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Affective Support for Self-Regulation in Mobile-Assisted Language Learning

Author

Listed:
  • Olga Viberg

    (The Royal Institute of Technology, Sweden)

  • Agnes Kukulska-Hulme

    (The Open University, UK)

  • Ward Peeters

    (Monash University, Australia)

Abstract

Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs, attitudes, and emotions, has been shown to influence learners' cognitive processes, performance, and engagement considerably, and is therefore critical to promote and foster throughout the learning process. This paper defines the importance of supporting affect in MALL, sets out a theoretical perspective on supporting affective self-regulation in MALL, and elaborates on what designers and teachers can do to facilitate affective development through the use of mobile technology, learning analytics, and artificial intelligence. It examines and further delineates the role of affective computing and the role of the teacher in fully harnessing the affective affordances of MALL.

Suggested Citation

  • Olga Viberg & Agnes Kukulska-Hulme & Ward Peeters, 2023. "Affective Support for Self-Regulation in Mobile-Assisted Language Learning," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 15(2), pages 1-15, February.
    • Handle: RePEc:igg:jmbl00:v:15:y:2023:i:2:p:1-15
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    File URL: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/IJMBL.318226
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    References listed on IDEAS

    as
    1. Olga Viberg & Annika Andersson, 2019. "The Role of Self-Regulation and Structuration in Mobile Learning," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 11(4), pages 42-58, October.
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