Supplementing mobile-assisted language learning with reflective journal writing: a case study of Duolingo users' metacognitive awareness

Mobile-assisted language learning (MALL) has witnessed an explosion of interest from consumers and researchers. However, consumers often complain about the limited functionality of MALL applications, which typically do not allow for critical self-reflection or for users to consider different aspects...

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Vydáno v:Computer assisted language learning Ročník 36; číslo 5-6; s. 1040 - 1063
Hlavní autor: Kessler, Matt
Médium: Journal Article
Jazyk:angličtina
Vydáno: Oxford Routledge 04.07.2023
Taylor & Francis Ltd
Témata:
Barriers
Case Studies
Computer Assisted Instruction
Computer assisted language learning
Computer Software
Consciousness
Consumers
Electronic periodicals
Feedback
Handheld Devices
Implementation
Journal Writing
Language acquisition
Learner Engagement
learner strategies
Learning
Learning Experience
Learning Processes
Learning Strategies
Metacognition
metacognitive awareness
mobile
Perceptions
Periodicals
Researcher subject relations
Second Language Instruction
Second Language Learning
Second language writing
Selfreflection
Student Attitudes
Students
Teaching
Teaching Methods
Telecommunications
Theory
Theory Practice Relationship
Undergraduate Students
writing
ISSN:0958-8221, 1744-3210
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Popis
Shrnutí:Mobile-assisted language learning (MALL) has witnessed an explosion of interest from consumers and researchers. However, consumers often complain about the limited functionality of MALL applications, which typically do not allow for critical self-reflection or for users to consider different aspects of their learning such as the task itself, the strategies they use, and the challenges they face. Scholars, meanwhile, have argued that MALL research is frequently not grounded in theory, leading to problems with connecting theory and practice. The current study addresses these issues. Drawing upon metacognition theory, this study investigates the implementation of a weekly reflective e-journal writing activity in addition to learners' engagement with the MALL application Duolingo. Over a five-week span, the researcher conducted a case study with six learners, exploring: how the addition of a weekly e-journal activity aided students' metacognitive awareness of aspects of L2 learning; students' perceptions of using reflection journals with MALL; and users' experience with MALL and Duolingo in general. The findings show the journals aided students' metacognitive awareness in five domains, and learners generally reported finding the activity beneficial and enjoyable. Implications are discussed for future research and pedagogy regarding the combination of reflective journaling activities with MALL.
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ISSN:0958-8221
1744-3210
DOI:10.1080/09588221.2021.1968914