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Mobile Language Learning Pedagogy: A Sociocultural Perspective

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Implementing Mobile Language Learning Technologies in Japan

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

Abstract

This chapter provides a theoretical framework for mobile language learning from a sociocultural perspective. While the advantages of personal computers over previous modes have been discussed in terms of e-learning, m-learning with mobile devices opens up new horizons that can enhance user-centered learning. Characteristics of mobile devices such as ownership and mobility can help to personalize language learning. For instance, generating target language contents from learners’ life-worlds can help to develop the autonomy and agency required for effective learning in this era of new technology. This chapter reviews the literature important for mobile language learning with the aim of applying the theoretical framework to pedagogies in local settings as seen in the following chapters.

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Author information

Authors and Affiliations

  1. Osaka Jogakuin University, Osaka, Japan

    Steve McCarty

  2. Tokyo University of Agriculture and Technology, Tokyo, Japan

    Takeshi Sato

  3. Aoyama Gakuin University, Tokyo, Japan

    Hiroyuki Obari

Authors
  1. Steve McCarty
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  2. Takeshi Sato
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  3. Hiroyuki Obari
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Correspondence to Steve McCarty .

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McCarty, S., Sato, T., Obari, H. (2017). Mobile Language Learning Pedagogy: A Sociocultural Perspective. In: Implementing Mobile Language Learning Technologies in Japan. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-2451-1_2

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  • DOI: https://doi.org/10.1007/978-981-10-2451-1_2

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-2449-8

  • Online ISBN: 978-981-10-2451-1

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