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Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments: How Students Transform Into Self-Directed Learners Through Mobile Technologies

Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments: How Students Transform Into Self-Directed Learners Through Mobile Technologies

Seda Khadimally
Copyright: © 2019 |Pages: 37
ISBN13: 9781522532231|ISBN10: 1522532234|ISBN13 Softcover: 9781522587842|EISBN13: 9781522532248
DOI: 10.4018/978-1-5225-3223-1.ch001
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MLA

Khadimally, Seda. "Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments: How Students Transform Into Self-Directed Learners Through Mobile Technologies." Technology-Assisted ESL Acquisition and Development for Nontraditional Learners, edited by Seda Khadimally, IGI Global, 2019, pp. 1-37. https://doi.org/10.4018/978-1-5225-3223-1.ch001

APA

Khadimally, S. (2019). Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments: How Students Transform Into Self-Directed Learners Through Mobile Technologies. In S. Khadimally (Ed.), Technology-Assisted ESL Acquisition and Development for Nontraditional Learners (pp. 1-37). IGI Global. https://doi.org/10.4018/978-1-5225-3223-1.ch001

Chicago

Khadimally, Seda. "Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments: How Students Transform Into Self-Directed Learners Through Mobile Technologies." In Technology-Assisted ESL Acquisition and Development for Nontraditional Learners, edited by Seda Khadimally, 1-37. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-3223-1.ch001

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Abstract

The purpose of this chapter is to explore whether social constructivism promotes mobile technology rich, student-centered learning/teaching practices, leading adult English as a second language (ESL) students to transform into self-directed learners. Under this theory, a shift from teacher-centered English language learning to a student-oriented approach to how students acquire basic English skills is promoted and students' possible transformation into independent and autonomous learners is fostered because, by use of mobile technologies, they may successfully transfer information from their previous experiences to their current knowledge. Incorporating mobile learning (m-Learning) into their instruction and making social constructivism an integral part of their curriculum, ESL teachers can contribute to their students transformation into self-directed learners as an active, knowledge-building community and in charge of their own learning processes, which explains that this theory is highly compatible with the principles grounded in what Knowles proposed as a progressive learning approach for adult education: andragogy.

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