scholarly journals Emerging Technologies for Autonomous Language Learning

2011 ◽  
pp. 107-118 ◽  
Author(s):  
Mark Warschauer ◽  
Meei-Ling Liaw
Keyword(s):  
Language Learning ◽  
Virtual Environments ◽  
Digital Media ◽  
Emerging Technologies ◽  
Collaborative Writing ◽  
Multiplayer Games ◽  
Language Structure ◽  
The Us ◽  
Listening And Speaking ◽  
Scaffolding Software

Drawing on a lengthier review completed for the US National Institute for Literacy, this paper examines emerging technologies that are applicable to self-access and autonomous learning in the areas of listening and speaking, collaborative writing, reading and language structure, and online interaction. Digital media reviewed include podcasts, blogs, wikis, online writing sites, text-scaffolding software, concordancers, multiuser virtual environments, multiplayer games, and chatbots. For each of these technologies, we summarize recent research and discuss possible uses for autonomous language learning.

scholarly journals USE OF THE NEWER INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE DEVELOPMENT OF LISTENING AND SPEAKING SKILLS

2021 ◽  
Author(s):  
L.F. Birr-Tsurkan ◽  
◽  
L.S. Karamanian ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Media ◽  
Information And Communication Technologies ◽  
Foreign Language Learning ◽  
Communication Technologies ◽  
Audiovisual Media ◽  
Complex Approach ◽  
Information And Communication ◽  
Listening And Speaking

The aim of this article is to examine how multiple media tools could be used for teaching a foreign language. The first part of the article is about the concept of “Media”, its history, classification and development. The second part reveals the practical use of audiovisual media in the teaching process of the foreign language. The relevance of the article consists in the complex approach to the question of modern digital media (YouTube vlogs) in foreign language learning.

Perfecting Communication Skills of the Students

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Dr. Neeta Sharma
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Oral Communication ◽  
Effective Communication ◽  
Major Elements ◽  
Communication Process ◽  
Listening Skills ◽  
Student Centered ◽  
Effective Use ◽  
Listening And Speaking

Abstract Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The teacher should adopt a student centered approach. The learners should be encouraged to do things in the class which result in developing their communication skills. The trainer has to focus on both the linguistic and paralinguistic features of the communication process while enhancing learners’ communication skills. These features involve the effective use of words, forming grammatically intelligible sentences and an appropriate use of voice and intonation. The teacher should encourage and train his students to use positive body language while listening and speaking. In order to hone the communication skills of the learners, it is very important to make the learners comfortable with the language they have to communicate in. Shedding their inhibitions is also one of the pivotal areas of concerns. This paper explores different techniques that could be useful while training students in communication skills. Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The major elements of a communication process are sender, receiver, message and feedback. Effective communication is a two way process. It involves both expressive (speaking) skills and receptive (listening) skills. It entails receiver’s understanding of the message sent by the sender and his feedback to the sender. Listening plays a very important role in the language learning process. It is the most primary of the four basic skills of any language i.e. Listening, Speaking, Reading and Writing. Listening paves way for speaking. One can never be a good speaker if one is not a good listener. An effective communicator is first a good listener and then a good speaker. According to Tickoo ( 2003 ), ‘Good listening skills not only lay the foundations of good speech, but they grow best through effective communication’.

THE CORRELATION BETWEEN LISTENING AND SPEAKING AMONG HIGH SCHOOL STUDENTS

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Yune Andryani Pinem
Keyword(s):  
High School ◽  
High School Students ◽  
Data Analysis ◽  
Language Learning ◽  
Field Study ◽  
School Students ◽  
Positive Correlation ◽  
Independent Variable ◽  
Listening And Speaking

This research looks at listening as one factor that gives contribution toward speaking among high school students. The study attempts to reveal through data analysis, in the form of students. score from each variable that both have correlation. Further the objective of the study is also to find out the extent of influence contributed by listening toward speaking. The research applies library study and field study (instrument designing and test performing both for listening and speaking). The theory used for analysis deals with listening and speaking correlation from language learning review. The result of the study demonstrates that the correlation of listening as the independent variable with speaking as dependent variable is positive. It also proves that with a unit of program or treatment given toward listening class, there will be a significant improvement equals with 3.134 times from previous speaking score for the same sample. For the analysis of data, the extent of correlation between two varibales is shown as low. It indicates that even though listening do have positive correlation towarde speaking, it is not the only deminant factor to determine success in speaking.

