Mots-clés
uczenie się języków obcych
urządzenia przenośne
potencjał nauki mobilnej
ograniczenia nauki mobilnej
Comment citer
Résumé
M-learning refers to learning supported by mobile devices such as smartphones or tablets, which can be taken anywhere and utilized independently of place and time. The continuous improvement of portable devices gives them new features, among which solutions favoring the development of language competencies can play an important role. The first part of the article will discuss theoretical justifications and models related to mobile learning, as well as associated approaches such as multimedia learning and multimodality. In the second part, with reference to available results of empirical research, an attempt will be made to indicate the potential and the limitations of mobile learning, as well as to signal research directions encompassing issues in this area that are worth exploring in the future.
Références
Ally M. (2004), Foundations of Educational Theory for Online Learning, (w:) Anderson T., Elloumi F. (red.), Theory and Practice of Online Learning. Athabasca: Athabasca University, s. 3–31.
Burston J. (2013), Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012. „Language Learning & Technology”, nr 17 (3), s. 157–224.
Burston J. (2014), A Survey of MALL Curriculum Integration: What the Published Research Doesn’t Tell. „CALICO Journal”, nr 31(3), s. 303–322. DOI: https://doi.org/10.11139/cj.31.3.303-322
Burston J. (2015), Twenty years of MALL project implementation: A meta- analysis of learning outcomes. „ReCALL”, nr 27(1), s. 4–20. DOI: https://doi.org/10.1017/S0958344014000159
Butler-Pascoe M.E. (2013), The History of CALL: The Intertwining Paths of Technology and Second/Foreign Language Teaching. „International Journal of Computer-Assisted Language Learning and Teaching” nr, 1(1), s. 16–32. DOI: https://doi.org/10.4018/ijcallt.2011010102
Chang C.C. in. (2013), Constructing and evaluating online goal-setting mechanisms in web-based portfolio assessment system for facilitating self-regulated learning. „Computers & Education”, nr 69, s. 237–249. DOI: https://doi.org/10.1016/j.compedu.2013.07.016
Chinnery G.M. (2006), EMERGING TECHNOLOGIES: Going to the MALL: Mobile Assisted Language Learning. „Language Learning & Technology”, nr 10(1), s. 9–16.
Cooney G., Keogh K. A. (2007), Use of mobile phones for language learning and assessment for learning, a pilot project. Ireland National Council for Curriculum and Assessment.
Cziko G. (2005), Autonomous technology-assisted language learning. Online: https://en.wikibooks.org/wiki/Autonomous_Technology-Assisted_Language_Learning [DW 23.11.2024].
Davies G., Otto S.E.K., Ruschoff B. (2013), Historical perspectives on CALL, (w:) Thomas M., Reinders H., Warschauer M. (red.), Contemporary computer-assisted language learning. New York, London: Bloomsbury Academic, s. 19–38.
Döring N., Kleeberg N. (2006), Mobiles Lernen in der Schule. Entwicklungs- und Forschungsstand. „Unterrichtswissenschaft“, nr 34(1), s. 70–92.
Duman G., Orhon G., Gedik, N. (2015), Research trends in mobile assisted language learning from 2000 to 2012. „ReCALL“, nr 27(2), s. 197–216. DOI: https://doi.org/10.1017/S0958344014000287
Ferscha A. (2007), Mobile Learning: Editorial. „Zeitschrift für e-Learning. Lernkultur und Bildungstechnologie“, nr (4), s. 4–11.
Frohberg D. (2008), Mobile Learning [nieopublikowana praca doktorska]. Zürich: Universität Zürich.
