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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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Li, Fan; Fan, Si; Wang, Yanjun – Education and Information Technologies, 2022
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…
Descriptors: Foreign Countries, Higher Education, Second Language Learning, Situated Learning
Bridging Language Learning and Cognitive Growth: The Power of Situated Learning and Task-Based Language Teaching in Modern Education
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Cheng Yao; Supawadee Kanjanakate; Nirat Jantharajit – Journal of English Teaching, 2024
The study explores the effects of a hybrid instructional approach combining Situated Learning (SL) and Task-Based Language Teaching (TBLT) on the executive functions and cognitive abilities of fourth-grade students learning English as a second language (ESL). Method: An experimental design was employed, with students divided into control and…
Descriptors: Task Analysis, Situated Learning, Second Language Learning, Second Language Instruction
Resources for Intercultural Learning in a Non-Essentialist Perspective: An Investigation of Student and Teacher Perceptions in Chinese Universities
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Borghetti, Claudia; Qin, Xiaolei – Language and Intercultural Communication, 2022
This paper presents a study focused on how English language students and teachers in Chinese higher education experienced a set of interculturality-oriented teaching materials developed by the European RICH-Ed project. The investigation involved 2,267 students and 41 teachers, who had tested one of the teaching modules put forward by RICH-Ed to…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries