There is great interest in the potential of smartphones to enable language learning during daily activities. However, this overlooks the paradox faced by migrant learners that while they have the educational goal of seeking to improve their language skills, they also have the cultural goal of fitting into the host society. Inappropriate use of smartphones as learning aids makes learners stand out as outsiders. Here, we investigate the use of smartphones by migrants for Mobile Assisted Language Learning (MALL) in their daily lives. We report on their participation in the trial of a system that coupled a custom smartphone app with location-based hardware triggers. This presented learning activities based on scenarios from everyday life that were prompted when approaching relevant locations around a UK town. Analysis of pre- and post- interviews indicates that social and cultural influences affect the location, timing and type of learning undertaken using the system. Participants preferred to learn in ways that were unobtrusive, and deferred engagement with content if social context inhibited use of the phone. For example, playing audio in public was seen as inappropriate. Although the app was designed with location-specific content, many participants chose to study elsewhere and at other times, in addition to accessing content from the phone at the time and place that the activity was triggered. We conclude that social context and wanting to belong are important influences for migrant learners, and emphasise the potential of MALL systems in encouraging engagement with physical and digital spaces and reflections about citizenship.

中文翻译：

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适应学习与学习：移民使用智能手机学习语言的挑战

人们非常关注智能手机在日常活动中启用语言学习的潜力。然而，这忽视了移民学习者所面临的悖论，即他们的学习目标是寻求提高其语言技能，而他们的文化目标却是融入东道国。不当使用智能手机作为学习工具，会使学习者在局外人中脱颖而出。在这里，我们调查了移民在日常生活中使用智能手机进行移动辅助语言学习（MALL）的情况。我们报告了他们参与的系统试验，该系统将自定义智能手机应用程序与基于位置的硬件触发器结合在一起。这介绍了基于日常生活情景的学习活动，这些情景是在接近英国城镇的相关地点时提示的。访谈前后的分析表明，社会和文化影响会影响使用该系统进行学习的地点，时间和类型。参与者倾向于以不干扰他人的方式进行学习，并且如果社交环境禁止使用手机，则应延迟与内容的互动。例如，在公共场所播放音频被认为是不合适的。尽管该应用程序设计为具有特定于位置的内容，但除了在触发活动的时间和地点通过电话访问内容之外，许多参与者还选择在其他地方和其他时间进行学习。我们得出的结论是，社会背景和想成为移民学习者的重要影响，并强调了MALL系统在鼓励人们参与物理和数字空间以及对公民身份的思考方面的​​潜力。