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The Use of Mobile-Assisted Language Learning to Acquire English by Students with Limited or Interrupted Formal Education: An Exploratory Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Use of Mobile-Assisted Language Learning to Acquire English by Students with Limited or Interrupted Formal Education: An Exploratory Case Study./
作者:	Martin, Melissa Lynn.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	145 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28970039
ISBN:	9798438747369

The Use of Mobile-Assisted Language Learning to Acquire English by Students with Limited or Interrupted Formal Education: An Exploratory Case Study.
Martin, Melissa Lynn.

The Use of Mobile-Assisted Language Learning to Acquire English by Students with Limited or Interrupted Formal Education: An Exploratory Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 145 p.

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Northcentral University, 2022.

This item must not be sold to any third party vendors.

Latinx students with limited or interrupted formal education (SLIFE; ages 18-20), not enrolled in school, often do not fully employ mobile-assisted language learning (MALL) strategies to acquire English and may experience barriers to using MALL strategies. The purpose of this study was to explore what MALL strategies Latinx SLIFE (ages 18-20), not enrolled in school, employed to acquire English, and what barriers to fully using MALL strategies they may face. Krashen's (1981) second language acquisition theory and Moreno and Mayer's (2007) constructivist cognitive-affective theory of multimodal learning framed the study. Six participants were recruited in a suburban, predominantly Latinx community in Georgia using purposeful and snowball sampling. Data from semistructured interviews were analyzed thematically using NVivo software. The following two questions guided the study: What MALL strategies do Latinx SLIFE (ages 18-20), not enrolled in school, use to acquire English? What barriers to MALL to acquire English do Latinx SLIFE (ages 18-20), not enrolled in school, face? Results suggest that Latinx SLIFE acquire English content through structured lessons in Duolingo, translation via Google Translate, independent learning via music, and general learning during autonomous learning. Participants demonstrated guided instruction when they sought assistance in discovering apps, peer-to-peer tutorials via social media, and online lessons via videos. Time constraints, a lack of guided instruction, and difficulty (writing, understanding, or using the cellphone) were barriers to MALL use. Only two participants fully employed multimodal methods. Findings showing the role of guidance in the discovery of apps, group work, and in-class instruction of designated language apps have practical implications for classroom instruction. This study may help develop future qualitative multiple-case, quantitative, and mixed-methods studies expand research on this vulnerable population.

ISBN: 9798438747369Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

English as a second language (ESOL)

The Use of Mobile-Assisted Language Learning to Acquire English by Students with Limited or Interrupted Formal Education: An Exploratory Case Study.
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