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Affective Support for Self-Regulation in Mobile-Assisted Language Learning
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Author(s): Olga Viberg (The Royal Institute of Technology, Sweden), Agnes Kukulska-Hulme (The Open University, UK)and Ward Peeters (Monash University, Australia)
Copyright: 2023
Volume: 15
Issue: 2
Pages: 15
Source title:
International Journal of Mobile and Blended Learning (IJMBL)
Editor(s)-in-Chief: David Parsons (The Mind Lab by Unitec, New Zealand)and Kathryn Mac Callum (University of Canterbury, Christchurch, New Zealand)
DOI: 10.4018/IJMBL.318226
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Abstract
Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs, attitudes, and emotions, has been shown to influence learners' cognitive processes, performance, and engagement considerably, and is therefore critical to promote and foster throughout the learning process. This paper defines the importance of supporting affect in MALL, sets out a theoretical perspective on supporting affective self-regulation in MALL, and elaborates on what designers and teachers can do to facilitate affective development through the use of mobile technology, learning analytics, and artificial intelligence. It examines and further delineates the role of affective computing and the role of the teacher in fully harnessing the affective affordances of MALL.
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