Garrett N. (2009), Computer-Assisted Language Learning Trends and Issues Revisited: Integrating Innovation. „The Modern Language Journal”, nr 93, s. 719–740. DOI: https://doi.org/10.1111/j.1540-4781.2009.00969.x
Göth C., Schwabe G. (2012), Mobiles Lernen, (w:) Haake J., Schwabe G., Wessner M. (red.), CSCL-Kompendium 2.0. Lehr- und Handbuch zum computerunterstützten, kooperativen Lernen. München: Oldenbourg, s. 283–293. DOI: https://doi.org/10.1524/9783486716825.283
Heim K., Ritter M. (2012), Teaching English: Computer-assisted Language Learning. Paderborn: Schöningh. DOI: https://doi.org/10.36198/9783838533346
Heinz S. (2018), Mobile Learning und Fremdsprachenunterricht: theoretische Verortung, Forschungsüberblick und Studie zum Englischunterricht in Tablet-Klassen an Sekundarschulen in Bayern. Bad Heilbrunn: Klinkhardt.
Hubbard P. (red.) (2009), Computer Assisted Language Learning: Critical Concepts in Linguistics. New York: Routledge.
Hwang G. J., Tsai C.C. (2011), Research Trends in Mobile and Ubiquitous Learning: A Review of Publications in Selected Journals from 2001 to 2010. „British Journal of Educational Technology”, nr 42, s. 65–70. DOI: https://doi.org/10.1111/j.1467-8535.2011.01183.x
Kakihara M., Sorensen C. (2002), Expanding the ‘mobility’ concept. „ACM SIGGroup bulletin“, nr 22(3), s. 33–37. DOI: https://doi.org/10.1145/567352.567358
Kerres M. (2013), Mediendidaktik. Konzeption und Entwicklung mediengestützter DOI: https://doi.org/10.1524/9783486736038
Lernangebote. München: Oldenbourg Verlag.
Kirchhoff P. (2008), Blended Learning im Fachfremdsprachenunterricht. München: Langenscheidt.
Koole M.L. (2009), A Model for Framing Mobile Learning, (w:) Ally M. (red.), Mobile Learning: Transforming the Delivery of Education and Training Edmonton. Alberta: AU Press, s. 25–47.
Kukulska-Hulme A. (2005), Introduction, (w:) Kukulska-Hulme A., Traxler J. (red.), Mobile Learning: A Handbook for Educators and Trainers. London: Routledge, s. 1–6.
Kukulska-Hulme A. (2009), Will mobile learning change language learning? „ReCALL”, nr 21(2), s. 157–165. DOI: https://doi.org/10.1017/S0958344009000202
Kukulska-Hulme A. i in. (2009), Innovation in mobile learning: A European Perspective. „International Journal of Mobile and Blended Learning”, nr 1(1), s. 13–35. DOI: https://doi.org/10.4018/jmbl.2009010102
Kukulska-Hulme A., Shield L. (2008), An Overview of Mobile Assisted Language Learning: From Content Delivery to Supported Collaboration and Interaction. „ReCALL”, nr 20(3), s. 271–289. DOI: https://doi.org/10.1017/S0958344008000335
Laurillard D. (2007), Pedagogical forms for mobile learning: Framing research questions, (w:) Pachler N. (red.), Mobile learning: Towards a research agenda. London: WLE Centre for Excellence, Institute of Education, s. 153–175.
Mayer R.E. (red.) (2014), The Cambridge handbook of multimedia learning. New York: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139547369
Mayrberger K. (2013), Digitale Bildungsmedien – eine kritische Sicht aus mediendidaktischer Perspektive auf aktuelle Entwicklungen, (w:) Matthes E., Schütze S., Wiater W. (red.), Digitale Bildungsmedien im Unterricht. Bad Heilbrunn: Verlag Julius Klinkhardt, s. 26–41.
Moura A., Carvalho A.A. (2013), Framework for mobile learning integration into educational contexts, (w:) Zane L.B., Lin M. (red.), Handbook of mobile learning. London: Routledge, s. 58–69.
Naismith L. i in. (2004), Literature Review in Mobile Technologies and Learning: Report 11. Bristol: Futurelab.
O’Malley C. i in. (2003), MOBIlearn WP4 – Guidelines for learning/teaching/tutoring in a mobile environment. Online: http://www.mobilearn.org/download/results/guidelines.pdf [DW 23.11.2023].
