Difference between revisions of "Sydorenko-etal2019"

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|BibType=ARTICLE
 
|BibType=ARTICLE
 
|Author(s)=Tetyana Sydorenko; John Hellermann; Steven L. Thorne; Vanessa Howe
 
|Author(s)=Tetyana Sydorenko; John Hellermann; Steven L. Thorne; Vanessa Howe
|Title=Mobile Augmented Reality and Language-Related Episodes
+
|Title=Mobile augmented reality and language-related episodes
 
|Tag(s)=EMCA; Mobility; Augmented reality; Education
 
|Tag(s)=EMCA; Mobility; Augmented reality; Education
 
|Key=Sydorenko-etal2019
 
|Key=Sydorenko-etal2019

Latest revision as of 07:12, 16 January 2020

Sydorenko-etal2019
BibType ARTICLE
Key Sydorenko-etal2019
Author(s) Tetyana Sydorenko, John Hellermann, Steven L. Thorne, Vanessa Howe
Title Mobile augmented reality and language-related episodes
Editor(s)
Tag(s) EMCA, Mobility, Augmented reality, Education
Publisher
Year 2019
Language English
City
Month
Journal TESOL Quarterly
Volume 53
Number 3
Pages 712–740
URL Link
DOI 10.1002/tesq.507
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

Applications of locative media (e.g., place‐based mobile augmented reality [AR]) are used in various educational content areas and have been shown to provide learners with valuable opportunities for investigation‐based learning, location‐situated social and collaborative interaction, and embodied experience of place (Squire, 2009; Thorne & Hellermann, 2017; Zheng et al., 2018). Mobile locative media applications’ value for language learning, however, remains underinvestigated. To address this lacuna, this study employed the widely used construct of language‐related episodes (LREs; Swain & Lapkin, 1998) as a unit of analysis to investigate language learning through participation in a mobile AR game. Analysis of videorecorded interactions of four mixed‐proficiency groups of game players (two English language learners [ELLs] and one expert speaker of English [ESE] per group) indicates that LREs in this environment were focused on lexical items relevant to the AR tasks and physical locations. Informed by sociocultural theory and conversation analysis, the microgenesis of learners’ understanding and subsequent use of certain lexical items are indicated in the findings. This understanding of new lexical items was frequently facilitated by ESEs’ assistance and the surrounding physical environment. A strong goal orientation by both ESEs and ELLs was visible, providing implications for task‐based language teaching approaches.

Notes