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《2 Conceptualizing Design Approaches for Mobile Language Learning》.pdf
(Re)Conceptualizing Design Approaches for Mobile
Language Learning
DEBRA HOVEN
Athabasca University
AGNIESZKA PALALAS
George Brown College
ABSTRACT
An exploratory study conducted at George Brown College in Toronto, Canada between
2007 and 2009 investigated language learning with mobile devices as an approach to
augmenting ESP learning by taking learning outside the classroom into the real-world
context. In common with findings at other community colleges, this study identified
inadequate language proficiency, particularly in speaking and listening skills, as a
major barrier for ESL college learners seeking employment, or employers hiring and
retaining immigrants as employees (CIITE, 2004; Palalas, 2009). As a result of these
findings, language support was designed to provide English language instruction going
beyond the standard 52-hour course : a hybrid English for Accounting course
encompassing in-class, online and mobile-assisted ESP instruction. This paper reports
on the pilot study of the mobile component of this re-designed course, which
represents the first stage of an on-going Design-Based Research (DBR) study.
Discussion is also offered of a new learning theory which we have called Ecological
Constructivism (Hoven, 2008; Jakobsdottir, McKeown & Hoven, 2010), devised to
incorporate the multiple dimensions of Ecological Linguistics and Constructivism in the
situated and context-embedded learning engendered by these new uses of mobile
KEYWORDS
Mobile Assisted Language Learning (MALL), Learning Theory, Constructivism, Learner-created Con-
tent, Mobile Instructional Design
INTRODUCTION
The effective design of curriculum, content and delivery of vocational English for Specific
Purposes (ESP)
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