Friday, 6 October 2017

Journal Review 1

Language Tasks Using Touch Screen and Mobile Technologies: Reconceptualizing Task Based CALL for Young Learners    Volume 40(1) Winter, 2014    Martine Pellerin, University of Alberta (Campus Saint-Jean)
Language Tasks Using Touch Screen and Mobile Technologies: Reconceptualizing Task Based CALL for Young Learners

Volume 40(1) Winter, 2014

Martine Pellerin, University of Alberta (Campus Saint-Jean)


The main purpose of this study is to contribute to the limited body of knowledge of the issue of task-based language learning linked with the use of touch screen and mobile technologies in the primary language classroom by examining how the use of mobile technologies in language classrooms contributes to reconceptualization of task based approaches for young learners. 

This research also examines how the use of touch screen tehnological devices support the designing of learning environments and language tasks, informed by Vygotskian sociocultural theory fo SLA.

The research involved 16 teachers from two elementary school hosted Early French Immersion programs in a school district in rural suburb of Calgary, Alberta. The method of the research was a qualitative, interpretative research and uses the Collaborative Action Research (CAR) model. 

All the teachers’ voluntary in this research participated in the CAR project. The data was collected on an ongoing basis by teachers in their respective classrooms. Teachers collected the digital documentation of their students while using the iPods and tablets. The researcher also collected the data through digital ethnographic observation in the classroom, gathering students’ artifacts, discussion and semistructured interviews with teachers, and informal interviews with students during the classroom observations.

The research found that the use of technological devices by young language learners reflect the four types of affordances proposed by Hartson (2003): cognitive affordance, physical affordance, sensory affordance and functional affordance. The use of touch screen devices also contributes to learners’ creation of authentic and meaningful task activities that further promote the development of their oral language competencies. 

Through the digital documentation from teachers in classroom and from the interviews with teachers, reveal higher levels of engagement and motivation in all students during language activity using mobile technologies. The students also more aware of their learning process using the mobile technologies.

This research strong in collecting the data, the instrument that used for collecting the data was completely encouraging the finding of this research. The evidence that gathered by the researcher can answer all the problem statement of the research. Interviewed both teachers and students make the greater evidence to solve the problem of the research.

his journal gives us further insight of the usage of mobile  devices in educational context. To access the journal, please kindly click here.
 
 


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