Supportive Scaffolding MLearning Theory for Language Learning through Interaction
The increasing widespread of mLearning application in educational institutions, museums, business organisations and other contexts calls for the need for a theory in defining the education practice across these contexts, and also because of the ability of theory in defining research agenda and producing predictions and generalizations. Relatively in language learning, interaction is the vital element in the individuals process of learning and acquisition of the language, and mlearning could assist in the language learning process uniquely if not naturally owing to the fact that mobile devices and technologies are fundamentally designed for communication. However, the question lies on how mlearning could actually aid in language learning. This paper proposed to describe using Vygotskys Zone of Proximal Development, Scaffolding Theory and Krashens Theory of Second Language Acquisition on how learners could be assisted in language learning via supportive scaffolding. The author also attempt to explain how scaffolding is applied in assisting the learners learn by proposing the MLearning Fivestage Scaffolding model which is adapted from Gilly Salmons five-stage scaffolding model. As mlearning should include informal learning, the key characteristic of the model shows how formal learning and informal learning can be interwoven using mLearning.
mLearning language learning theory scaffolding supportive scaffolding interaction
Muhammad Ridhuan Tony Lim Saedah Siraj
University of Malaya 50603 Kuala Lumpur, Malaysia
国际会议
10th World Conference on Mobile and Contextual Learning(第十届移动学习国际会议)
北京
英文
154-161
2011-10-18（万方平台首次上网日期，不代表论文的发表时间）