The Smartphone as a Personal Cognitive Artifact Supporting Participation in Interaction

This article uses multimodal conversation analysis to investigate how the smartphone as a personal cognitive artifact features in second language (L2) use and learning. The data come from pedagogical intervention that was organized part of an integration learning course for adult L2 students with emerging literacy. purpose guide participate everyday interactions outside classroom learn them. concentrates on focal student's during different phases offers detailed account provides affordances student formulate recognizable social actions activity. adds our current understanding role mobile technology illustrates experiential pedagogy supports findings can be used designing practices support develop their interactional competences basis own needs goals.