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Mobile-Assisted Language Learning in Chinese Higher Education Context: A Systematic Review from the Perspective of the Situated Learning Theory

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Title: Mobile-Assisted Language Learning in Chinese Higher Education Context: A Systematic Review from the Perspective of the Situated Learning Theory
Language: English
Authors: Li, Fan, Fan, Si, Wang, Yanjun
Source: Education and Information Technologies. Aug 2022 27(7):9665-9688.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2022
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Higher Education, Second Language Learning, Situated Learning, Learning Theories, Communities of Practice, Educational Technology, Handheld Devices, Computer Oriented Programs, Second Language Instruction
Geographic Terms: China
DOI: 10.1007/s10639-022-11025-4
ISSN: 1360-2357
1573-7608
Abstract: Recent years have witnessed numerous systematic investigations on mobile-assisted language learning (MALL). However, very few research synthesis studies focused on the higher education context in mainland China. This paper provides a systematic review of the findings of 23 studies published between 2015 and 2020 in mainland China. The aim of this review is twofold: 1) to examine prevalent researched elements in extant MALL studies; and 2) to investigate ways in which the two original components of the Situated Learning Theory (SLT), including Legitimate Peripheral Participation and Communities of Practice (Lave & Wenger, 1991), have a bearing on MALL. This systematic review resulted in two major findings. First, five key researched elements were revealed, e.g., target language teaching areas, and adopted applications/software. Second, guided by the two original elements of SLT, four derived elements were identified, namely authenticity, social interactions and collaborations, apprenticeship learning, and beliefs and behaviours. The findings suggest the need to develop sound MALL pedagogies associated with sociocultural aspects of language learning in relevant contexts. This review study also provides insights into how Chinese language professionals and practitioners can improve curriculum design and resource development to adapt to future trends in MALL.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1347170
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Li%2C+Fan%22">Li, Fan</searchLink><br /><searchLink fieldCode="AR" term="%22Fan%2C+Si%22">Fan, Si</searchLink><br /><searchLink fieldCode="AR" term="%22Wang%2C+Yanjun%22">Wang, Yanjun</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s10639-022-11025-4
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  Data: Recent years have witnessed numerous systematic investigations on mobile-assisted language learning (MALL). However, very few research synthesis studies focused on the higher education context in mainland China. This paper provides a systematic review of the findings of 23 studies published between 2015 and 2020 in mainland China. The aim of this review is twofold: 1) to examine prevalent researched elements in extant MALL studies; and 2) to investigate ways in which the two original components of the Situated Learning Theory (SLT), including Legitimate Peripheral Participation and Communities of Practice (Lave & Wenger, 1991), have a bearing on MALL. This systematic review resulted in two major findings. First, five key researched elements were revealed, e.g., target language teaching areas, and adopted applications/software. Second, guided by the two original elements of SLT, four derived elements were identified, namely authenticity, social interactions and collaborations, apprenticeship learning, and beliefs and behaviours. The findings suggest the need to develop sound MALL pedagogies associated with sociocultural aspects of language learning in relevant contexts. This review study also provides insights into how Chinese language professionals and practitioners can improve curriculum design and resource development to adapt to future trends in MALL.
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