Impact of Contextualized Mobile Assisted Chinese Learning on Students’ Language Learning Motivation: Comprehensive Theoretical Framework

Orit Ezra, Anat Cohen

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

The role of situated, Contextualized Mobile Assisted Language Learning (CMALL) is known. However, with regards to affective outcomes, a theoretical framework is missing. In light of this challenge we developed a theoretical framework, which explains CMALL influence on language learning motivation. The difficult Chinese language calls for particular attention of CMALL and motivational outcomes. According to the developed framework, real world and real life contexts enhance language learning motivation through mediation of learners’ ability to transfer and power to select; learners’ self-efficacy; and learners’ Chinese learning goals. The proposed framework contributes theoretically by illuminating the relation between CMALL and language learning motivation. Practitioners may also be encouraged to incorporate CMALL.
Original languageEnglish
Title of host publicationProceedings of Society for Information Technology & Teacher Education International Conference 2021
EditorsElizabeth Langran, Leanna Archambault
Place of PublicationOnline, United States
PublisherAssociation for the Advancement of Computing in Education (AACE)
Pages159-164
Number of pages6
ISBN (Print)978-1-939797-55-1
StatePublished - 1 Mar 2021

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