scholarly journals Book Review: Social Spaces for Language Learning: Stories from the L-café Edited by Garold Murray and Naomi Fujishima

2016 ◽  
pp. 379-382
Author(s):  
Anthony DiGiulio
Keyword(s):  
Language Learning ◽  
Social Spaces ◽  
Learning Space ◽  
Social Language ◽  
Learning Stories

Social spaces for language learning: Stories from the L-café describes the background, evolution and impact of the L-café, a social language learning space (SLLS) at Okayama University, Japan. This book is a must-read for anyone considering creating a similar space.

scholarly journals Book review: Autonomy in Language Learning: Stories of Practices Edited by Andy Barfield and Natanael Delgado Alvarado

2013 ◽  
pp. 223-226
Author(s):  
Adelia Peña Clavel
Keyword(s):  
Language Learning ◽  
Interest Group ◽  
Special Interest ◽  
Learner Autonomy ◽  
Special Interest Group ◽  
The Third ◽  
Learning Stories

Autonomy in Language Learning: Stories of Practices edited by Andy Barfield and Natanael Delgado Alvarado is an e-book published by the IATEFL Learner Autonomy Special Interest Group (LA SIG). It is the third ebook in the Autonomy in Language Learning series and is available in ePub (for iPad, Kobo and other devices) and mobi (for Kindle) formats. An ebook format strengthens the structure of the book. First, it allows the reader to write and share comments on the text that spark reflection, admiration or empathy. Second, statements considered relevant for one’s own practice can be highlighted.

scholarly journals Mobile, Open and Social Language Leraning Designs and Architectures

2021 ◽  
Vol 27 (5) ◽  
pp. 413-424
Author(s):  
Agnes Kukulska-Hulme ◽  
Jorge Arus-Hota ◽  
Jesus Garcia Laborda
Keyword(s):  
Social Learning ◽  
Language Learning ◽  
Learning Outcomes ◽  
Software Architectures ◽  
Learning Space ◽  
Social Language ◽  
Virtual Spaces ◽  
Contemporary World ◽  
New Learning ◽  
Communication Challenges

The emerging paradigm of mobile open social learning for languages (MOSL4L) integrates the three elements of mobile, open and social, and in so doing it creates the idea of a conceptually different language learning space. It is a space full of opportunity and challenge, relevant to a post-pandemic world in which we are looking for ways to build back better. The paper discusses tensions between formal and informal language learning and the nature of learning outcomes in MOSL4L. It focuses on the needs of individuals while also considering the characteristics of the virtual spaces in which they participate. It highlights the potential of micro experiences and learning moments as structures that are well aligned with MOSL4L. It suggests developments in language curricula to take account of communication challenges being identified in the contemporary world. Many more new learning designs and software architectures will have to be developed to match the possibilities generated by the MOSL4L space.

Reflection on Learner-Led Study Abroad Events in a SAC from Three Perspectives: A Learner, an Administrative Staff Member, and an Advisor

Relay Journal ◽  
2020 ◽  
pp. 66-79
Author(s):  
Mizuki Shibata ◽  
Chihiro Hayashi ◽  
Yuri Imamura
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Support System ◽  
Staff Member ◽  
Administrative Staff ◽  
Multiple Reflections ◽  
Learning Space ◽  
Japanese University ◽  
Staff Members

This paper reports on a case study of learner-led study-abroad events in the language learning space at a Japanese University. We present multiple reflections on the events from different perspectives: the event organizer (student), an administrative staff member, and a learning advisor working at the center. We also introduce the support system that a group of administrative staff members and learning advisors are in charge of helping learners to hold their events. Moreover, throughout our reflections, several factors that made the learner-led study-abroad events sustainable and successful are demonstrated.

scholarly journals Design and Management of a Self-Access Language Learning Space Integrated into a Taught Course

2016 ◽  
pp. 136-151
Author(s):  
Sahar Alzahrani ◽  
Vicky Wright
Keyword(s):  
Language Learning ◽  
Instant Messaging ◽  
Virtual Learning Environment ◽  
Learning Needs ◽  
Learning Resources ◽  
Learning Space ◽  
Look Ahead ◽  
Online Tools ◽  
The Many ◽  
The University

This paper reports on the design and management of an online self-access language learning (SALL) space that was used with a group of Saudi medical students to complement classroom-based learning. The aim was to increase the opportunities for communication and language practice and, more specifically, to help develop the learners’ language learning autonomy (Little, 1999). In a pre-study, a questionnaire and a focus group were used to collect information about the students’ needs and interests in language learning. The design of this space was informed by the students’ feedback on their language learning needs and styles as recommended by Breen (1986) and Marsh (2012). Desire2Learn, a widely used virtual learning environment, was used to provide learners with an online self-access center because of the many features it has which would help learners to take control of their learning. The learning resources and online tools included instant messaging (IM), a news stream, access to a facilitator and other learning support, moderated discussions, videos, images, activities and quizzes, as well as links to external materials and to free self-access language learning resources. A description will be provided of how the materials, the tools, and the facilities were integrated within this space along with the justification for each of the elements. A look ahead to how this study could be extended for use with all learners enrolled in the medical scheme of the university will be discussed at the end of the paper.

Mobile Technology and Learner Autonomy in Language Learning

2015 ◽  
pp. 194-212 ◽  
Author(s):  
Zineb Djoub
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
English Teachers ◽  
Learner Autonomy ◽  
Classroom Context ◽  
Learning Space ◽  
Mobile Assisted Language Learning ◽  
New Learning ◽  
Learning Modes ◽  
Language Content

Mobile-Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes that go beyond the classroom context, offering them more flexibility, learning choices in terms of language content, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy. But how are English teachers using MALL? In the attempt to answer this question, a survey is carried out with a sample of 42 English teachers. The results show that the limited use of such devices is not likely to help the learners develop autonomy since it does not go beyond the objective of enhancing their knowledge of this language. This study also reveals learners' difficulties in using these devices, the skills needed, and the kind of support these teachers require. In light of these findings, a list of recommendations is suggested to enhance MALL.

Mobile Technology and Learner Autonomy in Language Learning

2015 ◽  
pp. 291-309
Author(s):  
Zineb Djoub
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
English Teachers ◽  
Learner Autonomy ◽  
Classroom Context ◽  
Learning Space ◽  
Mobile Assisted Language Learning ◽  
New Learning ◽  
Learning Modes ◽  
Language Content

Mobile-Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes that go beyond the classroom context, offering them more flexibility, learning choices in terms of language content, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy. But how are English teachers using MALL? In the attempt to answer this question, a survey is carried out with a sample of 42 English teachers. The results show that the limited use of such devices is not likely to help the learners develop autonomy since it does not go beyond the objective of enhancing their knowledge of this language. This study also reveals learners' difficulties in using these devices, the skills needed, and the kind of support these teachers require. In light of these findings, a list of recommendations is suggested to enhance MALL.

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