Informal Learning Based on Multimedia Effectively Facilitate Foreign Language Learning
We ask questions.
We make trials, mistakes and take lessons from those. We observe others and
imitate them. Informal learning, though it is as historic as other basic human
activities, of which the interest in research has noticeably
risen only in the past twenty years (Dettori & Torsani 2013;
Carliner 2017) and an important driver of such a transition is the
proliferation of information technology and multimedia tools (Carliner 2017). This
paper argues that in applying informal learning to specific learning problems, foreign language
learning, with problems about formal education system, process and teachers
(Unal & Ilhan 2017) may find better solutions in informal learning since it
could provide better mobility, interactivity, and authentic learning contexts.
What is special about informal learning?
Driscoll and Carliner (2005)
defined informal learning as “a process in which learners set their own
learning objectives and determine for themselves what successful completion
looks like.” Likely, Cross (2009) expressed its free
and voluntary nature in such a picture: “Informal learning is like riding a
bicycle: the rider chooses the destination and the route. The cyclist can take
a detour at a moment’s notice to admire the scenery or help a fellow rider.”
That being said, compared with formal class learning, informal learning allows learners
to take more control of their learning objectives, paces and evaluations.
Usually
based on computers and mobile devices, informal learning may be considered as
an individual activity which neglects learners’ collaboration, which, as the
saying “help a fellow rider” goes, is not true. Carliner (2017) made it clearly
that informal learning is a social activity. Chen (2013) also proves that
informal learning with highly portable tablet computers makes learner
collaboration more prevalent, which results in more contributions and more
learning. Many internet-based informal learning products also attach great
importance to their social features. Udacity, a MOOC platform offering computer
science courses, as an example, encourages users to use their forum function,
where users do actively ask and answer each other’s questions. And in this interaction,
we can see many users express, “Now I get it.”
Informal
learning occurs naturally in authentic problems and environments, which are of
importance both in situated learning theory and constructivism. Even if authentic
environments are unreachable to the learners, with diverse forms and multimedia
to apply, informal learning can build stimulated learning environments facilitating
students on problem-based learning. As listed by Carliner (2017), informal
learning could be conveyed through gaming and simulation activities and on-the-job
training. Kukulska-Hulme (2009) has the similar conclusion: “Outside the
classroom, mobile and wireless technologies enable learning to be more directly
connected with real world experiments and artefacts.”
What do current foreign language learners need?
English is a highly universal
language, while when taught as a foreign language, of which the learning goals
cannot always be met. Unal and Ilhan (2017) point out: “Teaching/learning English as a
foreign language is a challenging task in developing countries.” They cite several
academic papers to argue that their education system is unsuccessful in
teaching English. Abundant research also focuses on the language barriers of
international students who have already taken formal language courses (Sawer
2005; Zhang & Mi 2009).
Unal and Ilhan (2017) categorized the limits of current formal foreign language
teaching particularly in Turkey into four groups: problems about education
system, educational process, teachers and learners. Their findings could
represent other regions as well, among which the “teach to the test”, the homogeneous teaching method, the constraints in atmosphere,
appearance, size and equipment of learning places, lack of qualified teachers
and communication with native speakers are the issues that we can see a way out
in informal learning.
Motivation is
also a critical element in achieving language learning goals. Busse and Walter
(2013)’s research on British students in higher education who enrolled in
German course shows that the students’ intrinsic motivation along with their effort
to engage with language learning decreased over the course. They even suggest
the cancelation of language learning courses while incorporate integrated
curricula.
How could informal learning facilitate foreign
language learning?
Informal language
learning, as is suggested by Rogers (2004), is the most extensive and most
important part of all the learning that all of us do every day of our lives. In
informal settings, Lightbown and Spada (2001) describe, adult learner is
exposed to the target language at home or at work or in social interaction,
where the focus is meaning while in the formal language learning setting, the
focus of learning is on the language itself. As for the aforementioned language
learning problems, informal settings equipped with different media and
technologies could provide feasible solutions individually.
