Autonomous learning resources for ELFwhat learners think

  1. Arús Hita, Jorge
  2. Rodríguez Arancón, Pilar
Journal:
Encuentro: revista de investigación e innovación en la clase de idiomas

ISSN: 1989-0796

Year of publication: 2014

Issue: 23

Pages: 1-15

Type: Article

DIALNET GOOGLE SCHOLAR lock_opene_Buah editor

More publications in: Encuentro: revista de investigación e innovación en la clase de idiomas

Abstract

This paper reports on work carried out by members of the ATLAS research group within the SO-CALL-ME (Social Ontology-driven Cognitively Augmented Language Learning Environment) project. One of the mobile applications created by the group is Eating out, an EFL autonomous learning digital resource developed on Moodle. The paper describes this resource and then moves on to explain an experiment in which a group of EFL university students worked with it during a semester, some of them using a PC, some using a mobile device. At the end of the semester they answered a questionnaire on pedagogical and technical aspects of their experience with Eating out. The contents of the questionnaire are discussed as are the survey results. By giving the students the chance to evaluate Eating out, we seek to obtain valuable information that may help us to improve this learning resource. Additionally, the results allow us to compare the experiences of students working on a computer and those using a mobile device and thus see whether the learning resource can be run on one as well as on the other.

Bibliographic References

  • Archibald, J, Roy, S., Harmel, S., Jesney, K., Dewey, E., Moisik, S. & Lessard, P. 2006. A review of the literature on second language learning. Alberta: Alberta Education. http://education.alberta.ca/media/349348/litreview.pdf.
  • Arús-Hita, J., Rodríguez-Arancón, P. & Calle-Martínez, C. 2013. “A pedagogic assessment of mobile learning applications”. In Proceedings of ICDE 2013: Mobilizing distance education. Madrid: Universidad Nacional de Educación a Distancia, 630-643.
  • Ballance, O. J. 2013. “MALL–Somewhere between the tower, the field, the classroom and the market: a reply to professor Stockwell’s response”. Language Learning & Technology, 17/1, 37-46.
  • Calle-Martínez, C, Rodríguez-Arancón, P. & Arús-Hita, J. Forthcoming. “A scrutiny of the educational value of EFL mobile learning applications”. Cypriot Journal of Educational Sciences.
  • Candy, P. 1988. “On the attainment of subject-matter autonomy”. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed.). London: Kogan Page, 17-39.
  • Corder, S. P. 1967. “The significance of learner’s errors”. International Review of Applied Linguistics in Language Teaching, 5, 161-170.
  • Cotterall, S. 2000. “Promoting learner autonomy through the curriculum: Principles for designing language courses”. ELT Journal, 54/2, 109-117.
  • Cotterall, S. 1995. “Readiness for autonomy: Investigating learner beliefs”. System, 23/2, 195-206. Council of Europe 2001. Common European framework of reference for languages. Cambridge: Cambridge University Press.
  • DiMaggio, P. 1997. “Culture and cognition”. Annual Review of Sociology, 23, 263-287.
  • Fernández-Pampillón, A., Domínguez-Romero, E. & de Armas-Ranero, I. 2012. Herramienta de evaluación de la calidad de objetos de aprendizaje (herramienta COdA): Guía para la producción y evaluación de materiales didácticos digitales (Versión 1.1). Madrid: Universidad Complutense.
  • Gadamer, H. G. 2001. “Education is self-education”. Journal of Philosophy of Education, 35(4), 529-538.
  • Gardner, H. 2011. Frames of mind: The theory of multiple intelligences (3rd ed.). New York: Basic Books.
  • Hamilton, M. 2013. Autonomy and foreign language learning in virtual learning environments. London: Bloomsbury.
  • Holec, H. 1981. Autonomy and foreign language learning. Oxford: Pergamon Press.
  • Kember, D. 1997. “Research into university academics’ conceptions of teaching”. Learning and Instruction, 7/3, 255- 275.
  • Knowles, M. S. 1975. Self-directed learning. New York: Association Press.
  • Krashen, S. D. 2004. “The case for narrow reading”. Language Magazine, 3, 17-19.
  • Krashen, S. D. 1996. “The case for narrow listening”. System, 24, 97-100.
  • Little, D. 2007. “Language learner autonomy: Some fundamental considerations revisited”. Innovation in Language Learning and Teaching, 1/1, 14-29.
  • Macaskill, A. & Taylor, E. 2010. “Development of a measure of autonomous learning”. Studies in Higher Education, 35, 351-361.
  • Martin-Monje, E., Arús-Hita, J., Rodríguez-Arancón, P. & Calle-Martínez, C. 2013. “REALL: Rubric for the evaluation of apps in language learning”. In Proceedings of Jornadas internacionales tecnología móvil e innovación en el aula: Nuevos retos y realidades educativas, 1-12.
  • Omaggio-Hadley, A. 2001. Teaching language in context. Boston: Heinle & Heinle.
  • Otero, V., Peressini, D., Anderson-Meymaris, K., Ford, P., Garvin, T., Harlow, D., Reidel, M., Waite, B. & Mears, C. 2005. “Integrating technology into teacher education: A critical framework for implementing reform”. Journal of Teacher Education, 56/1, 8-23.
  • Rodríguez-Arancón, P., Arús-Hita, J. & Calle-Martínez, C. 2013. “The use of current mobile learning applications in EFL”. Procedia-Social and Behavioural Sciences, 103, 1189-1196.
  • Rogers, C. R. 1994. Freedom to learn (3rd ed.). Harlow: Pearson.
  • Stockwell, G. 2010. “Using mobile phones for vocabulary activities: Examining the effect of the platform”. Language Learning & Technology, 14/2, 95-110.
  • Vincent, T. 2012. “Ways to evaluate educational apps”. http://learninginhand.com/blog/ways-to-evaluate-educationalapps.html
  • Walker, H. 2010. “Evaluating the effectiveness of apps for mobile devices”. Journal of Special Educational Technology, 26/4, 59-63.
  • Walker Tileston, D. 2010. 10 best teaching practices (3rd ed.). London: Corwin Press Inc.
  • Wood, D. 2002. “Formulaic language in acquisition and production: Implications for teaching”. TESL Canada Journal, 20/1, 1–15.
Data source: Dialnet