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首页> 外文期刊>International Journal of Computer-Assisted Language Learning and Teaching >Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China: Emerging Practices and Learner Perception of Teacher Role
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Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China: Emerging Practices and Learner Perception of Teacher Role

机译：研究中国成人远程学习者的移动辅助英语学习：新兴实践和学习者对教师角色的感知

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摘要

Guided by the conceptual framework for next generation designs for mobile-assisted language learning (MALL) in informal setting, our study investigates how mobile devices impact the learning practices and habits amongst adult distant learners of English at a higher education institution in China. Data sources include quantitative data of 148 completed responses to an online survey and qualitative data from follow-up email interviews. The study demonstrates that students' main motivation for engaging in mobile assisted English learning is to fill in the gaps in their daily schedule in order to maximize available time, and the majority use mobile devices to support formal course learning. The skills and knowledge areas practiced with mobile devices are listening, followed by speaking and pronunciation, vocabulary, reading, and translation. Our study also reveals that teachers play a very limited role as perceived by students, while students expect more support from teachers for their out-of-class hour mobile assisted language learning. The research findings bear significant pedagogical implications in terms of integrating MALL into language learning curriculum, learner support and the need for continuous teacher training.
机译：在非正式环境中，以下一代移动辅助语言学习（MALL）设计的概念框架为指导，我们的研究调查了移动设备如何影响中国高等院校成人远程英语学习者的学习习惯和习惯。数据源包括对在线调查完成的148个答复的定量数据以及来自后续电子邮件采访的定性数据。这项研究表明，学生从事移动辅助英语学习的主要动机是填补他们的日程安排中的空白，以最大限度地利用可用时间，并且大多数人使用移动设备来支持正规课程学习。移动设备练习的技能和知识领域是听力，其次是口语和发音，词汇，阅读和翻译。我们的研究还表明，在学生看来，教师所扮演的角色非常有限，而学生们期望课外活动时移动辅助语言学习得到老师的更多支持。在将MALL整合到语言学习课程中，学习者的支持以及对持续教师培训的需求方面，研究结果具有重大的教学意义。

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