Exploiting mobile technology affordances to support second language students using affective learning
Abstract: Self-regulated learning (SRL) which relates to challenges concerning both cognitive and affective learning domains is directly associated with students’ academic performance. It is especially critical for second language learners who need to employ SRL strategies and skills to be able to acquire the target language effectively. However, these students need help to develop their SRL, since the majority of them are not capable to make accurate judgments about their learning processes. This study aims at facilitating second language learners to develop their affective learning skills and strategies needed for their successful acquisition of a studied second language. In this design-oriented case study, a special mobile tool, ATLAS (AffecTive LeArning Srl) was designed and evaluated with 13 second language students through semi-structured interviews. All the interviews were carried out by the author of this thesis. Written informed consent was obtained from all participants for their issues to be utilized for this work. The interview data was later anonymized. The results showed that 85% of the study participants exhibited positive attitudes towards the use of affective learning activities in the tool to support their development of SRL during their second language studies. In particular, the ATLAS tool was perceived to be able to increase student motivation for SRL and to increase their awareness of their SRL progress. All in all, this study stresses that it is beneOicial to use technology-supported affective learning in order to assist students in their development of SRL skills, strategies, and knowledge needed for their successful second language acquisition. From a practical perspective, this study also provides a tool and several design guidelines that should be considered by designers when designing similar tools.
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