Mobile Collaboration for Language Learning and Cultural Learning

2019 ◽  
pp. 169-180
Author(s):  
Agnes Kukulska‐Hulme ◽  
Helen Lee
Keyword(s):  
Language Learning ◽  
Cultural Learning ◽  
Mobile Collaboration

scholarly journals English Language Learning of Indonesian Students during Study Abroad Program in Australia

2019 ◽  
Vol 1 (1) ◽  
pp. 27-40
Author(s):  
Sabaruddin Sabaruddin
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Identity Transformation ◽  
Cultural Learning ◽  
English Language Learning ◽  
Study Overseas ◽  
Study Abroad Program

This article discusses how the transformation of identity and cultural learning influence the English language learning of Indonesian students during their study program. This article is divided into three different sections of discussions in order to elaborate this issue comprehensively. Firstly, the identity change during the study abroad program is discussed by utilising the concept of identity. Subsequently, the process of identity transformation of Indonesian students during their study abroad is further elaborated through the identity movement theory. Secondly, the process of cultural learning during study abroad program is explained regarding English language learning of Indonesian students. Thirdly, how the students’ identity transformation and cultural learning impact on English language learning is also be analysed. In conclusion, the role of identity transformation and intercultural learning is significant in the enhancement of English language proficiency of the students during the study overseas program. Furthermore, the process of English language learning transforms the students’ identities through the students’ engagement in the new sociocultural condition. The transformation of students’ identity occurs in three steps of identity movement which are molar, molecular and line of flight identity. The transformation also lies in intercultural learning which later develops the students’ intercultural awareness and understanding. That is to say, study overseas can transform the students’ identity and facilitate cultural learning in which both are beneficial in enhancing the English language proficiency of the student. Besides that, study abroad program also constructs difference between individuals who pursue study overseas and who do not.

Weaving Web 2.0 and Facial Expression Recognition into the 3D Virtual English Classroom

2014 ◽  
pp. 71-92
Author(s):  
Ya-Chun Shih
Keyword(s):  
Facial Expression ◽  
Web 2.0 ◽  
Language Learning ◽  
Facial Expression Recognition ◽  
Asynchronous Learning ◽  
Cultural Learning ◽  
Expression Recognition ◽  
Web 2.0 Tools ◽  
Asynchronous Learning Environments ◽  
English Classroom

Of late, considerable attention has been given to the linking or “mashing up” of virtual worlds and Web 2.0 tools. The authors incorporated several Web 2.0 tools, including blogs, audioblogs, wikis, Facebook, Twitter, and Flickr, and a facial expression organizer together into the 3D Virtual English Classroom called VEC3D 5.0, thereby opening up new possibilities for collaborative language learning. In considering the needs of language learners, this study combines synchronous and asynchronous learning environments and methods to propose a blended language learning solution. VEC3D 5.0 offers the possibility of applying situated learning, multimodal communication, and facial expression recognition to language learning and teaching. VEC3D 5.0 has shown itself to possess tremendous potential as an optimal language learning environment. Integrating Web 2.0 applications in the form of open social networking and information sharing tools into VEC3D 5.0 supports collaborative and reflective language learning, and in particular, writing and cultural learning. The purpose of this study is to explore the application of a hybrid prototype solution, which combines the inherent strengths of both virtual environments and Web 2.0 applications, and to provide a framework for developing innovative pedagogies for experiential language learning in this context.

scholarly journals Selective prefrontal cortex responses to joint attention in early infancy

2010 ◽  
Vol 6 (4) ◽  
pp. 540-543 ◽  
Author(s):  
Tobias Grossmann ◽  
Mark H. Johnson
Keyword(s):  
Prefrontal Cortex ◽  
Language Learning ◽  
Social Interactions ◽  
Joint Attention ◽  
Near Infrared ◽  
Human Infant ◽  
Cultural Learning ◽  
Triadic Interactions ◽  
The Brain ◽  
Made In

