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Many language learners need to be supported in acquiring a second or foreignlanguage quickly and effectively across learning environments beyond theclassroom. The chapter argues that support should focus on the development oftwo vital learning skills, namely being able to self-regulate and tocollaborate effectively in the learning process. We base our argumentation onthe theoretical lenses of self-regulated learning (SRL) and collaborativelearning in the context of mobile situated learning that can take place in avariety of settings. The chapter examines a sample of selected empiricalstudies within the field of mobile-assisted language learning with a twofoldaim. Firstly, the studies are analyzed in order to understand the role oflearner self-regulation and collaboration while acquiring a new language beyondthe classroom. Secondly, we aim to provide a deeper understanding of anymechanisms provided to develop or support language learners' self-regulated andcollaborative learning skills. Finally, we propose that fostering SRL andcollaborative learning skills and strategies will benefit from recent advancesin the fields of learning analytics and artificial intelligence, coupled withthe use of mobile technologies and self-monitoring mechanisms. The ultimate aimis to enable the provision of individual adaptive learning paths to facilitatelanguage learning beyond the classroom.

Fostering learners' self-regulation and collaboration skills and strategies for mobile language learning beyond the classroom