Attitudes and Behaviors Related to Individual and Classroom Practices: An Empirical Study of External and Internal Factors of ICT Use

Libri ◽  
2018 ◽  
Vol 68 (2) ◽  
pp. 113-123 ◽  
Author(s):  
Judit Nagy ◽  
Anita Habók
Keyword(s):  
Language Learning ◽  
Classroom Practices ◽  
Online Questionnaire ◽  
Learner Engagement ◽  
Internal Factors ◽  
Ict Use ◽  
Personal Significance ◽  
Ict Tools ◽  
Research Questions

Abstract Our study aims to reveal the ICT use and related perceptions of university students through a self-developed online questionnaire. The research questions focus on (1) ICT attitudes, (2) frequency of ICT tool usage in a broad context and (3) frequency of ICT tool usage in the context of language learning. There seems to be agreement among both language and non-language majors concerning the motivating role and personal significance of ICT. Strong evidence is provided for the significant motivational role of ICT tools, while overall results confirm the substantial role of ICT use in learning, learner engagement and efficacy. Furthermore, ICT tool usage is more prominent among language majors in the areas of language, social and media tools, as well as blogs and vlogs. Generally, online dictionaries and lexicons are evaluated as most frequently used.

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

Language and Translation in an International Business Context

Target ◽  
1997 ◽  
Vol 9 (1) ◽  
pp. 131-154 ◽  
Author(s):  
Chris Steyaert ◽  
Maddy Janssens
Keyword(s):  
Language Learning ◽  
International Business ◽  
Cultural Production ◽  
Translation Studies ◽  
Technical Skill ◽  
Business Context ◽  
Management Literature ◽  
Research Questions ◽  
Culture And Language

Abstract This article discusses the role of language and translation in the business context. Drawing on management literature, we identify two different perspectives on culture and language, and discuss their implications for translation and language learning. Within the first perspective of culture as a variable and language as representation, translation becomes a neutral act and language learning a technical skill. Within the second perspective of culture as a metaphor and language as action, translation becomes a managerial act and language learning a cultural production. We conclude by formulating research questions whereby the domains of management and translation studies interface each other.

scholarly journals Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Dina Tsybulsky ◽  
Yulia Muchnik-Rozanov
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Classroom Practices ◽  
Teacher Education Program ◽  
Project Based Learning ◽  
First Year ◽  
Emotional Experiences ◽  
Teaching Competencies ◽  
Research Questions

AbstractThe study investigated preservice teachers’ (PST) emotional experiences, teaching competencies, and the connection between the two over the course of a pedagogical practicum conducted using a project-based learning (PBL) approach. The study addressed the following research questions: (a) Which emotional experiences accompanied PSTs’ PBL-based pedagogical practicum?(b) Of the competencies for implementing PBL that the PSTs developed during the practicum, which did they consider using as part of their classroom practices in the future? (c) Is there a connection between PSTs’ emotional experiences and their self-reported competencies for implementing PBL in their classroom practices? Participants were 16 preservice teachers in their first year in the teacher-education program for teaching sciences. Data were collected from reflective reports, submitted at the end of the first and second semesters, thereby addressing the middle and final stages of the PBL-based practicum, and were analyzed using three complementary methodologies: content, linguistic, and statistical analyses. The findings indicate that, as portrayed by the participants, PSTs’ immersion in the PBL-based practicum was accompanied by both positive and negative emotional experiences. While immersed in the PBL practicum, the PSTs described themselves as developing various teaching competencies for implementing PBL in the classroom. It was also found that the positive emotional experiences outnumbered the negative, and this predominance was positively linked to the development of the PSTs’ competencies.

