Adaptive and mobile learning technologies are leading innovation in personalized and blended learning for language education at tertiary level. However, the growth of adaptive and mobile resources is not matched by sufficient research on their effective implementation in university language courses. In this paper, we present a study conducted in Italian beginner units at The University of Western Australia in 2017. These units were redesigned to integrate adaptive and mobile learning resources for automated and personalized language practice. We describe and discuss qualitative and quantitative data on students’ engagement with the adaptive platform, their evaluation of skill practice on the platform, and the use of mobile devices to access the platform. Our results show that adaptive and mobile technologies have great potential to enhance the student learning experience, but also that, at present, various issues limit the implementation of these resources. We offer recommendations to address these issues.
|Title of host publication||Intersections in Language Policy and Planning|
|Editors||Jean Fornasiero, S.M.A. Reed, R. Amery, E. Bouvet, K. Enomoto, H.L. Xu|
|Publication status||Accepted/In press - 2020|
De Toni, F., Verdina, F., Caruso, M., & Kinder, J. J. (Accepted/In press). Adaptive and mobile learning at university: Student experience in Italian beginners' language classes. In J. Fornasiero, S. M. A. Reed, R. Amery, E. Bouvet, K. Enomoto, & H. L. Xu (Eds.), Intersections in Language Policy and Planning Springer.