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, 16(1), 93-n/a. Retrieved from http://ezproxy.cul.columbia.edu/login?url=https://search.proquest.com/docview/1287028463?accountid=10226

Eaton, S.E. (2012). Applying the "10,000-Hour Rule" to English Language Learning: Or, Why Informal Learning Is Essential to Achieving Language Proficiency. Online Submission, TEAL Manitoba Journal. 28(2).4-8.

Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL : The Journal of EUROCALL, 21(2), 157-165. doi: http://dx.doi.org/10.1017/S0958344009000202

Lightbown, P.M., & Spada, N. (2001). How Languages are Learned, Second edition, Oxford University Press, Oxford.

Madge, C & Meek, J & Wellens, J & Hooley, T (2009). Facebook, social integration and informal learning at university: 'It is more for socialising and talking to friends about work than for actually doing work'. LEARNING MEDIA AND TECHNOLOGY. 34(2). 141-155.

Rogers, 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). Language Difficulties of International Students in Australia: The Effects of Prior Learning Experience. International Education Journal, 2005, 6(5), 567-580.

Unal, M., & Ilhan, E. (2017). A Case Study on the Problems and Suggestions in Foreign Language Teaching and Learning at Higher Education. Journal of Education and Training Studies, 5(6), 64. doi:10.11114/jets. v5i6.2302

Van Marsenille, A. (2015). Informal language learning: The perspective of higher education students in Brussels: A case study (Order No. 10094326). Available from ProQuest Dissertations & Theses: UK & Ireland; ProQuest Dissertations & Theses Global. (1780279015). Retrieved from http://ezproxy.cul.columbia.edu/login?url=https://search.proquest.com/docview/1780279015?accountid=10226

Xiao-Bin, C. (2013-02-01). Tablets for informal language learning: student usage and attitudes. Language learning & technology, 17(1), 20.

Zhang, Y. & Mi, Y. (2009). Another Look at the Language Difficulties of International Students. Journal of Studies in International Education. 14(4), 371 – 388.