TEACHERS’ COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) LITERACY: A COMPARATIVE STUDY IN SPAIN AND IRAN

2021 ◽  
Vol 7 (1) ◽  
pp. 3-18
Author(s):  
Dara Tafazoli ◽  
María-Elena Gómez-Parra ◽  
Cristina A. Huertas-Abril
Keyword(s):  
Language Learning ◽  
Delphi Method ◽  
Language Education ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Online Questionnaire ◽  
Research Questions ◽  
One Way Anova ◽  
Significant Attention

The application of technology in teacher education has received significant attention recently. It would be, somehow, impossible to deny the necessity of integrating technology in language education. The deficiency and illiteracy in delivering technology-based practices into instruction are assumed as key challenges of teachers in 21st-century education. This study aimed to explore the current level of Computer-Assisted Language Learning (CALL) literacy of language teachers in Iran and Spain. Moreover, the relationships between CALL literacy and their nationality are investigated. The study was based on a sample of 318 language teachers in Iran and Spain. Data collection was carried out through an online questionnaire. To make a sound decision, the researchers agreed to utilize the Delphi method so that appropriate experts were chosen in order to ensure a valid study. In the data analysis phase, descriptive, t-test, and one-way ANOVA analyses were performed to answer the research questions. The findings of the study revealed that there is no difference between the participants’ CALL literacy of language teachers in terms of their nationality. Finally, pedagogical implications and recommendations for further research are presented.

scholarly journals ICT platforms for Indonesian EFL students viewed from gender during the COVID-19 pandemic

2022 ◽  
Vol 9 (1) ◽  
pp. 187-202
Author(s):  
Eka Apriani ◽  
Safnil Arsyad ◽  
Syafryadin Syafryadin ◽  
Dadan Supardan ◽  
Paidi Gusmuliana ◽  
...  
Keyword(s):  
Language Learning ◽  
English Language ◽  
Female Students ◽  
Information And Communications Technology ◽  
Male Students ◽  
Communications Technology ◽  
Ict Literacy ◽  
Online Questionnaire ◽  
Ict Use ◽  
Efl Students

The aims of this study are to find out (1) ICT (Information and Communications Technology) platform used by male and female students from Islamic universities in Indonesia, (2) their perception of using ICT, and (3) their barriers to using ICT in English language learning during the COVID-19 pandemic. The data was collected from an online questionnaire (Google Form) from students majoring in English from seven Islamic universities in Indonesia. There were 30 male students and 30 female students from every university who participated in this research, making a total of 210 student respondents. The data were analyzed quantitatively by using the SPSS computer program. First of all, female students used more various types of ICT platforms compared to male students. Second, the female students viewed ICT use more positively than male students in language learning. And lastly, even though the females deemed ICT more optimistically compared to male students, nevertheless the females encountered more barriers in using the ICT platforms compared to the male students in this study. Again, even though male students were more skillful in ICT literacy than female students, female students constructively regarded ICT use in language learning as more beneficial to them in terms of skill, knowledge, and motivational improvement.

Incorporating LINE Smartphone Affordances

2019 ◽  
pp. 1341-1359
Author(s):  
Pin-Hsiang Natalie Wu ◽  
Michael Marek
Keyword(s):  
Best Practices ◽  
Language Learning ◽  
English Language ◽  
International Communication ◽  
Cross Cultural ◽  
Smartphone App ◽  
Use Of Technology ◽  
Collaborative Learning Environment ◽  
Research Questions

This study used MALL technology to mediate a collaborative learning environment focused on cross-cultural understanding. Research questions addressed the participants' perceptions about the role of the English language today, the use of technology to assist language learning, their attitudes about studying English via cross-cultural interaction, and their perceptions leading to instructional technology design best practices for English learning activities using LINE. Students from Japan and Taiwan wrote collaborative 700 word essays, collaborating via the LINE smartphone app. Data collection used a survey, open-ended questions at the conclusion of the study, and analysis of the actual essays. The instructional design was shown to be successful in fostering beneficial responses by the participants and a strong willingness to engage in future international communication. The affordances provided by LINE are analyzed, and best practices offered for using LINE as a platform for learning.

