Exploring a mobile-based language learning intervention to improve English language acquisition and acculturation among migrants in Australia

IF 0.9 Q2 LINGUISTICS

Australian Review of Applied Linguistics Pub Date : 2022-07-14 DOI:10.1075/aral.21017.heb

A. Hebbani, Michael Mersiades, Ameya Deshmukh

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引用次数: 0

Abstract

This exploratory Australian study tested a novel mobile-based language learning service intervention (via WhatsApp) called ‘Chatloop’ with 31 newly arrived migrants. This intervention was offered in tandem with the traditional Adult Migrant English Program (AMEP) classroom curriculum. A mixed methods approach was employed to trial the intervention of Chatloop with AMEP students at two Queensland TAFE campuses. Quantitative data were gathered to measure changes in participants’ English proficiency, and qualitative interviews gathered narratives about the experience of using Chatloop. Chatloop intervention group participants perceived it to be an interactive learning service that significantly improved their reading and writing skills, acculturation, and enhanced social connections. Being able to access Chatloop on their mobile device 24/7 was deemed to be an added advantage as compared to traditional classroom learning; it provided an opportunity to learn more about Australian culture and communication patterns, at their convenience. These findings suggest that such mobile interventions can be a valuable means of enhancing migrant’s English language learning and warrants future research.

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探索一种基于移动的语言学习干预，以提高澳大利亚移民的英语语言习得和文化适应

澳大利亚的这项探索性研究对31名新移民进行了一项名为“Chatloop”的新型移动语言学习服务干预测试（通过WhatsApp）。这种干预措施是与传统的成人移民英语课程（AMEP）课堂课程同时提供的。采用混合方法在昆士兰TAFE的两个校区对AMEP学生进行Chatloop干预试验。收集定量数据来衡量参与者英语水平的变化，定性访谈收集关于使用Chatloop体验的叙述。Chatloop干预组的参与者认为这是一种互动学习服务，显著提高了他们的阅读和写作技能、文化适应能力，并增强了社会联系。与传统的课堂学习相比，能够在他们的移动设备上全天候访问Chatloop被认为是一个额外的优势；它提供了一个机会来了解更多关于澳大利亚文化和交流模式，在他们方便的时候。这些发现表明，这种流动干预措施可能是提高移民英语学习的一种有价值的手段，值得未来进行研究。

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来源期刊

Australian Review of Applied Linguistics LINGUISTICS-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.