The process by which two people share attention towards the same object or event is called joint attention. Joint attention and the underlying triadic representations between self, other person and object are thought to be unique to humans, supporting teaching, cooperation and language learning. Despite the progress that has been made in understanding the behavioural importance of joint attention during early social development, almost nothing is known about the brain substrate that supports joint attention in the developing infant. We examined responses in five-month-old infants' prefrontal cortex during triadic social interactions using near-infrared spectroscopy. The results demonstrate that, even by the age of five months, infants are sensitive to triadic interactions and, like adults, they recruit a specific brain region localized in left dorsal prefrontal cortex when engaged in joint attention with another person. This suggests that the human infant is neurobiologically prepared for sharing attention with other humans, which may provide the basis for a wide variety of uniquely human social and cultural learning processes.

scholarly journals Social and Cultural Focus in EFL Learning. Does Understanding Target Language Culture Increase Interaction in the EFL Classroom?

2016 ◽  
Vol 8 (6) ◽  
pp. 53
Author(s):  
Hamza Alshenqeeti
Keyword(s):  
Social Learning ◽  
Social Construction ◽  
Language Learning ◽  
Knowledge Sharing ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Target Language ◽  
Cultural Learning ◽  
Efl Learning

The value of encouraging interaction in the EFL classroom has been well documented in the literature and numerous methods have been indicated as being beneficial in this respect. Similarly, there is also a growing recognition of the value of incorporating social and cultural learning about the target language and its speakers into the EFL curriculum. In line with Vygotsky’s view that learning is social construction that occurs when individual integrate and participate in activities and knowledge sharing, this would suggest that incorporating cultural and social learning into the language learning classroom can increase the integration of students. Drawing on definitions of culture, highlighting potential routes to providing information about target language culture and identifying the connections between cultural knowledge and language proficiency and communicative competence, the perspective is put forward that social and cultural learning can lead to increased integration in the EFL classroom. 

scholarly journals A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning

2019 ◽  
Vol 13 (1) ◽  
pp. 25-44
Author(s):  
Yuhan Deng
Keyword(s):  
Multicultural Education ◽  
Language Learning ◽  
Language Proficiency ◽  
Oral Language ◽  
Chinese Culture ◽  
Chinese Language ◽  
Foreign Language Learning ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Chinese Language Learning

Cross-cultural experience plays a very important role to the growth of pre-service teachers. This narrative study explored Canadian pre-service teachers’ Chinese language learning and their cross-cultural experiences in China related to participating in a three-month international program between a university in Canada and a university in China. This study focuses on four participants’ Chinese foreign language learning and how their Chinese learning influenced their cross-cultural learning when being immersed in a Chinese language environment. The findings show that the pre-service teachers not only developed a basic level of oral language proficiency, but also developed a higher language tolerance for the learners who are non-native speakers of English. In addition, through learning Chinese, the pre-service teachers learned more about Chinese culture and developed an appreciation of different cultures which helped them develop better perceptions and attitudes toward multicultural education in Canada.

Weaving Web 2.0 and Facial Expression Recognition Into the 3D Virtual English Classroom

2018 ◽  
pp. 1375-1399 ◽  
Author(s):  
Ya-Chun Shih
Keyword(s):  
Facial Expression ◽  
Web 2.0 ◽  
Language Learning ◽  
Facial Expression Recognition ◽  
Asynchronous Learning ◽  
Cultural Learning ◽  
Expression Recognition ◽  
Web 2.0 Tools ◽  
Asynchronous Learning Environments ◽  
English Classroom

Of late, considerable attention has been given to the linking or “mashing up” of virtual worlds and Web 2.0 tools. The authors incorporated several Web 2.0 tools, including blogs, audioblogs, wikis, Facebook, Twitter, and Flickr, and a facial expression organizer together into the 3D Virtual English Classroom called VEC3D 5.0, thereby opening up new possibilities for collaborative language learning. In considering the needs of language learners, this study combines synchronous and asynchronous learning environments and methods to propose a blended language learning solution. VEC3D 5.0 offers the possibility of applying situated learning, multimodal communication, and facial expression recognition to language learning and teaching. VEC3D 5.0 has shown itself to possess tremendous potential as an optimal language learning environment. Integrating Web 2.0 applications in the form of open social networking and information sharing tools into VEC3D 5.0 supports collaborative and reflective language learning, and in particular, writing and cultural learning. The purpose of this study is to explore the application of a hybrid prototype solution, which combines the inherent strengths of both virtual environments and Web 2.0 applications, and to provide a framework for developing innovative pedagogies for experiential language learning in this context.

