Bringing m-learning into an ESP classroom at tertiary level

Velikaya Elena Vasilievna; Danilova Vasilisa

Article

Bringing m-learning into an ESP classroom at tertiary level

Professional and Academic English. 2019. No. 53. P. 16-22.

The purpose of this article is to look into new opportunities of using mobile devices for teaching English to ESP students and develop an understanding of possible ways of incorporating these ideas into a classroom at tertiary level. The research is based on prepared in advance questionnaire. Results of this study show that the majority of 1st year students would like to be taught using new technologies but the offered tasks, which can be done in mobile learning, are limited to online tests and learning vocabulary and speaking. A number of 1st-year students of the Institute of Foreign Languages of the Higher School of Economics (HSE), Russia are reluctant to any changes since they find the traditional way of teaching English more efficient. A few 4th-year students of Design school of the HSE regret not having been taught with mobile devices because they could make the learning process more convenient, faster and more interesting.

Research target: Education

Language: English

Full text (PDF, 593 Kb)

Keywords: language development

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This research tests the hypothesis that 3- and 4-year-olds can use characteristics of a social context created by adults to learn new words. One of the strategies that a child can use in multi-party conversations is to decide to whom a message (and a new word) is addressed. The ability to do so may simplify word learning situations by making the learning selective and by reducing the amount of perceived words. In the current experiment we test children's ability to learn a new word from a natural conversation when the communicative context is kept constant and when it is altered by adding a new game partner. We predicted that children will differentially interpret verbal messages containing a new word as addressed to them or to the new person, and this will affect their ability to remember the new word. Children heard a new word in one of two conditions: when a communicative context shared with an adult was kept constant and when it has changed (a new adult joined the conversation). We found that 3-year-olds could learn new words only when the communicative context was constant, but 4-year-olds could learn new words in both conditions. A control condition revealed that these findings cannot be explained by task difficulty.

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Nye J. V., Androushchak G., Desierto D. et al. Education. EDU. Высшая школа экономики, 2011. No. 01.

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