The Role of Mobile Technologies in Impacting Learner Autonomy in an EFL Context: A Systematic Review

Autor/in	Alzubi, Ali Abbas Falah
Titel	The Role of Mobile Technologies in Impacting Learner Autonomy in an EFL Context: A Systematic Review
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 11 (2021) 3, S.56-73, Artikel 4 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alzubi, Ali Abbas Falah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
Schlagwörter	Influence of Technology; Technology Uses in Education; Handheld Devices; Web 2.0 Technologies; Personal Autonomy; Independent Study; English (Second Language); Second Language Learning; Skill Development; Interpersonal Competence; Higher Education; Informal Education; Research Methodology; Educational Research; Social Media; Educational Technology; Foreign Countries; Indonesia; Japan; Saudi Arabia + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Individuelle Autonomie; Selbststudium; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kompetenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informelle Bildung; Nichtformale Bildung; Research method; Forschungsmethode; Bildungsforschung; Pädagogische Forschung; Soziale Medien; Unterrichtsmedien; Ausland; Indonesien; Saudi-Arabien
Abstract	This article reviews previous research conducted on the role of mobile devices that support learner autonomy (LA) in English is a foreign/second language (EFL) context from 2010 to 2021 based on a number of criteria that included research design, publication type, period, field of study, and use of technology. Mainly, the review examined design features of the empirical studies on mobile technologies and learner autonomy (LA) in EFL contexts and the ways mobile technologies impact LA. A coding sheet was used to analyze the papers (N = 23) having met the selection criteria in terms of education form and level, instrumentation, location, context, gender, use of technology, English as a foreign/second language (EFL) skills, and learning impact. It was revealed that all of the examined studies were conducted in Asia and Europe. Also, most of the studies had male and female participants. In addition, most studies on utilizing mobile devices to impact LA were investigated in higher education informally. Moreover, literature has paid more attention to reading and writing skills, vocabulary/grammar skills, and EFL in general. Finally, the analysis showed that mobile devices played a vital role in impacting LA in EFL contexts in a positive sense. Future research gaps and recommendations are suggested based on the findings of this review. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01