O’Malley C. i in. (2005), MOBIlearn. WP 4—Pedagogical Methodologies and Paradigms. Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. Nottingham: University of Nottingham.
Pachler N., Bachmair B., Cook J. (2010), Mobile learning: Structures, agency, practices. New York: Springer. DOI: https://doi.org/10.1007/978-1-4419-0585-7
Paivio A. (1986), Mental representations: A dual-coding approach. New York: Oxford University Press.
Palalas A. (2012), Design guidelines for a Mobile-Enabled Language Learning system supporting the development of ESP listening skills [praca doktorska], Athabasca University.
Park Y. (2011), A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. „The International Review of Research in Open and Distributed Learning”, nr 12(2), s. 78–102. DOI: https://doi.org/10.19173/irrodl.v12i2.791
Perrin D. (2006), Medienlinguistik. Konstanz, München: UVK Verlagsgesellschaft.
Petit T., Santos G.L. (2014), Mobile Learning: An Ergonomic Alternative for Long-Awaited Educational Changes?, (w:) Kalz M., Bayyurt Y., Specht M. (red.), Mobile as a Mainstream – Towards Future Challenges in Mobile Learning. Cham: Springer, s. 1–14. DOI: https://doi.org/10.1007/978-3-319-13416-1_1
Quinn C. (2000), mLearning: Mobile, wireless in your pocket-learning. „LiNE Zine”, nr 1, s. 1–3.
Sattelmeyer R., Patterson M.R., Rossi W. (red.) (1990), Thoreau, Henry David: Journal Volume 3. Princeton: Princeton University Press.
Schmitz U. (2001), Sehflächenforschung. Eine Einführung, (w:) Diekmannshenke H.J. (red.), Bildlinguistik: Theorien – Methoden – Fallbeispiele. Berlin: Erich Schmidt Verlag, s. 23–42.
Schulz D. (2007), Wandern und Methode: Thoreaus „Walking“ im Lichte Emersons und Gadamers, (w:) Böger A., Schiller G., Schröder N. (red.), Dialoge zwischen Amerika und Europa: Transatlantische Perspektiven in Philosophie, Literatur, Kunst und Musik. Tübingen: A. Francke, s. 107–129.
Sharples M., Taylor J., Vavoula G. (2007), A Theory of Learning for the Mobile Age, (w:) Andrews R., Haythornthwaite C. (red.), The SAGE Handbook of E-Learning Research. Thousand oaks: SAGE, s. 221–247. DOI: https://doi.org/10.4135/9781848607859.n10
Sharples M. i in. (2009), Mobile learning: Small devices, big issues, (w:) Ludvigsen S., Balacheff N., Jong T.D., Lazonder A., Barnes S. (red.), Technology-enhanced learning: Principles and products. Berlin: Springer, s. 233–249.
Sharples M., Pea R.D. (2014), Mobile Learning, (w:) The Cambridge Handbook of the Learning Sciences, Cambridge University Press, s. 501–521. DOI: https://doi.org/10.1017/CBO9781139519526.030
Siever Ch.M. (2015), Multimodale Kommunikation im Social Web: Forschungsansätze und Analysen zu Text-Bild-Relationen. Frankfurt am Main: Peter Lang. DOI: https://doi.org/10.3726/978-3-653-04420-1
Stockwell G., Hubbard P. (2013), Some Emerging Principles for Mobile-assisted Language Learning. Monterey, CA: The International Research Foundation for English Language Education.
Stöckl H. (2004), Die Sprache im Bild – Das Bild in der Sprache. Zur Verknüpfung von Sprache und Bild im massenmedialen Text: Konzepte. Theorien. Analysemethoden. Berlin: de Gruyter. DOI: https://doi.org/10.1515/9783110201994
Strasser T. (2011), Moodle im Fremdsprachenunterricht: Blended Learning als innovativer didaktischer Ansatz oder pädagogische Eintagsfliege? Boizenburg: Hülsbusch.
