In recent years, mobile devices have become popular tools used to facilitate language learning due to their unique characteristics such as portability and flexibility. While these devices can be used in a variety of contexts, they are especially useful for informal learning because they have become normalized in the lives of users. However, engagement in the practice of informal learning is largely determined by the motivation of the learner. Therefore, it is important to understand how factors that influence language learning motivation affect the practice. In this presentation, the researcher will describe an investigation regarding international posture and ideal L2 self and university students' usage of mobile devices for the purpose of informal English-language learning. The study was conducted at a private university in Japan. A paper-based instrument was distributed to undergraduate students enrolled in English as a Foreign Language (EFL) courses. The survey included 5 sections (1) international posture, (2) ideal L2 self, (3) usage of mobile devices for informal English-language learning, (4) demographics, and, (5) open-ended questions. Quantitative analysis was used to determine and how responses to the international posture and ideal L2 self scales influenced participants' engagement in informal mobile-assisted language learning. Open coding was used in the analysis of open-ended responses in order to triangulate the quantitative data and provide a more complete picture of participants' perceptions and usage. The researcher will conclude with a discussion of how to apply the research findings in one’s practice.
Daniel James Mills, Ritsumeikan University, Japan
Stream: Design, Implementation & Assessment of Innovative Technologies in Education
This paper is part of the IICEHawaii2018 Conference Proceedings (View)
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