About this paper

Appears in:
Pages: 2806-2814
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1625

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

TECHNOLOGY, TRAINING, AND MOTIVATION IN ENGLISH LANGUAGE LEARNING

G. Ross

Kanazawa University (JAPAN)
Numerous studies show that mobile assisted language learning can provide a learning environment for students that is engaging and empowering, as well as providing flexibility not available to a pure CALL environment (Daniels & Bateson, 2012). However, access to technology alone does not make users more willing or competent (Healy, 1999). A study (Stockwell & Hubbard, 2013) where the instructors devoted class time to giving language learners guidance, hints, and training in mobile use showed a significant increase in student engagement and autonomy. Hubbard, (2013) also notes that researcher papers regularly conclude more training would have improved student results.

Furthermore, 2 studies (Stockwell, 2008, 2010) show that students often prefer to use their PC over their mobile device: the reason given being small screen size, distraction, and difficulty of inputting data. Ballance (2012) has also pointed out that the preference for mobile vs. PC will likely depend on both the kind of activity and the situation. Stockwell and Hubbard (2013) did find that students were willing to receive daily study information ‘pushed’ to the smart phone. However, the majority of students didn’t appear to act upon the information.

This presentation will look at the challenges of how to organise training, and the type of help students need, as the first year of a 3-year cross-institutional research grant from the Japanese Government (Kakenhi).

Specifically, the presentation will look at the roles and approaches of 3 training methods:
1) Technical training: How to carry basic tasks, thinking about the potential of the system in use.
2) Strategic training: How to use the system to learn a language. This would include study hints, advice of what needs to be studied, and specific feedback to the user’s behaviour.
3) Pedagogical training: Considering why we use certain methodologies. This would include students creating, sharing, and developing their own learner information. Sharing hints to consider how to do things, what is effective and why.

While the presentation will focus on language learning the principles can be applied to any kind of learning.

The talk will also demonstrate some of the online activities the students are actually using, and will look at the technical and social challenges of using mobile technologies to learn, and also when non-mobile is preferable. Specific activities that will be looked at will be:
1) Speaking with your computer and having the computer listen, respond, and grade your efforts.
2) Learning vocabulary.
3) Sharing information online.

The talk will conclude with an overview of the future social and technical challenges of mobile and online technologies.
@InProceedings{ROSS2016TEC,
author = {Ross, G.},
title = {TECHNOLOGY, TRAINING, AND MOTIVATION IN ENGLISH LANGUAGE LEARNING},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.1625},
url = {http://dx.doi.org/10.21125/inted.2016.1625},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {2806-2814}}
TY - CONF
AU - G. Ross
TI - TECHNOLOGY, TRAINING, AND MOTIVATION IN ENGLISH LANGUAGE LEARNING
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.1625
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 2806
EP - 2814
ER -
G. Ross (2016) TECHNOLOGY, TRAINING, AND MOTIVATION IN ENGLISH LANGUAGE LEARNING, INTED2016 Proceedings, pp. 2806-2814.
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