Journal Articles
Learning beliefs and autonomous language learning with technology beyond the classroom
- Learning beliefs and autonomous language learning with technology beyond the classroom
- Language Awareness, 28(4), 291-309, 2019
- Routledge
- 2019
-
- Hong Kong
-
- 1997.7 onwards
-
- Post-Secondary Education
- Out-of-class exposure to and use of the target language mediated by technological resources are essential to language learning, as foreign language learners very often encounter difficulty in accessing and processing target language in the immediate physical environments. Understanding how foreign language learners' out-of-class self-directed technology-enhanced language learning experience interacts with their learning beliefs helps inform educators of how these learners could be supported to take advantage of technological resources to enrich language learning. Interview responses from 20 undergraduate foreign language learners at a university in Hong Kong were elicited to shed light on the issue. It was found that learners' language learning beliefs and technological behaviors had a two-way cyclical interaction, and the interaction was manifested in both the nature of technological resources these learners used and the way they interacted with the resources. Furthermore, the interaction between the two was context-dependent and subject to the influence of the characteristics of self-directed out-of-class technology-enhanced language learning and associated self-concept and affective factors. The study calls for a contextualized and systemic approach towards supporting foreign language learners' autonomous technology-enhanced language learning beyond the classroom. [Copyright of Language Awareness is the property of Routledge.]
-
- English
- Journal Articles
-
- 09658416
- https://bibliography.lib.eduhk.hk/bibs/b55c17a9
- 2020-03-03
Recent Journal Articles
Modelling trait and state willingness to communicate in a second language: An experience sampling approachJournal Articles
Teaching national identity in post-handover Hong Kong: Pedagogical discourse and re-contextualization in the curriculumJournal Articles
Paradoxes in intercultural communication, acculturation strategies and adaptation outcomes: International students in Hong KongJournal Articles
The efficacy of the Peace Ambassador Project: Promoting children's emotional intelligence to address aggression in the early childhood classroomJournal Articles
Brokering school improvement through a school–university partnership: A longitudinal social network analysis of middle leadership developmentJournal Articles
L2 English listeners’ perceived comprehensibility and attitudes towards speech produced by L3 English learners from ChinaJournal Articles
School students’ aspirations for STEM careers: The influence of self-concept, parental expectations, career outcome expectations, and perceptions of STEM professionalsJournal Articles
Fundamental movement skills in Hong Kong kindergartens: A grade-level analysisJournal Articles