Metodología Didáctica para E-learning

Abstract
This paper presents a review of mobile collaborative language learning studiespublished in 2012–16 with the aim to improve understanding of how mobiletechnologies have been used to support collaborative learning among second andforeign language students. We identify affordances, general pedagogical approaches,second- and foreign-language pedagogical approaches, second language acquisition(SLA) principles and affective designs. The results indicate that affordances such asflexible use, continuity of use, timely feedback, personalisation, socialisation, self-evaluation, active participation, peer coaching, sources of inspiration outdoors andcultural authenticity have been emphasised. These affordances were found to beparticularly suited to promote social constructivism, which is often sustained by game-based, task based and seamless learning. In terms of second and foreign languagepedagogical approaches, the combination of individualised and collaborative learningprevails, along with task based, situated and communicative language learning, andraising orthographic awareness. Among SLA principles, negotiation of meaning andopportunities for feedback are highlighted. Affective aspects include increases inmotivation, engagement and enjoyment, mutual encouragement, reduction innervousness and embarrassment, and a few negative reports of risk of distraction, safetyconcerns, feelings of uncertainty and technical problems. The reviewed studies presenta convincing case for the benefits of collaboration in mobile language learning.
Introduction
In this paper, we conduct a literature review with the objective of mapping the landscape of con-temporary mobile collaborative language learning. Mobile phones, smartphones and tablets inprinciple enable individuals to learn whatever they wish to learn, whenever it suits them to doso. In many cases, such learning conditions open up possibilities for collaborative learning (CL).CL is understood here as “a fundamentally social process of knowledge building” (Miyake &Kirschner, 2014, p. 420), where learners work together to complete a task or solve a problem,and communicate with one another in this process.The aim of this study is to improve understanding of how mobile technologies and applications(both generic and language-specific) have been used to support CL among second and foreign