Strategies for fostering autonomous language learning through the use of mobile devices (mobile learning)

  1. Germán Ruipérez García 1
  2. José Carlos Cabrero García 1
  3. Gorka Palazio Arko 2
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  2. 2 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revue:
IJERI: International journal of Educational Research and Innovation

ISSN: 2386-4303

Année de publication: 2017

Número: 8

Pages: 281-292

Type: Article

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D'autres publications dans: IJERI: International journal of Educational Research and Innovation

Résumé

Learning autonomy has become extremely important due to the need to meet continuing education demand from professionals. In a scenario as dynamic as today’s world, it would appear that classical educational models are not sufficiently flexible for this permanent learning to be, on the one hand, compatible with other obligations and, on the other, adapted to individual educational needs. Therefore, the use of strategies enabling people to learn autonomously is promoted. We will approach the concept of autonomous learning from the definitions of (Esch, 1996) and (Holec, 1981), to combine it with the concept of mobile-learning by following (GodwinJones, 2011), who understands that it is the ideal complement, since it enables education to be carried out in different contexts, known as seamless learning (Wong, Sing-Chai & PohAw, 2017), and also allows personal learning environments to be created in an paradigm that includes different educational scenarios (Park, 2011) (Sharples et al., 2008). These two concepts form the basis of the European Project SEAGULL. The project is born from the conviction that learning a language is a process that depends on its participants’ capacity for communicative cooperation and autonomy (Escribano Ortega & González Casares, 2013). Working in tandem using synchronous communication technology through the Internet is proposed: student pairs mutually helping each other to learn a foreign language, each participant being a native speaking of the language his/her partner is learning (Grümpel, Orduña, & Ruipérez, 2014). The aim of this article is to offer a specific vision of autonomous mobile learning of modern languages to establish interrelationships to foster tandem learning. The present article was performed as a result of the following research project: SEAGULL, Smart Educational Autonomy through Guided Language Learning (European Commission's Lifelong Learning Programme).

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