scholarly journals Collaborative Online International Learning: Language and Cross-Cultural Experiences of University Students

2021 ◽  
Vol 14 (1) ◽  
pp. 118-162
Author(s):  
Frank Ramírez-Marín ◽  
Lucero del Carmen Núñez-Figueroa ◽  
Nicole Blair
Keyword(s):  
Cultural Competence ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Cross Cultural ◽  
Pedagogical Practices ◽  
Cultural Learning ◽  
Cultural Backgrounds ◽  
Online Platform ◽  
Higher Education Policies ◽  
International Learning

This qualitative study reports on a collaborative online project between the University of Washington at Tacoma (USA) and the Universidad Veracruzana at Veracruz City (México). The project was implemented as part of the internationalization of higher education policies of the participating universities, which include pedagogical practices oriented toward foreign language learning, the internationalization of the curriculum, and virtual exchange. The study documents cross-cultural learning experiences between two groups of students from different linguistic and cultural backgrounds in a Collaborative Online International Learning approach (COIL); and how those experiences related to the development of cross-cultural competence. The language of instruction was English and the students interacted through an online platform and a social network. The methodological design was qualitative-interpretive. Data was generated using interviews, linguistic samples (writing samples), and the interactions of the participants prompted by the use of an online platform and a social media network. Data analysis was realized through a content approach, which led to the formulation of assertions based on themes that emerged. Results indicate that the pedagogical approach implemented (COIL) prompted reflexion on issues related to language learning, cultural understanding, and common life experiences, and that it was conducive to the development of aspects of cross-cultural competence.

scholarly journals The Importance of Including Culture in EFL Teaching

2011 ◽  
Vol 1 (1) ◽  
pp. 44
Author(s):  
Hemat Purba
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Cultural Learning ◽  
Cultural Elements ◽  
Language And Culture ◽  
Cultural Element ◽  
Efl Teaching ◽  
Research Findings

Language and culture are two inseparable entities. Therefore, language learning is at once a cultural learning. One’s mastery of the linguistic elements alone does not guarantee he will be able to communicate through a language. Mastering the cultural element is a must. This paper discusses various research findings and opinions on the integration of culture into the teaching of foreign language teaching. The discussion aimed to highlight the foundation, the existence, impact, and technical integration of cultural elements into the teaching of English as a foreign language.

scholarly journals Intercultural Communicative Competence Awareness of Turkish Students and Instructors at University Level

2019 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Cultural Learning ◽  
Intercultural Communicative Competence ◽  
Language And Culture ◽  
Language And Literature ◽  
L1 And L2 ◽  
The Relationship

Competence in intercultural communication requires an understanding of both the L1 and L2 cultures, and many now believe that language learning is, in many respects, cultural learning. The relationship between language and culture, as well as the role of cultural competence in communicative competence has come increasingly under the microscope and as a result, educators have gained a greater appreciation for the role culture plays in language acquisition. Intercultural communicative competence refers to the ability of an individual to navigate within a given society appropriately. In other words, individuals are able to use appropriate gestures, understand the unspoken meaning within the words, appreciate the cultural underpinnings in any communication, and make appropriate cultural references to aid understanding. From this viewpoint, in order to understand the perception of Intercultural communicative awareness (ICC), a survey was performed among instructors and students of English. This survey was distributed to 42 Turkish instructors of English and 183 Turkish students from the English Language and Literature Department of Karabuk University, a total number of 225 respondents. The participants were aged between 18 and 55. By means of set scientific instruments such as (Anova, Spss, etc.) the data collected from the participants was analysed and evaluated.

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