LDT 505 Lesson 7
As promised, I have more MALL related acronyms for you this week. My new favorite is SLL or Seamless Language Learning as introduced by Chai et al. in “Surveying and Modeling Students’ Motivation and Learning Strategies for Mobile-Assisted Seamless Chinese Language Learning” (2016). I am certainly realizing through my readings that some of the most interesting studies on language learning are coming from outside of the United States. This shouldn’t be surprising though as language programs abroad are funded by corporations and private institutions whereas here at home, language support is often relegated to governmental or non-profit agencies with limited resources. But the globalization of English and the world’s vision on language learning is the topic of another post. Back to SLL, or better yet, let’s go with SMALL (Seamless Mobile Assisted Language Learning) which is my focus for the remainder of this course.
I can’t say any of my readings this week were mind blowing but there were a number of concepts that were reiterated with a specific focus on language and are important to incorporate in my final project. What is the vision of seamless learning in the world of language acquisition? Chai et al. identify successful seamless learners as “those who engage in authentic learning, create different linguistic artifacts, are self-regulating, and are collaborative” (2016, p. 173). In addition to these four dimensions of SMALL, Chai et al. highlight the relationship between motivation and learning outcomes. Studies have shown that high levels of motivation lead to learner engagement and performance resulting in the attainment of learning goals (Chai et al., 2016, p 173). None of this is rocket science, but the question is how do we do this? How do I motivate my learners and facilitate SMALL? For their study, Chai et al. developed a 30 item Motivation for Seamless Chinese Learning Questionnaire (MSCLQ) to explore students’ motivations and perceptions. This questionnaire addressed the following factors: intrinsic value, self-efficacy, artifact creation, authentic learning, self-directed learning with technology and collaborative learning with technology. One of my end goals of this Master’s program is to develop a meaningful questionnaire to better understand my student body and their learning processes and interests. Each reading provides more and more tools and inspiration to do that. Ultimately, the better I know my learners, the more effective my design projects and program improvement projects will be.
While the four aforementioned dimensions of SMALL, authentic learning, productive learning (language output), self-regulated learning, and collaborative learning, are all fundamental to successful SMALL, SRL (Self-regulated learning) and SML (Self-management of Learning) are our focus for the remainder of this post and my primary objective for the design project. In their study, Huang and Yu explore the linkage between personal learning initiative (PLI), mobile learning continuous intention (MLCI), perceived flexibility advantage (PFA), and SML and their effects on mobile learning performance (MLP).The role of PLI is that of a “moderating force which strengthens the relationship between PFA and mobile English learning continuance intention” (Huang & Yu, 2019, p. 127) . I find PLI, which refers to learners “proactively acquiring new knowledge and overcoming learning obstacles,” particularly applicable to the learners in my program (Huang & Yu, 2019, p. 121). I can very clearly identify current and previous students who displayed high levels of PLI not only related to learning English but to improving life and work skills. These are the students who not only have impeccable attendance, but who also share resources with instructors and classmates, stay after class to ask questions, and who make significant learning gains on assessments. I think we all have had these learners in our classes. Ultimately, Huang and Yu conclude that “learners with higher levels of PFA [as strengthened by PLI] will have better mobile English learning continuance intention which in turn would lead to more positive perceived mobile English learning performance” (2019, p. 127). Flexibility, convenience, personal initiative, and self-discipline factor into successful SMALL. Devices provide flexibility and convenience, but it’s human psychology, mindset, and motivation of both instructors and learners that drive initiative and self-discipline.
How can we promote self-regulation and self-management of language learning through design? Michel et al. propose the use of personalized dashboards to support and monitor learning (2017). By building their own indicators based on learning goals and selecting the visualization format of indicators and progress, learners become more engaged both in the learning activity itself as well as in the monitoring process (Michel et al, 2017, p.214). The idea in self-regulated learning that learners not only independently set their goals and monitor their progress but that they also define the indicators related to that progress creates a whole new level of ownership and empowerment. Feedback, reflection, and regulation can occur at the “individual, dyadic, and group level” depending on the nature of the learning activity (Michel et al., 2017, p. 214). The role of the dashboard in “synthesizing information and so reducing the learners’ cognitive load” is an important design concept and rings true for the design of learning activities in general particularly for language learners who can be easily overwhelmed (Michel et al., 2017, p. 213). It’s essential as instructors and as designers to be cognizant of the capacity of our learners to absorb and process new information and receive feedback.
Speaking of cognitive load, how did you do with my SMALL list of acronyms in this post? Here’s a quick review:
- MLCI – Mobile Learning Continuance Intention
- MLP– Mobile Learning Performance
- PFA -Perceived Flexibility Advantage
- PLI – Personal Learning Initiative
- SLL – Seamless Language Learning
- SMALL -Seamless Mobile Assisted Language Learning
- SML – Self-management of Learning
- SRL – Self-regulated Learning
Which of these concepts apply to your final project?
Resources:
Chai, C.S., Wong, L.H., & King, R.B. (2016). Surveying and Modeling Students’ Motivation and Learning Strategies for Mobile-Assisted Seamless Chinese Language Learning. Educational Technology & Society, 19 (3), 170-180.
Huang, R. & Yu, C. (2019). Exploring the impact of self management of learning and personal learning initiatives on mobile language learning: a moderated mediation model. Australasian Journal of Educational Technology, 35 (3), 118-130.
Michel, C., Lavoué, E., George, S.; Ji, M. (2017). Supporting awareness and self-regulation in project-based learning through personalised dashboards. International Journal of Technology Enhanced Learning, 9 (2/3).
Your response this week was no “SMALL” task. Sorry for the pun! My first master’s degree was in language and literacy education with a reading specialist certification. I made a few connections with the Chai et al. article. Chai et al. identify successful seamless learners as “those who engage in authentic learning, create different linguistic artifacts, are self-regulating, and are collaborative” (2016, p. 173). In addition to these four dimensions of SMALL, Chai et al. highlight the relationship between motivation and learning outcomes. Studies have shown that high levels of motivation lead to learner engagement and performance resulting in the attainment of learning goals (Chai et al., 2016, p 173). TO begin every school year, I survey my sixth-grade students about their reading interests to engage and motivate them during ELA. The more we know our learners, the better we can provide experiences that meet their needs best.
I read the Fallon (2017) selection on mobile devices as scaffolds, and I was able to draw a connection to the Michel et al. reading on self-regulation. Falloon (2017) studied apps that contained scaffolds intended to promote reflection, build autonomy, and encourage self-management. Feedback, reflection, and regulation can occur at the “individual, dyadic, and group level” depending on the nature of the learning activity (Michel et al., 2017, p. 214). It would be fantastic if every student had a customized dashboard from adaptive learning technologies and teacher input to provide the best possible learning experience.
Being mindful of our learners’ capacity to absorb and process information is critical to student success. I try to use Google Forms for students to self-regulate their learning during lessons. In Schoology, I use the completion setting, which places check marks when the students complete activities. I also try to have the students set goals to review benchmark data and formative assessment data, but finding the time is difficult with the pacing guides we have to follow for the PSSA tests.
I have to admit; I did have to reread a few sentences to make sure I understood all the acronyms throughout your post. For my final project, I think SLL connects the most. Chai et al. identify successful seamless learners as “those who engage in authentic learning, create different linguistic artifacts, are self-regulating, and are collaborative” (2016, p. 173). My final project aims to provide authentic experiences through MySciLife and safe social media practices to engage the students in science.