Abstract
This design-based research dissertation study provides a holistic perspective on the pedagogical and contextual factors of interactive mobile technology on English learners. Specifically, the study explored current virtual technologies designed to model face-to-face EL instruction due to the COVID-19 pandemic-prolonged school closures. After evaluating three cycles of interventions founded on Stephen Krashen's and Lev Vygotsky's language learning theories and utilizing a teacher survey and researcher observations, the study identified an onslaught of key takeaways including the need for investment of necessary infrastructure, ed-tech policies and standards, and comprehensive pedagogical frameworks to effectively operationalize virtual learning and leverage best practices of interactive mobile technology. The study discusses the impact of the sudden shift in educational contexts and provides suggestions for overcoming challenges in educational technology integration within the computer-assisted language learning contexts.
TopPurpose And Significance Of The Study
As a culmination of a dissertation, the goals of this study were to determine how screencast interaction platforms and video conferencing (synchronous and asynchronous) work as interactive mobile technology. Specifically, the goals of this study were to:
Key Terms in this Chapter
Interactive Mobile Technology Software (IMTS): A term to describe software, which is available on interactive mobile technology. Generally, the software is web-based and can be accessed through applications or through a search browser from a device.
Second Language Acquisition (SLA): The concept of learning a new language not native to the individual. The process of gaining the ability to listen, speak, read, and write in another language.
Computer-Assisted Language Learning (CALL): A term used to describe the use of computer-based language instruction. It is becoming obsolete as it limits the type of device used in language learning.
English Learner (EL): A newer term for a student whose first language may not be English. The student may participate in a program for the process of becoming proficient in English.
Technology-Enhanced Language Learning (TELL): Electronic devices that promote language acquisition including computers, spelling or grammar enhancers, or dictionaries.
Mobile-Assisted Language Learning (MALL): A term that describes electronic devices easily mobile, which target language acquisition. They may include phones, laptops, or tablets.
Interactive Mobile Technology (IMT): A new term to describe non-traditional, paper-based instruments for instruction including but not limited to those with internet capabilities and devices with touchscreens. Tools that can be easily moved to adapt instructional environments such as Chromebooks, iPads, Interactive flat panels, and mobile phones.