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首页> 外文会议>10th World conference on mobile and contextual learning >Context in our pockets: Mobile phones and social networking as tools of contextualising language learning
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Context in our pockets: Mobile phones and social networking as tools of contextualising language learning

机译：口袋里的上下文：移动电话和社交网络是将语言学习情景化的工具

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The analysis of current EFL (English as a Foreign Language) education and literature indicates that most EFL practices can be characterised as traditional language learning settings in which teachers direct the learning process, and students are then assumed as passive receptors of knowledge. Furthermore, EFL learning has also been criticised as an in-class-only learning practice due to the rare opportunities an EFL learner is expected to encounter outside the boundaries of the classroom. These limitations of EFL learning could be addressed through more student-centred, meaningful, and contextualised language learning that extends beyond the boundaries of the classroom. Mobile technology and social networking have the potential to establish learning practices that are not only based on learners' needs and experiences, but they can also involve learners in the overall learning process that sometimes goes beyond the classroom. In addition, much of the literature on mobile learning emphasises the effectiveness of mobile technology in creating contextually meaningful and authentic learning opportunities. A DBR (Design-Based Research) study was conducted with 33 EFL university students over a 16-week semester. Students experienced a contextual learning experience using Facebook via their mobile phones. The paper concludes that mobile social networking media, e.g., Facebook, provide rich learner-generated and contextual out-of-class language learning opportunities that exploit the norms of the learning context. Moreover, mobile Facebook provided students with reality-based learning experiences that utilised their own knowledge and personal values about their context.
机译：对当前EFL（英语作为外语）教育和文学的分析表明，大多数EFL实践可以被描述为传统的语言学习环境，在这种环境中，老师指导学习过程，然后学生被认为是知识的被动接受者。此外，由于预期EFL学习者在课堂范围之外会遇到的难得机会，EFL学习也被批评为仅限课堂学习的做法。 EFL学习的这些局限性可以通过以学生为中心，有意义和上下文相关的语言学习来解决，而这种学习应超越课堂的范围。移动技术和社交网络有可能建立不仅基于学习者的需求和经验的学习实践，而且还可以使学习者参与有时超出课堂范围的整个学习过程。此外，有关移动学习的许多文献都强调了移动技术在创造上下文相关且真实的学习机会方面的有效性。在16周的学期中，对33名EFL大学生进行了DBR（基于设计的研究）研究。学生通过手机使用Facebook体验了上下文学习的经验。该论文得出的结论是，移动社交网络媒体（例如Facebook）提供了丰富的由学习者生成的，语境外的课外语言学习机会，这些机会利用了学习上下文的规范。此外，移动Facebook还为学生提供了基于现实的学习体验，他们利用了自己的知识和关于其背景的个人价值观。

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