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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Abstract	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.
AbstractList	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.
Audience	Higher Education Postsecondary Education
Author	Kessler, Matt
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SubjectTerms	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
Title	Supplementing mobile-assisted language learning with reflective journal writing: a case study of Duolingo users' metacognitive awareness
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