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.
|Title of host publication||Proceedings of Society for Information Technology & Teacher Education International Conference 2021|
|Editors||Elizabeth Langran, Leanna Archambault|
|Place of Publication||Online, United States|
|Publisher||Association for the Advancement of Computing in Education (AACE)|
|Number of pages||6|
|State||Published - 1 Mar 2021|