Adopting smartphone-based blended learning: An experimental study of the implementation of Kakao Talk and Mocafé
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Recently, the use of digital social networks in the field of English education has increasingly attracted theattention of researchers. However, previous research has tended to focus on resources like Facebook. Inthis study we focused instead on smartphone applications and determined that they are a critical andvaluable resource for engaging students as active and social language learners. In this vein, this paper aimsto present a strategic learning design for L2 writing classes in a smartphone-based blended learningenvironment. This paper discusses how the smart-phone-based applications Mobile Community (Mocafé)and Kakao Talk can be implemented and blended with offline classes to teach writing. This study alsoevaluates the effectiveness of this experimental blended learning and the impact of its adoption upon peerand teacher feedback. Eight students aged 14-15 from a private language institute participated in this study,and a mixed methods approach was used to acquire both quantitative and qualitative data. This includedquestionnaires, pre- and post-tests, and interviews. The study found that this experimental blended learningapproach increased students’ written output in both quantity and quality. In addition, this study determinedthat students preferred doing asynchronous writing activities through Mobile café (Mocafé) to synchronouswriting activities through Kakao Talk. We found that a blended learning approach positively shaped peerand teacher feedback and activated social interaction and student’ participation. These findings concur withthe work of other researchers in the field of collaborative and digital learning including Swain (2006).
Abstract
Recently, the use of digital social networks in the field of English education has increasingly attracted theattention of researchers. However, previous research has tended to focus on resources like Facebook. Inthis study we focused instead on smartphone applications and determined that they are a critical andvaluable resource for engaging students as active and social language learners. In this vein, this paper aimsto present a strategic learning design for L2 writing classes in a smartphone-based blended learningenvironment. This paper discusses how the smart-phone-based applications Mobile Community (Mocafé)and Kakao Talk can be implemented and blended with offline classes to teach writing. This study alsoevaluates the effectiveness of this experimental blended learning and the impact of its adoption upon peerand teacher feedback. Eight students aged 14-15 from a private language institute participated in this study,and a mixed methods approach was used to acquire both quantitative and qualitative data. This includedquestionnaires, pre- and post-tests, and interviews. The study found that this experimental blended learningapproach increased students’ written output in both quantity and quality. In addition, this study determinedthat students preferred doing asynchronous writing activities through Mobile café (Mocafé) to synchronouswriting activities through Kakao Talk. We found that a blended learning approach positively shaped peerand teacher feedback and activated social interaction and student’ participation. These findings concur withthe work of other researchers in the field of collaborative and digital learning including Swain (2006).
참고문헌 (36)
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