ABSTRACT

With the advancement of mobile technology, mobile-assisted language learning (MALL) has significant potential regarding its practical applications and benefits in foreign language learning. Nevertheless, little research was conducted to examine factors regarding the facilitation of oral communication through MALL based on established theories or models. The purpose of this review is to investigate the main constituents conducive to the intended outcomes based on an adapted model from Beatty (2010) and further provide guidelines for enthusiastic stakeholders in the field. Twenty-eight empirical studies were collected and categorized according to four key variables of the design model and analyzed qualitatively, with the key findings identified as follows. Due to the technical affordance of mobile technology, it is found that a student-centered self-regulated learning context is created, where students construct knowledge through self-instruction, self-evaluation, and self-correction. Furthermore, a speaking strategy-driven collaborative-based learning design enhances students’ oral proficiency through strong social connections, interactions, and communication. Finally, given the pedagogical design and practices, high-level cognitive thinking is thereby promoted, with promising affective learning outcomes. In light of the findings, guidelines for educational practitioners, learners, and system designers are provided for pedagogical and practical application in the future.

摘要

随着移动技术的进步，移动辅助语言学习（MALL）在外语学习中的实际应用和优势方面具有巨大的潜力。然而，很少有研究根据既定的理论或模型来检验 MALL 促进口头交流的因素。本次审查的目的是根据 Beatty (2010) 的改编模型，调查有利于预期结果的主要成分，并进一步为该领域的热情利益相关者提供指导。根据设计模型的四个关键变量收集和分类了 28 项实证研究，并进行了定性分析，主要发现如下。由于移动技术的技术可供性，研究发现，创建了一个以学生为中心的自我调节学习环境，学生通过自我指导、自我评价和自我纠正来构建知识。此外，口语策略驱动的协作式学习设计通过强大的社交联系、互动和沟通来提高学生的口语能力。最后，通过教学设计和实践，可以促进高水平的认知思维，并带来有希望的情感学习成果。根据研究结果，为教育从业者、学习者和系统设计者提供了指导方针，以供未来的教学和实际应用。口语策略驱动的协作式学习设计通过强大的社交联系、互动和沟通来提高学生的口语能力。最后，通过教学设计和实践，可以促进高水平的认知思维，并带来有希望的情感学习成果。根据研究结果，为教育从业者、学习者和系统设计者提供了指导方针，以供未来的教学和实际应用。口语策略驱动的协作式学习设计通过强大的社交联系、互动和沟通来提高学生的口语能力。最后，通过教学设计和实践，可以促进高水平的认知思维，并带来有希望的情感学习成果。根据研究结果，为教育从业者、学习者和系统设计者提供了指导方针，以供未来的教学和实际应用。