- -

Profiling language learners in hybrid learning contexts: Learners’ perceptions

RiuNet: Institutional repository of the Polithecnic University of Valencia

Share/Send to

Cited by

Statistics

  • Estadisticas de Uso

Profiling language learners in hybrid learning contexts: Learners’ perceptions

Show simple item record

Files in this item

dc.contributor.author Lintunen, Pekka es_ES
dc.contributor.author Mutta, Maarit es_ES
dc.contributor.author Pelttari, Sanna es_ES
dc.date.accessioned 2017-07-04T10:46:33Z
dc.date.available 2017-07-04T10:46:33Z
dc.date.issued 2017-04-28
dc.identifier.uri http://hdl.handle.net/10251/84415
dc.description.abstract [EN] This article discusses formal and informal foreign language learning before university level. The focus is on beginning university students’ perceptions of their earlier learning experiences, especially in digital contexts. Language learners’ digital competence is a part of their everyday lives, but its relationship to learning in and outside educational settings is still relatively seldom studied. The article discusses learning in formal and informal (i.e., hybrid) contexts and digital learning profiles −that is, a learner’s own personalized style in acquiring language competence by creating affordances in personalized digital or mobile learning environments− in primary and secondary education identified in a language learning survey. The results are based on an online survey sent to all beginning university students majoring in languages at a Finnish university (N= 87/192), which was complemented by a short narrative task (N=47) a few months later focusing on earlier education and the use of language learning technologies. The results suggest that the use of technologies seems to differ between extramural and in-school language learning. The learners were well aware of various possibilities to create affordances for learning, and their own involvement increased with age. Most participants had positive attitudes towards the use of technologies to enhance language learning, but critical views emphasized the importance of inspiring contact teaching. Three different digital learning profiles were identified: a digiage learner, a hybrid learner, and an in-school learner. These can be useful when planning differentiated foreign language instruction. es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València
dc.relation.ispartof The EuroCALL Review
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Computer-assisted language learning es_ES
dc.subject Social media es_ES
dc.subject Learner behaviour es_ES
dc.subject Attitude es_ES
dc.title Profiling language learners in hybrid learning contexts: Learners’ perceptions es_ES
dc.type Artículo es_ES
dc.date.updated 2017-07-04T10:29:55Z
dc.identifier.doi 10.4995/eurocall.2017.7145
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Lintunen, P.; Mutta, M.; Pelttari, S. (2017). Profiling language learners in hybrid learning contexts: Learners’ perceptions. The EuroCALL Review. 25(1):61-75. https://doi.org/10.4995/eurocall.2017.7145 es_ES
dc.description.accrualMethod SWORD es_ES
dc.relation.publisherversion https://doi.org/10.4995/eurocall.2017.7145 es_ES
dc.description.upvformatpinicio 61 es_ES
dc.description.upvformatpfin 75 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 25
dc.description.issue 1
dc.identifier.eissn 1695-2618


This item appears in the following Collection(s)

Show simple item record