Collaborative writing in L2 classrooms: A research agenda

2021 ◽  
pp. 1-19
Author(s):  
Mimi Li ◽  
Meixiu Zhang
Keyword(s):  
Language Learning ◽  
Research Agenda ◽  
Collaborative Writing ◽  
Recent Decade ◽  
Future Research ◽  
Assessment Practice ◽  
Theoretical Frameworks ◽  
Research Themes ◽  
Research Gap ◽  
Practice Development

Abstract Research on second language (L2) collaborative writing (CW) has proliferated over the recent decade and will continue to bloom due to the changing landscape of writing and learning in the digital age. This article provides a research agenda on CW in L2 classrooms. We illustrate six research themes for future research inquiry by pointing out the research gap, following a brief review of theoretical frameworks and existing empirical efforts on CW. We then expound on six specific research tasks that we deem to be pressing for this domain to progress, including more attention to multimodal CW, expanded frameworks for analyzing peer interaction and writing products, deployment of underused research techniques and improved research practice, development of CW assessment practice, as well as the inquiry of practitioners’ input on CW. We hope to provide guidance for future research endeavors by identifying avenues of investigations on CW and meanwhile contribute to the trajectory of vibrant research on L2 writing and language learning.

Teaching linguistics through language construction

2021 ◽  
Author(s):  
Yılmaz Köylü
Keyword(s):  
Language Learning ◽  
Linguistic Diversity ◽  
Project Based Learning ◽  
Learning Skills ◽  
The Us ◽  
Students First ◽  
Long Course ◽  
High Level ◽  
Semantic Properties ◽  
Specific Project

Abstract This article details how introductory linguistics courses can increase student engagement and learning through a project-based approach, whereby the students first study the subfields of linguistics with a view to complete the main project of the course, namely to construct a novel language. I provide information from a semester-long course with specific project-based activities teachers could utilize in their classes. I also thoroughly examine the constructed language projects based on 33 student submissions in an introductory linguistics course in the US. The analysis indicates a high level of engagement and creativity by the students in creating a distinct orthography, phonetic, morphological, and syntactic rules and semantic properties for their constructed languages. The results from a 20-item questionnaire and student exit interviews indicate that the project-based approach adopted in the completion of their constructed languages proved effective in (a) improving student motivation and engagement; (b) helping students apply the knowledge of the material to carry out linguistic analysis; (c) enhancing students’ language learning skills; (d) encouraging them to study additional foreign languages; and finally (e) promoting linguistic diversity. Hence, as an innovative and effective method still in its infancy, project-based learning should be more widely implemented in linguistics instruction.

Ludic Learning

2013 ◽  
Vol 5 (2) ◽  
pp. 20-33 ◽  
Author(s):  
Aleshia T. Hayes ◽  
Carrie L. Straub ◽  
Lisa A. Dieker ◽  
Charlie E. Hughes ◽  
Michael C. Hynes
Keyword(s):  
Virtual Environments ◽  
User Experience ◽  
Social Presence ◽  
Mixed Reality ◽  
Emerging Technologies ◽  
Emerging Technology ◽  
Sense Of Presence ◽  
Suspension Of Disbelief

New and emerging technology in the field of virtual environments has permitted a certain malleability of learning milieus. These emerging environments allow learning and transfer through interactions that have been intentionally designed to be pleasurable experiences. TLE TeachLivE™ is just such an emerging environment that engages teachers in practice on pedagogical and content aspects of teaching in a simulator. The sense of presence, engagement, and ludus of TLE TeachLivE™ are derived from the compelling Mixed Reality that includes components of off-the shelf and emerging technologies. Some of the noted features that have been identified relevant to the ludic nature of TeachLivE include the flow, fidelity, unpredicability, suspension of disbelief, social presence, and gamelike elements. This article explores TLE TeachLivE™ in terms of the ludology, paideic user experience, the source of the ludus, and outcomes of the ludic nature of the experience.

