Mobile-Assisted Language Learning During Short-Term Study Abroad
DOI:
https://doi.org/10.36366/frontiers.v36i1.787Keywords:
Mobile-assisted language learning, mobile learning, multimodal authoring, study abroadAbstract
This study examined how Korean teacher candidates’ understanding of English and their use of the L2 (second language) and other semiotic resources for meaning making could be mediated through a mobile application, Band during study abroad. Drawing on the sociocultural perspective of L2 learning, the teacher candidates’ weekly reflections, which were composed in L2 English along with other semiotic resources (e.g., emoticons, images, and videos) on curricular activities were analyzed and triangulated with focus group and individual interviews. Content analysis of the reflection posts indicated how the mobility and connectivity of Band mediated sojourners’ understanding of variation in English and the host culture during study abroad. The analysis further suggests that the interactive and multimodal features of the mobile application helped L2 learners engage in enhanced learning opportunities through which they shared and negotiated each other’s ideas, by using the L2 and other semiotic meaning-making resources, such as images and videos.
Abstract in Korean이 연구는 미국을 방문한 한국 교사 지망생들의 영어에 대한 이해 및 기타 의미 생성을 위한 기호 자원의 사용이 모바일 애플리케이션, Band를 통해 어떻게 매개될 수 있는지를 조사하였다. 제 2언어학습의 사회문화적 관점에 근거하여, 사범대 학생들이 커리큘럼 활동에 대해 영어와 기타 기호자원으로 작성한 주간 반성이 분석되었고, 포커스 그룹 및 개별 인터뷰와 삼각측량으로 검증되었다. 반성 게시물의 내용 분석은 Band의 이동성과 연결성이 학생들의 영어의 변형성과 미국의 문화에 대한 이해를 어떻게 매개했는지를 나타냈다. 더 나아가 이 분석은 모바일 애플리케이션의 상호작용적이며 영어와 기타 이미지, 비디오와 같은 기호 의미 생성 자원을 사용하는 다모드적 특성이 제 2언어 학습자들이 서로의 생각을 공유하고 협상하는데 도움이 되어 향상된 학습 기회에 참여했던 방법을 제시한다.
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