Autonomy and self-initiation are essential to informal language learning. However, previous research has shown that instructors can have an influence on students’ propensity to engage in both self-directed and incidental language learning. In order to uncover best practices in regards to the promotion of informal mobile-assisted language learning (MALL) in the Japanese university context, the researcher designed an 8-week classroom intervention. This action research took place in a required English-language course in the Economics faculty of a major Japanese university. Prior to the intervention, the researcher administered an established survey instrument regarding informal MALL, which was modified and translated into Japanese with the permission of the authors. Over the course of eight class sessions, the researcher introduced four new resources that could be used for informal MALL. In addition, students completed four reflective writing assignments regarding their usage of these resources. The informal MALL survey instrument was administered again at the end of the eight week period in order to examine any changes that might have occurred due to the intervention. The results of paired sample t-tests indicated no significant difference in pre and post perceptions towards or usage of mobile devices for informal language learning. However, the qualitative data gathered provided valuable information that can be used to improve future interventions and obtain a favorable result. This presentation will be of interest to educators and administrators who hope to facilitate autonomous learning with technology among students at their educational institutions.
Daniel James Mills, Ritsumeikan University, Japan
This paper is part of the IICEHawaii2019 Conference Proceedings (View)
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