Authors: Timothy Read, Elena Barcena, Covadonga Rodrigo
Addresses: Departamento de Lenguajes y Sistemas Informaticos, UNED, C./Juan de Rosales 16, Madrid 28040, Spain. ' Departamento de Filologias Extranjeras y sus Linguisticas, UNED, Paseo Senda del Rey 7, Madrid 28040, Spain. ' Departamento de Lenguajes y Sistemas Informaticos, UNED, C./Juan de Rosales 16, Madrid 28040, Spain
Abstract: Distance second language learning is essentially practical and skill-based requiring personal, social and occupational language-mediated activities with other speakers using the target language. Computer technology has long been used to try to overcome the challenges of distance learning although with limited success. To improve this situation, the authors developed a theoretical framework for second language learning that combined a cognitive student model with a collaborative group model. As the underlying access to information and computational resources becomes more ubiquitous, the framework is less able to represent how a specific computing device and real-world context mediate the selection and structuring of materials and activities, therefore, limiting the framework|s effectiveness for second language learning. Hence, the existing models need to be complemented with a functional ubiquity model, which characterises the way in which the degree of ubiquity defines the types of learning activities and resources available in the framework.
Keywords: second language learning; distance learning; ubiquity modelling; ICALL; CSCL; cognitive student modelling; collaborative group modelling; second languages.
International Journal of Mobile Learning and Organisation, 2010 Vol.4 No.2, pp.130 - 149
Published online: 09 Apr 2010 *Full-text access for editors Access for subscribers Purchase this article Comment on this article