Taylor J. i in. (2006), Towards a task model for mobile learning: A dialectical approach. „International Journal of Learning Technology”, nr 2(2/3), s. 138–135. DOI: https://doi.org/10.1504/IJLT.2006.010616
Thoreau H. D. (1985), A Week on the Concord and Merrimack Rivers; Walden, or, Life in the Woods; the Maine Woods; Cape Cod. R. F. Sayre (red.) New York: The Library of America.
Trifonova A. (2003), Mobile Learning - Review of the Literature. Trydent: University of Trento.
Trinder J. (2005), Mobile technologies and systems, (w:) Kukulska-Hulme A., Traxler J. (red.), Mobile learning: A Handbook for Educators and Trainers. Routledge: London, s. 7–24.
Viberg O., Grönlund Ä. (2012), Mobile assisted language learning: A literature review, (w:) Specht M., Sharples M., Multisilta J. (red.), Proceedings of the 11th International Conference on Mobile and Contextual Learning 2012, s. 16–18.
Viberg O., Grönlund Ä. (2013), Systematising the field of mobile assisted language learning. „International Journal of Mobile and Blended Learning”, nr 5(4), s. 72–90. DOI: https://doi.org/10.4018/ijmbl.2013100105
Vihavainen S., Kuula T., Federley M. (2010), Cross-use of smart phones and printed books in primary school education, (w:) MobileHCI ‘10 Proceedings of the 12th international conference on Human computer interaction with mobile devices and services, s. 279–282. DOI: https://doi.org/10.1145/1851600.1851648
Vygotsky L.S. (1962), Thought and language. Cambridge: MIT Press. DOI: https://doi.org/10.1037/11193-000
Wang F., Chen X., Fang W. (2011), Integrating Cell Phones into a Chinese High School EFL Classroom: Students’ Attitudes, Technological Readiness and Perceived Learning. „Journal of Educational Technology Development and Exchange”, nr 4(1), s. 91–102. DOI: https://doi.org/10.18785/jetde.0401.08
Weiser M. (1991), The Computer for the 21st Century. „Scientific American”, nr 265(3), s. 94–104. DOI: https://doi.org/10.1038/scientificamerican0991-94
Yang J.C., Lai C.H., Chu, Y.M. (2005), Integrating speech technologies into a one-on-one digital English classroom, (w:) Ogata H. i in. (red.), Proceedings of the Third International Workshop on Wireless and Mobile Technologies in Education 2005, s. 159–163.
Żebrowska E. (2013), Text – Bild – Hypertext. Frankfurt am Main: Peter Lang. DOI: https://doi.org/10.3726/978-3-653-02117-2
Licence
© Mariola Jaworska 2024
Ce travail est disponible sous licence Creative Commons Attribution - Pas de Modification 4.0 International.
Auteurs :
Les auteurs de textes acceptés pour publication dans la revue Neofilolog sont tenus de remplir, signer et renvoyer à l'adresse de la rédaction, un accord sur l'octroi d'une licence gratuite pour les œuvres, avec obligation d'accorder une sous-licence CC.
En vertu de cet accord, les auteurs des textes publiés dans la revue Neofilolog accordent à l'Université Adam Mickiewicz de Poznań une licence non exclusive et gratuite et permettent l'utilisation de la sous-licence Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Les auteurs se réservent le droit de disposer librement de l'œuvre.
Utilisateurs :
Les utilisateurs d'Internet intéressés ont le droit d'utiliser les œuvres publiées à partir de l'année 2017 sous réserve des conditions suivantes :
- reconnaissance de la qualité d'auteur - l'obligation de fournir des informations sur la qualité d'auteur, le titre, la source (liens vers l'œuvre originale, DOI) et la licence, ainsi que l'œuvre distribuée ;
- sans créer d'œuvres dérivées - l'œuvre doit être conservée dans sa forme originale, p. ex. les traductions ou les interprétations ne peuvent être distribuées sans le consentement de l'auteur.
Tous les textes publiés sont soumis au droit d'auteur.
Autres :
L'Université Adam Mickiewicz de Poznań se réserve le droit à la revue dans son ensemble (mise en page, forme graphique, titre, conception de la couverture, logo, etc.).
.