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dc.contributor.authorReinders, Hayo
dc.contributor.authorCho, Min Young
dc.date.accessioned2014-11-25T00:33:28Z
dc.date.available2014-11-25T00:33:28Z
dc.date.issued2010-09
dc.identifier.issn1072-4303
dc.identifier.urihttps://hdl.handle.net/10652/2494
dc.description.abstractThe use of mobile phones and other mobile devices for educational purposes has received increasing attention in recent years (Chinnery, 2006). Teachers and materials designers are starting to explore the potential of ubiquitous, relatively cheap and increasingly powerful devices as potential supports for learning and teaching. This is partly in response to learner expectations: already in 2003 a study (Thornton & Houser, 2003) found that young Japanese learners preferred to use their cellphone for almost everything, from emailing to reading books and this trend has continued, also outside Japan. A recent study in Taiwan showed that language learners enjoyed learning with their mobile phones, largely because they could learn when and where they wanted but also, interestingly, because they felt that the ‘bite-sized chunks’ of learning content (due to limitations such as screen size) were actually helpful to them in managing their learning (Chen, Hsieh, & Kinshuk, 2008). There are other potential pedagogical advantages too. Mobile phones are taken everywhere and can therefore support situated learning. For example, a second language speaker who needs to see a doctor could access relevant vocabulary and expressions while actually at the clinic. Situated learning theory holds that learning is more likely to take place when the information is contextually relevant to the learner and when it can be put to use immediately (Lave & Wenger, 1991). Related to this is the obvious fact that phones are social tools; they facilitate all forms of communication and collaboration between peers. In this way they support social and constructive activities, as supported by sociocultural theories of learning.en_NZ
dc.language.isoenen_NZ
dc.publisherTESL - EJen_NZ
dc.relation.urihttp://www.tesl-ej.org/wordpress/issues/volume14/ej54/ej54m2/en_NZ
dc.rights© Copyright rests with authors.en_NZ
dc.subject2nd language acquisitionen_NZ
dc.subjectmobile phonesen_NZ
dc.subjectcellphonesen_NZ
dc.titleExtensive listening practice and input enhancement using mobile phones : encouraging out-of-class learning with mobile phonesen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderThe authors.en_NZ
dc.subject.marsden130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)en_NZ
dc.identifier.bibliographicCitationReinders, H., Cho, M.Y. (2010). Extensive listening practice and input enhancement using mobile phones : encouraging out-of-class learning with mobile phones.TESL - EJ. 14 (2).. NOTE: This is research undertaken prior to the author being affiliated with the Unitec Institute of Technology.en_NZ
unitec.institutionMiddlesex Universityen_NZ
unitec.institutionUniversity of Groningen, the Netherlandsen_NZ
unitec.publication.volume14 (2)en_NZ
unitec.publication.titleTESL - EJen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationMiddlesex Universityen_NZ
dc.contributor.affiliationUniversity of Groningen, the Netherlandsen_NZ
unitec.institution.studyareaEducation


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