First, featured
as highly interactive, informal learning settings can promote learners’
motivation. In informal settings, instead of passively accepting tasks assigned
by instructors, learners can choose their own objectives and learning paces,
thus get motivated by their interested tasks. The elevation in collaboration
can also generate motivation. With communication functions in informal learning
settings, learners are able to communicate and resonate with each other. New
ideas always get inspired by exchange of original thoughts, which encourage
learners to keep exploring. Instead of “learning to the test”, learners could
choose their own ways to evaluate themselves, thus more lively learning content
and activities can be included. Students don’t have to accept the homogeneous
teaching method as well. With diverse informal learning channels, they can
personalize their learning methods. What’s more, in most informal learning
settings, instant feedback also keeps learners involved in the learning
process.
Second, the great
mobility of informal learning allows learners to break the constraints of time
and space. The atmosphere, appearance, size and equipment of learning places
never need to be considered with the connection to e-learning. Fragile time can
be used efficiently when equipped with mobile-assisted language learning tools.
Furthermore, language learning needs continuous indulging and practice. Eaton
(2012) propose to apply the “10,000-hour rule” to English language learning and
that’s why informal learning is essential for achieving language proficiency—10,000
hours could only be met with the support of informal learning.
Third, the lack
of qualified teachers and native speakers can also be solved by using social
media, remote learning or other forms of informal learning. For example, a Chinese
website, VIPKID, hires north American teachers to give one-to-one English
courses to Chinese kids. The service satisfies many parents who could not find
authentic language practicing environments for their children.
Issues and opportunities of informal learning
Research also
shows the issues of informal learning, such as its efficiency and usability. Carliner (2017) argues that learners may not be conscious
of their needs of learning or evaluate wrongly of their learning results. Then
informal learning designers could incorporate more detailed evaluating
assisting functions in their products or inform the users where they rank among
other learners to help them properly evaluate themselves. Madge & Meek
& Wellens & Hooley (2009) assess social integration and informal
learning as “more for socializing and talking to friends about work than for
actually doing work”. Same concern appears in the game based informal learning
which may focus too much on game design instead of instruction. This problem
asks designers to better figure out the users’ learning goals and design
strictly towards the goals. When conducting instructional design, I believe we
should always put contents, which are the learning objectives based on
comprehensive analyses, first and then select proper technology to best convey
those contents.
When
applying Constructivism, although more initiative is relegated to learners, instructional
design become more complex and application of such design needs more
instruction (Wilson 2017). Similarly, Kukulska-Hulme (2009) points out that, “Admittedly,
it is more difficult to design intentionally for learning that will be
spontaneous and informal,” who continuously argues that, “Mobile and wireless
technologies do have affordances that support these types of learning,” since mobile
learning offer potential for learning to be “personalized, situated, authentic,
spontaneous and informal”. Despite the
great affordances of mobile learning, designers need to work on the usability
of such tools and provide necessary instructions for the users.
References:
BUSSE, V., &
WALTER, C. (2013). Foreign Language Learning Motivation in Higher Education: A
Longitudinal Study of Motivational Changes and Their Causes. The Modern Language Journal, 97(2),
435-456. Retrieved from http://www.jstor.org/stable/43651648
Carliner, S. &
Wilson, B.G. (2017). Trends and issues in instructional design and technology (4th ed). Boston: Pearson Education.
Cross, J.
(2009). What is informal learning? Retrieved January 10, 2012 from http://www.informl.com/the-informal-learning-
page/
Dettori,
G., & Torsani, S. (2013). Enriching formal language learning with an
informal social component. Journal of Educational Technology & Society,
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Lightbown,
P.M., & Spada, N. (2001). How Languages are Learned, Second edition, Oxford
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A. (2004). Looking again at non-formal and informal education - towards a new
paradigm, the encyclopaedia of informal education,
www.infed.org/biblio/non_formal_paradigm.htm. Last updated: June 04, 2004.
Sawer, E. (2005).
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