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گواهی نمایه سازی مقاله THE EFFECT OF MALL (MOBILE ASSISTED LANGUAGE LEARNING) ON THE USE OF AFFECTIVE LEARNING STRATEGIES

عنوان مقاله: THE EFFECT OF MALL (MOBILE ASSISTED LANGUAGE LEARNING) ON THE USE OF AFFECTIVE LEARNING STRATEGIES
شناسه (COI) مقاله: TELT01_142
منتشر شده در اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی در سال ۱۳۹۲
مشخصات نویسندگان مقاله:

Fatemeh Teymouri Halestan - Faculty Member, Allameh Mohaddes Noori University, Noor, Iran,
Amir Masoud Hosseini - Faculty Member, Islamic Azad university, Nowshahr branch, Nowshahr, Iran,

خلاصه مقاله:
These days with great advancement in technologies, learning specifically language learning is not just restricted to classroom and educational settings. Technology plays a pivotal role in the process of learning and teaching. In the wake of CALL (computer assisted language learning) that is a popular method in telecommunication era, MALL (mobile assisted language learning) comes to existence in recent years. M-learning is a new and distinct kind of learning method in 21st century that allows learners to obtain learning material with the aid of mobile devices such as cell phones, laptops, and other portable hand-held devices. The most important characteristics of mobile learning are ubiquitous, spontaneous, portability, learner control, blended, private, interactive, collaborative, etc. Although various investigations have been done about computer assisted language learning (CALL) and mobile assisted language learning (MALL), the research is sparse regarding the relationship between the important factors accounting for individual differences and the process of mobile language learning. According to Skehan (1989), language learning strategies (LLS) are one of the most important factors accounting for individual differences in language learning. Language learning strategies (LLS) are specific actions, behaviors, steps or techniques that students use (often intentionally) to improve their progress in developing L2 skills. These strategies can facilitate the internalization, storage, retrieval, or use of the new language. They are tools for the self-directed involvement necessary for developing communicative ability (Oxford, 1992/1993). What makes a second or foreign language learner successful, less successful or unsuccessful is the difference in the frequency and type of language learning strategy use. Oxford (1990) classified LLS into 6 groups (memory, cognitive, compensation, affective, social, and metacognitive strategies).The present research is carried out to study the benefits of mobile learning and in particular the effect of MALL (mobile assisted language learning) on the use of affective strategies of Iranian non-English major students. Affective strategies are related to students' feelings, controlling their emotions and what they do for lowering their anxiety, encouraging themselves and taking emotional temperature in the process of learning a language. The quantitative data were gathered through Oxford's Strategy Inventory for Language Learning (SILL) and a background questionnaire. The analysis of the data was conducted using SPSS version 0.11. Results of the analysis indicated a meaningful and straightforward relationship between mobile assisted language learning (MALL) and affective strategies. On the whole Iranian students were medium strategy users.

کلمات کلیدی:
mall mobile assisted language learning,LLS language learning strategy,affective strategies ,non-english major students

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