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Migrants and Mobile Technology Use: Gaps in the Support Provided by Current Tools
Journal of Interactive Media in Education Pub Date : 2017-04-05 , DOI: 10.5334/jime.432
Carrie Demmans Epp

Our current understanding of how migrants use mobile tools to support their communication and language learning is inadequate. This study, therefore, explores the learner-initiated use of technologies to support their comprehension, production, and acquisition of English following migration to Canada. Information about migrant use of technologies and experiences was collected by interviews. The interview data was analysed through the complementary lenses of noticing, from language learning, and appropriation, from human-computer interaction. Combining these lenses enabled the identification of unmet migrant communication, support, and learning needs. The manner in which migrants employed mobile and other tools to facilitate their learning and communication were identified through the application of these theories. This analysis indicates that migrants can use existing tools to access information. However, they need additional support if they are to take full advantage of existing mobile tools. Moreover, there is a need for tools that support larger gaps in their knowledge and skills. Migrant experiences indicate that they need additional social, meta-cognitive, and emotional support. These needs suggest opportunities for creating mobile tools that scaffold the development of new skills that include the learner’s ability to monitor and plan his or her learning and understand language produced by those who speak different varieties of English or who have non-majority accents.

中文翻译:

移民和移动技术的使用:当前工具提供的支持方面的差距

我们目前对移民如何使用移动工具来支持其交流和语言学习的了解还不够。因此,本研究探讨了学习者主动使用的技术,以支持他们迁移到加拿大后对英语的理解,生产和习得。通过访谈收集了有关移民使用技术和经验的信息。访谈数据是通过注意的补充镜头来分析的,这些注意是来自语言学习和挪用,也来自人机交互。结合使用这些镜头,可以识别出未满足的移民沟通,支持和学习需求。通过这些理论的应用,可以确定移民采用移动和其他工具促进学习和交流的方式。该分析表明,移民可以使用现有工具来访问信息。但是,如果要充分利用现有的移动工具,他们需要额外的支持。此外,需要一种工具来支持其知识和技能方面的更大差距。移民经验表明,他们需要更多的社交,元认知和情感支持。这些需求为创建支持新技能开发的移动工具提供了机会,这些新工具包括学习者监视和计划其学习能力以及理解说不同英语或不懂重音的人所产生的语言的能力。需要一种工具来支持其知识和技能方面的更大差距。移民经验表明,他们需要更多的社交,元认知和情感支持。这些需求为创建支持新技能开发的移动工具提供了机会,这些新工具包括学习者监视和计划其学习能力以及理解说不同英语或不懂重音的人所产生的语言的能力。需要一种工具来支持其知识和技能方面的更大差距。移民经验表明,他们需要更多的社交,元认知和情感支持。这些需求为创建支持新技能开发的移动工具提供了机会,这些新工具包括学习者监视和计划其学习能力以及理解说不同英语或不懂重音的人所产生的语言的能力。
更新日期:2017-04-05
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