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Grounded in a collaborative action research project in early French immersion classrooms in Alberta, Canada, the study uses digital ethnographic observation, learners’ artifacts, and interviews with teachers and students. Findings show that touch-screen devices enable learners to build their own learning environment, design meaningful language tasks, and self-regulate language learning. Evidence also links these changes to neuroscientific and cognitive learning principles and Vygotskian sociocultural theory in 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technologies mobiles:un changement de paradigmedans la conception des tâches en apprentissage des langues assisté parordinateur pour jeunes apprenants  \nMartine Pellerin,University of Alberta(Campus Saint-Jean)  \n## Abstract\n\nThis article examines how the use of mobile technologies(iPods and tablets)in languageclassrooms contributes to reconceptualization of task-based approaches for young languagelearners.The article is based on a collaborative action research(CAR)project in Early FrenchImmersion classrooms in the province of Alberta,Canada.The data collection included digitalethnographic observation in the classrooms,students'artifacts,and interviews with teachers andstudents.The findings outline how the use of mobile technologies such as iPods and tabletscontributes to reconceptualization of language tasks by allowing young learners to create theirown learning environment and meaningful language tasks,as well as self-regulate their languagelearning process.The research also provides evidence of how the use of mobile technologieshelps reconceptualize task-based approaches for young language learners that reflect learningprinciples from the interdisciplinary research fields of neurosciences and cognitive sciences,aswell as Vygotskian sociocultural theories in second language acquisition(SLA).  \nKeywords:iPad;iPod;second language;young learners;touch screen technologies;mobilesdevices;collaborative action research.  \n## Résumé\n\nCet article étudie la facon dont I'utilisation des technologies mobiles(iPods et tablettes)dans lesclasses de langue contribue a la refonte des approches basées sur des taches pour les jeunesapprenants.L'article se fonde sur un projet de collaboration recherche-action(CRA)dans lesclasses initiales d'immersion en francais dans la province de I'Alberta,au Canada.La collecte dedonnées comprenait I'observation ethnographique numérique dans les salles de classe,lesartefacts des éleves,et des entrevues avec les enseignants et les étudiants.Les résultats ontmontré comment I'utilisation des technologies mobiles telles que les iPods et tablettes contribue à  \nla refonte des tâches et des activités langagieres en aidant les jeunes apprenants à creer leurpropre environnement d'apprentissage et des taches langagieres pertinentes,a s'autoevaluer et àréguler leur processus d'apprentissage linguistique.La recherche met aussien évidence la facondont I'utilisation des technologies mobiles contribue au remodelage d’approches basées sur lestaches qui refletent les principes d'apprentissage fondés sur de nouvelles théories d'apprentissageainsi que sur les théories socioculturelles de Vygotsky sur l'acquisition d’une seconde langue.  \n## Introduction\n\nResearch in the field of computer-assisted language learning(CALL)in the last two decades hasprovided ample evidence of the value and potential of technologies in enhancing languageteaching and learning(e.g.,Chapelle,1997;Levy &Stockwell,2006;Warschauer &Healey,1998;Warschauer &Meskill,2000).The emergence of new interactive and collaborative Web  \n2.0 online tools has also helped language teachers to contemplate new pedagogical approaches(e.g.,Wang &Vasquez,2012;Warschauer,2004)and new strategies for CALL task-basedlanguage learning(e.g.,Chapelle,2001;Guichon,2012;Hampel,2006,2010;Lamy &Hampel,2007;Luzón &Ruiz-Madrid,2008;Siekmann,2008).  \nIn the last few years,new mobile technologies have also emerged,becoming ubiquitous tools intoday's society.Although the term mobile technologies is not new to the field of CALL(Burston,2013),it does go beyond portable computers such as mobile personal laptops,andearlier versions of smartphones and MP3 players(Godwin-Jones,2011).The definition ofmobile technologies adopted in the context of the present research is first aligned with Godwin-Jones's(2011)description of emergent and mobile technolog","cbCairzEorN9gd2C","https://ap.wps.com/l/cbCairzEorN9gd2C","pdf",3396749,23,"English","# Introduction\n## Mobile technologies in CALL and MALL\n## Research gap for young learners\n## Focus of the study","[{\"question\":\"What mobile technologies are examined in this article?\",\"answer\":\"The article focuses on iPods and tablets, emphasizing their touch-screen interfaces and access to online apps for language learning.\"},{\"question\":\"What research design and data sources support the findings?\",\"answer\":\"The study is based on collaborative action research and uses digital ethnographic classroom observation, students’ artifacts, and interviews with teachers and students.\"},{\"question\":\"How do touch-screen mobile devices affect task-based language learning?\",\"answer\":\"They allow young learners to create their own learning environment, engage in meaningful language tasks, and self-regulate their language learning process.\"}]","Language Tasks Using Touch Screen and Mobile Technologies - Reconceptualizing Task-Based CALL for Young Language Learners | PDF",1792085362,58]