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Please use this identifier to cite or link to this item: http://hdl.handle.net/10791/17

Title: Design Guidelines for a Mobile-Enabled Language Learning System Supporting the Development of ESP Listening Skills
Authors: Palalas, Agnieszka
Supervisor(s): Hoven, Debra (Centre for Distance Education, Athabasca University)
Examining Committee: Ally, Mohamed (Centre for Distance Education, Athabasca University)
Dron, Jon (School of Computing & Information Systems, Faculty of Science & Technology, Athabasca University)
Colpaert, Jozef (Universiteit Antwerpen)
Degree: Doctor of Education (EdD) in Distance Education
Department: Centre for Distance Education
Keywords: Mobile learning
Mobile-Assisted Language Learning
Mobile-Enabled Language Learning
Computer-Assisted Language Learning
Design-Based Research
Design research
Mobile devices
Ecological Constructivism
Design guidelines
Design principles
Mobile design
Mobile-Enabled Language Learning Eco-System
English as a Second Language
English for Special Purposes
Issue Date: 8-May-2012
Abstract: This dissertation presents, describes and discusses an interdisciplinary study which investigated the design and development of a language learning instructional solution to address the problem of inadequate aural skills acquisition for college ESP (English for Special Purposes) students. Specifically, it focused on the use of mobile technology to expand learning beyond the classroom. The eighteen-month process of data collection and analysis resulted in a conceptual model and design principles for a Mobile-Enabled Language Learning (MELL) solution. Mobile-Enabled Language Learning Eco-System was thus designed, developed and trialled in the real-life learning context. Through the iterative process of the design, development and evaluation of the MELL system and its components, design principles were also generated. These design recommendations were refined and reformulated in a cyclical fashion with the help of more than 100 students and ten experts. The resulting MELLES design framework encompasses guidelines addressing the essential characteristics of the desired MELL intervention as well as procedures recommended to operationalize those features. The study also resulted in a better understanding of the broader context of ESP learning using mobile devices and the role of elements of environment, ultimately contributing to real-life praxis of the Ecological Constructivist framework and the complementary approach of Design-Based Research (DBR) methodology.
Graduation Date: Jun-2012
URI: http://hdl.handle.net/10791/17
Appears in Collections:Theses & Dissertations

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