Albanian EFL Teachers’ Perceptions of the Role of Grammar Instruction in EFL Learning

2015 ◽  
Vol 5 (1) ◽  
pp. 433
Author(s):  
Enriketa Söğütlü
Keyword(s):  
Language Learning ◽  
Large Scale ◽  
Classroom Practices ◽  
Language Teachers ◽  
Grammar Instruction ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Grammar Knowledge ◽  
Efl Learning

The role of grammar knowledge and the contribution it makes to foreign/second language learning has been one of the most hotly debated issues in language research. Studies and findings in the field have revealed that after a relatively long period of exaggerated underestimate, grammar stands now where it should. Various theories of learning have caused theories of language learning to emerge, which on their part have had a strong influence on language teachers regarding the strategies they adopt, develop and implement in their classroom practices. This paper attempts to explore some Albanian EFL teachers’ perceptions and beliefs on the role grammar knowledge and grammar instruction play in their students’ EFL learning. It also aims to investigate how these teachers’ attitudes influence their classroom practices of grammar instruction and grammar related activities. Since hardly any research on the issue has been conducted in Albania, this study may also serve as an incentive for further large-scale research, which might offer suggestions for improvement in EFL teaching strategies and expectations in Albania.

scholarly journals Exploring the International Food Safety Authorities Network as a Community of Practice: Results from a Global Survey ofNetwork Members

2020 ◽  
Author(s):  
Carmen Joseph Savelli ◽  
Céu Mateus
Keyword(s):  
Food Safety ◽  
Community Of Practice ◽  
Foodborne Illness ◽  
Support Network ◽  
Global Network ◽  
Online Questionnaire ◽  
Main Research ◽  
Functional Community ◽  
Research Questions

The International Food Safety Authorities Network (INFOSAN) is a global network of national food safety authorities from 190 countries, managed jointly by FAO and WHO, which facilitates the rapid exchange of information during food safety incidents. Until now, INFOSAN has never been characterized or examined as a functional community of practice and its value, as understood from the perspective of its members, has never been determined in a systematic or rigorous way.The purpose of this study is to explore and describe the experiences and opinions of INFOSAN members to better understand the role of the network in improving food safety and mitigating the burden of foodborne illness globally. There are four main research questions: 1) How is the INFOSAN Community Website being used to support network activities? 2) What are the barriers to active participation in INFOSAN? 3) Do INFOSAN members believe that participation in the network prevents foodborne illness and saves lives? 4) Does participation in INFOSAN create value for members and if so, through what mechanisms does this occur?To answer these questions, an online questionnaire was developed and adapted from English into French and Spanish before being disseminated to INFOSAN members. Responses were received from 239 INFOSAN members in 137 countries over a 10-week period between August and October 2019.This study represents the first ever to explore and describe the experiences of INFOSAN members with respect to their participation in network activities to improve global food safety and prevent foodborne diseases and to describe the characteristics of INFOSAN as a community of practice. The results suggest that INFOSAN is a valued tool, utilized globally to reduce the burden of foodborne illness and save lives. The INFOSAN Secretariat could utilize the results to prioritize future activities to further strengthen the network and support participation of members.

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

The increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

Incorporating LINE Smartphone Affordances

2016 ◽  
Vol 6 (2) ◽  
pp. 56-73 ◽  
Author(s):  
Pin-Hsiang Wu ◽  
Michael Marek
Keyword(s):  
Best Practices ◽  
Language Learning ◽  
English Language ◽  
International Communication ◽  
Cross Cultural ◽  
Cultural Interaction ◽  
Use Of Technology ◽  
Collaborative Learning Environment ◽  
Research Questions

This study used MALL technology to mediate a collaborative learning environment focused on cross-cultural understanding. Research questions addressed the participants' perceptions about the role of the English language today, the use of technology to assist language learning, their attitudes about studying English via cross-cultural interaction, and their perceptions leading to instructional technology design best practices for English learning activities using LINE. Students from Japan and Taiwan wrote collaborative 700 word essays, collaborating via the LINE smartphone app. Data collection used a survey, open-ended questions at the conclusion of the study, and analysis of the actual essays. The instructional design was shown to be successful in fostering beneficial responses by the participants and a strong willingness to engage in future international communication. The affordances provided by LINE are analyzed, and best practices offered for using LINE as a platform for learning.

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