  Many language learners need to be supported in acquiring a second or foreign
language quickly and effectively across learning environments beyond the
classroom. The chapter argues that support should focus on the development of
two vital learning skills, namely being able to self-regulate and to
collaborate effectively in the learning process. We base our argumentation on
the theoretical lenses of self-regulated learning (SRL) and collaborative
learning in the context of mobile situated learning that can take place in a
variety of settings. The chapter examines a sample of selected empirical
studies within the field of mobile-assisted language learning with a twofold
aim. Firstly, the studies are analyzed in order to understand the role of
learner self-regulation and collaboration while acquiring a new language beyond
the classroom. Secondly, we aim to provide a deeper understanding of any
mechanisms provided to develop or support language learners' self-regulated and
collaborative learning skills. Finally, we propose that fostering SRL and
collaborative learning skills and strategies will benefit from recent advances
in the fields of learning analytics and artificial intelligence, coupled with
the use of mobile technologies and self-monitoring mechanisms. The ultimate aim
is to enable the provision of individual adaptive learning paths to facilitate
language learning beyond the classroom.
