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

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