explores the self-management abilities and skills learners need while learning a language outside traditional classroom settings when using mobile-assisted learning technology. Design/methodology/approach A mixed-methods approach was used in this study, including an online survey of 84 people and 10 semi-structured interviews. Findings Findings reveal the significant role of specific and well-defined learning goals in enhancing learners’ performance. These goals can be either self-initiated by the learners themselves or defined by the technological features of the learning platform. However, the presence of distractions in learners’ daily lives presents challenges to effective time management, affecting learners both physically and psychologically. A key aspect of self-directed language learning lies in the learners’ ability to seek out relevant human and material resources beyond the confines of a single mobile-assisted language learning (MALL) tool. The authenticity of these resources is crucial in ensuring meaningful and effective learning experiences. Research limitations/implications Understanding how learners navigate and discover valuable resources is a central focus of this study. This research offers valuable insights into the field of self-directed language learning, revealing the pivotal role of self-management skills with mobile-assisted learning technology. The findings contribute to the broader field of language education and offer practical implications for educators and developers seeking to optimize self-directed language learning experiences through innovative and technologically driven approaches. Originality/value MALL is often ideal for individualized informal learning, but the existing literature focuses heavily on formal learning situations, underestimating the importance of MALL practices in various informal settings. Most research reports on MALL-based self-directed learning primarily sample traditional English-learning university students. Therefore, there is a need for research on how nontraditional older adult learners self-direct their language learning with mobile technology outside the classroom.
支持学习者自我管理自主语言学习:多邻国的研究
目的本研究旨在探讨一种独特的语言自主在线学习方法。具体来说,它探讨了学习者在使用移动辅助学习技术在传统课堂环境之外学习语言时需要的自我管理能力和技能。设计/方法/方法本研究采用混合方法,包括84人的在线调查和10次半结构化访谈。研究结果表明,明确明确的学习目标对提高学习者的学习成绩具有重要作用。这些目标可以由学习者自己发起,也可以由学习平台的技术特性定义。然而,在学习者的日常生活中存在的干扰给有效的时间管理带来了挑战,影响学习者的身体和心理。自主语言学习的一个关键方面在于学习者超越单一移动辅助语言学习工具的限制寻找相关人力和物质资源的能力。这些资源的真实性对于确保有意义和有效的学习体验至关重要。了解学习者如何导航和发现有价值的资源是本研究的中心焦点。这项研究为自主语言学习领域提供了有价值的见解,揭示了移动辅助学习技术中自我管理技能的关键作用。这些发现有助于拓宽语言教育领域,并为寻求通过创新和技术驱动的方法优化自主语言学习体验的教育工作者和开发人员提供了实际意义。独创性/价值MALL通常是个性化非正式学习的理想选择,但现有文献主要关注正式学习情况,低估了MALL实践在各种非正式环境中的重要性。大多数基于mall的自主学习的研究报告主要以传统英语学习的大学生为样本。因此,有必要研究非传统的老年学习者如何在课堂外利用移动技术自主指导语言学习。
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来源期刊
Interactive Technology and Smart Education
Interactive Technology and Smart Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
12.00
自引率
2.30%
发文量
30
期刊介绍: Interactive Technology and Smart Education (ITSE) is a multi-disciplinary, peer-reviewed journal, which provides a distinct forum to specially promote innovation and participative research approaches. The following terms are defined, as used in the context of this journal: -Interactive Technology refers to all forms of digital technology, as described above, emphasizing innovation and human-/user-centred approaches. -Smart Education "SMART" is used as an acronym that refers to interactive technology that offers a more flexible and tailored approach to meet diverse individual requirements by being “Sensitive, Manageable, Adaptable, Responsive and Timely” to educators’ pedagogical strategies and learners’ educational and social needs’. -Articles are invited that explore innovative use of educational technologies that advance interactive technology in general and its applications in education in particular. The journal aims to bridge gaps in the field by promoting design research, action research, and continuous evaluation as an integral part of the development cycle of usable solutions/systems.
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