Supporting listening comprehension by social network-based interaction in mobile assisted language learning

• Timothy Read ^[1] ; Agnes Kukulska-Hulme ^[2] ; Elena Barcena ^[1]
  1. [1] Universidad Nacional de Educación a Distancia

     Universidad Nacional de Educación a Distancia

     Madrid, España

     
  2. [2] Institute of Educational Technology, The Open University, UK
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, págs. 295-309
• Idioma: inglés
• DOI: 10.30827/portalin.v0i35.15341
• Títulos paralelos:
  • Apoyo a la comprensión auditiva con interacción en redes sociales en aprendizaje móvil de lenguas
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La comprensión auditiva es un reto para los estudiantes porque va más allá de la extracción directa del significado del sonido. La literatura refleja la necesidad de desarrollar estrategias relevantes. Normalmente los profesores intentan ayudar a los estudiantes a estructurar su aprendizaje en tres fases: antes, durante y después de la escucha, haciendo hincapié en diferentes procesos cognitivos y metacognitivos. En este artículo se propone el papel del Mobile Assisted Language Learning (MALL) como una forma de apoyar este proceso y proporcionar andamiaje en su tercera fase. Se realizó un estudio con una aplicación desarrollada por los autores para escuchar grabaciones de noticias en audio. Existen dos versiones de esta aplicación: la primera es un programa independiente que los estudiantes utilizan de forma individual; la segunda enlaza con Facebook para permitir a los estudiantes resumir, compartir y discutir lo escuchado, perfeccionando y consolidando su comprensión.

    La pregunta de investigación se centra en el papel de una red social en una aplicación de MALL en términos de motivación y hábitos de aprendizaje. Los resultados proporcionan una visión pedagógica y el valor de incluir la interacción basada en redes sociales en una aplicación de MALL para el desarrollo de la comprensión auditiva

  • English

    Listening comprehension is challenging for students because it is more than just the direct extraction of meaning from sound. The literature reflects the need to develop relevant strategies. Teachers typically try to help students structure their learning into three phases: before (pre-), during, and after (post-) listening, emphasizing different cognitive and metacognitive processes. In this paper, the role of Mobile Assisted Language Learning (MALL) is proposed as a way to support this learning process and specifically to scaffold its third phase. A study was carried out with an app that the authors have developed for listening to audio news recordings. There are two versions of this app; the first is a standalone program which the students use on an individual basis. The second links to Facebook to enable students to summarize, share and discuss what they have listened to, thereby refining and consolidating their comprehension. A research question in this study addressed the role of a social network in a MALL app in terms of motivation and learning habits. The results of the study provide pedagogical insights into the answer and the value of including social network-based interaction in a MALL app for the development of listening comprehension.

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