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Impact of Contextualized Mobile Assisted Chinese Learning on Students’ Language Learning Motivation: Comprehensive Theoretical Framework
PROCEEDING

, , Tel Aviv University, Israel

Society for Information Technology & Teacher Education International Conference, in Online, United States ISBN 978-1-939797-55-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The role of situated, Contextualized Mobile Assisted Language Learning (CMALL) is known. However, with regards to affective outcomes, a theoretical framework is missing. In light of this challenge we developed a theoretical framework, which explains CMALL influence on language learning motivation. The difficult Chinese language calls for particular attention of CMALL and motivational outcomes. According to the developed framework, real world and real life contexts enhance language learning motivation through mediation of learners’ ability to transfer and power to select; learners’ self-efficacy; and learners’ Chinese learning goals. The proposed framework contributes theoretically by illuminating the relation between CMALL and language learning motivation. Practitioners may also be encouraged to incorporate CMALL.

Citation

Ezra, O. & Cohen, A. (2021). Impact of Contextualized Mobile Assisted Chinese Learning on Students’ Language Learning Motivation: Comprehensive Theoretical Framework. In E. Langran & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 159-164). Online, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 3, 2021 from .

Slides