Student Self‐Initiated Use of Smartphones in Multilingual Writing Classrooms: Making Learner Agency and Multiple Involvements Visible,The Modern Language Journal

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Student Self‐Initiated Use of Smartphones in Multilingual Writing Classrooms: Making Learner Agency and Multiple Involvements Visible
The Modern Language Journal ( IF 4.7 ) Pub Date : 2021-03-11 , DOI: 10.1111/modl.12688
YUMI MATSUMOTO ₁

Affiliation

This study examines students’ self‐initiated use of smartphones in multilingual writing classrooms in English‐language programs at a U.S. university. Responding to calls for empirical research on materials use in second‐language (L2) classrooms, researchers have focused on the roles of language learning and teaching materials in various L2 classroom contexts. Despite widespread access to smartphones among university students, how these students self‐initiate use of smartphones for learning in L2 classrooms in noninterventional settings (cf. mobile‐assisted language learning, which is often implemented for pedagogical purposes) has been under‐researched. Employing linguistic ethnography along with a multimodal approach, this study examines moments (a) when L2 learners select smartphones as a relevant resource for learning and (b) when learner agency (e.g., Larsen–Freeman, 2019) and multiple involvements (i.e., simultaneously engaging in multiple activities and responsibilities as interlocutors; see Greer, 2016) become visible while students self‐initiate smartphone use. It highlights how smartphones enable L2 learners to access diverse semiotic resources, maintain long turns by gazing at the devices, gain epistemic authority or primacy with those resources, resolve communicative problems, and change interactional dynamics.

中文翻译：

学生在多种语言写作教室中自主使用智能手机：使学习者的代理和多重参与变得可见

这项研究调查了美国大学英语语言课程中多语言写作教室中学生对智能手机的自我使用情况。为了响应对第二语言（L2）教室中的材料使用进行实证研究的呼吁，研究人员将注意力集中在语言学习和教材在各种L2教室环境中的作用。尽管大学生可以广泛使用智能手机，但这些学生如何在非干预环境下自发地使用智能手机在L2教室中进行学习（参见经常用于教学目的的移动辅助语言学习）。运用语言人种学和多模式方法，这项研究考察了（a）第二语言学习者选择智能手机作为学习的相关资源的时间，以及（b）学习者的代理机构（例如，Larsen-Freeman，2019年）和多重参与（即同时从事多种活动和作为对话者的职责）的时刻；（请参阅Greer，2016年），而学生可以自行开始使用智能手机。它着重说明了智能手机如何使L2学习者访问各种符号学资源，凝视设备以保持较长的转弯，利用这些资源获得认知权威或至高无上的态度，解决沟通问题并改变交互动力。

更新日期：2021-03-11

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