scholarly journals Mobile Educational SMSs as Supplementary Means to Teach Sentence Paraphrasing in EMP Course

2016 ◽  
Vol 10 (1) ◽  
pp. 52 ◽  
Author(s):  
Jafar Asgari Arani
Keyword(s):  
Language Learning ◽  
Digital Media ◽  
English Language ◽  
Pilot Project ◽  
Likert Scale ◽  
Conventional Group ◽  
English Sentence ◽  
Paired Samples ◽  
Post Test ◽  
English Syntax

Digital media has been used to enhance language learning for decades. Since the aim of language learning is to develop communicative proficiency, using communication devices and channels that already exist in the classroom is a sensible way of exploiting opportunities for language practice. The ‘anywhere, anytime’ accessibility to educational contents that mobile SMSs, sometimes freely, offer users, means that mobile learning can extend the opportunities for study outside of the classroom. Given the importance of writing, especially for academic purposes in university, the study set a dual goal: firstly, to analyze the outcome of applying supplementary SMS activity to teach English syntax necessary to paraphrase sentences and secondly, to clarify the medical students' ideas about it. A quasi-experimental, pre-test and post-test, research design was utilized to investigate the hypotheses of this study. Two groups (each 40-second year students of medicine) were randomly assigned to be the experimental and the conventional group. Both groups were taught the same syllabus materials designed for English for Medical Purposes (EMP) II course in a 17-week semester in Kashan University of Medical Sciences, Iran. The former received the SMS –based supplementary contents in a scheduled pattern of delivery two times a week to strengthen their learning while the latter only was taught in a face to face setting. An open questionnaire was used to examine students feedback towards their attitudes. The validity of the questionnaire was examined by giving to a number of professors of English language. The data were also collected and analyzed through an Attitude/ Motivation questionnaire consisting of 12 Likert-scale items, pretest& posttest, paired-samples t-tests, and one way ANOWA. The pretest and posttest data paired t-test likert-scale items analyzed results showed that differences between the experimental and control groups were statistically significant. It was found that the effect of practicing SMS on the students' English syntax learning was positive. According to the findings, students receiving the supplementary English syntax SMSs noticeably improved their sentence paraphrasing performance and acquired higher grades during the post-test than those in conventional group. Qualitative data from interviews and questionnaires indicate that students hold positive attitudes towards receiving paraphrase syntactic points via SMS. Majority of students in this pilot project considered the educational program offered to be efficient, useful and beneficial. The data gathered revealed mobile syntactic supplementary SMSs can be integrated into EMP II course to enable students to develop better English sentence paraphrasing skills. Mobile SMS; Sentence Paraphrasing; Educational Tool; English for Medical Purposes

scholarly journals Editor's Introduction

2011 ◽  
Vol 31 ◽  
pp. vi-vii
Author(s):  
Charlene Polio
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Collaborative Writing ◽  
Asia Pacific ◽  
Annual Review ◽  
Second Languages ◽  
Specific Skill ◽  
Second Language Pedagogy

With this volume of the Annual Review of Applied Linguistics (ARAL), I continue the tradition of my predecessors of producing a volume on the topic second language pedagogy about every five years. Although applied linguistics encompasses more than the teaching and learning of second languages, articles on these topics tend to be among the most downloaded from the ARAL web site. I decided, however, to break with the tradition of focusing mostly on specific skill areas. Because language teaching is a situated activity that cannot be separated from its contexts and learners, the first section is devoted to language learning in or for specific contexts (secondary school settings, online, the workplace, the Asia-Pacific region, and study abroad), and the second section focuses on specific learners (young learners, adult emergent readers, and hearing learners of sign language). These are followed by a section on integrated approaches and includes articles on language-literature instruction, content and language integrated learning, the application of corpus research to language teaching, and multimodal literacy. The final section includes articles on more specific skill areas including teaching non-Roman writing systems, collaborative writing, and pragmatics.

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