Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Traditional L2 learning has been critiqued for its prescribed classroom instruction with tedious repetition, dreary memorization, and decontextualized assessment. The demand for more effective language learning experience has driven language instructors to seek tools that increase student learning time and provide immediate feedback both in and outside of class. Mobile technologies enable language instructors to resolve many issues identified in traditional L2 learning, and elevate student learning of languages in intriguing and invigorating ways. The integration of MALL in language curriculum, however, still remains marginal and problematic. In this paper, we use TPACK as a lens to examine current MALL literature, aiming to identify gaps in both research and implementation of MALL that may provide language teachers, researchers and administrators with new perspectives on narrowing such gaps.
Wang, Z. & Lohnes Watulak, S. (2015). Using TPACK as a Lens to Examine the Literature on Mobile Assisted Language Learning (MALL). In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3483-3492). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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Mohammed Debbagh & W. Monty Jones, Virginia Commonwealth University, United States, United States
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 739–751
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