Self‐Paced Language Learning Using Online Platforms

2019 ◽  
pp. 117-138
Author(s):  
Panagiotis Arvanitis
Keyword(s):  
Language Learning ◽  
Online Platforms

scholarly journals Language Learning Sans Frontiers: A Translanguaging View

2018 ◽  
Vol 38 ◽  
pp. 33-59 ◽  
Author(s):  
Li Wei ◽  
Wing Yee (Jenifer) Ho
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Analytical Approach ◽  
Work Experiences ◽  
Writing Systems ◽  
Self Directed Learning ◽  
Transdisciplinary Approach ◽  
Online Platforms ◽  
Directed Learning ◽  
Bilingualism And Multilingualism

ABSTRACTIn this article, we present an analytical approach that focuses on how transnational and translingual learners mobilize their multilingual, multimodal, and multisemiotic repertoires, as well as their learning and work experiences, as resources in language learning. The approach is that of translanguaging, which seeks to push the boundaries not only between different named languages but also between different modalities and across language scripts and writing systems. We base our arguments on a study of self-directed learning of Chinese via online platforms in the context of mobility and aim to demonstrate the transformative capacity of translanguaging. In doing so, we highlight the need for a transdisciplinary approach to language learning that transcends the boundaries between linguistics, psychology, and education, and in particular, the need to go beyond the artificial divides of the different modalities of language learning to strengthen the connections between research on bilingualism and multilingualism and research on language teaching and learning.

scholarly journals ONLINE INSTRUCTIONAL STRATEGIES FOR ENGLISH LANGUAGE LEARNING DURING COVID-19 PANDEMIC: A CASE FROM A CREATIVE TEACHER

2021 ◽  
Vol 6 (1) ◽  
pp. 87-96
Author(s):  
Abdul Halim ◽  
Sunarti Sunarti
Keyword(s):  
Data Analysis ◽  
Language Learning ◽  
Instructional Strategies ◽  
English Language ◽  
Educational Goals ◽  
English Language Learning ◽  
Data Description ◽  
Data Coding ◽  
Online Platforms ◽  
Creative Teacher

This paper aimed at discussing online instructional strategies and learning quadrant for English language learning during COVID-19 pandemic. Therefore, the current paper reviews possible instructional strategies and learning quadrant used by a teacher in the teaching process from online platforms to ensure the educational goals are plausible to be achieved, although without having to attend classrooms regularly, especially during the COVID-19 outbreak that happens during 2019-2020. Employing qualitative design, the study involved one teacher and 34 students. The data were collected through observation and interviews with the participants. The data analysis involved data coding, data description and data assertion. The results showed that although the participants did not attend a physical classroom, the learning process with various approaches for learning and assessments were still possible to engage the students.

scholarly journals Channeling assessments in English language learning via interactive online platforms

2019 ◽  
Vol 6 (2) ◽  
pp. 228-238 ◽  
Author(s):  
Astri Yulia ◽  
Nor Azilah Husin ◽  
Faiz I Anuar
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Control Group ◽  
Online Assessment ◽  
Verbal Skills ◽  
Online Platforms ◽  
Online Assessments ◽  
Quasi Experimental ◽  
Speaking Skill

Technology adoption in classrooms has impacted the way educational practitioners conduct assessments. Online quizzes are preferred compared to paper-pencil based tests. However, very few information that explains the contribution of online assessment towards holistic attainment of students in English. The present study aimed at examining the effects of online assessments on students’ performance. This research employed a quasi-experimental study to evaluate the role of interactive online assessments toward students’ performance in English. Eighty-six undergraduate students in TESL participated in this study; 53 were randomly assigned to the online group while 33 were assigned to the control group. The research computed t-tests to compare the performance of both groups on five different assessments. The results revealed that the online assessment group performed better on four assessments tested—listening and reading skills. The control group performed significantly higher on the assessment that involved presentation (evaluated speaking skill). These findings indicate that online assessments enhance students’ mastery of listening, reading, and writing skill but rather not so much influence on verbal skills. This research implies that educational practitioners should not entirely rely on interactive online platforms. To incorporate the blended-learning approach, classroom activities must consist of a combination of online and offline strategies.

scholarly journals Mobility and language learning: A case study on the use of an online platform to learn Chinese as a foreign language

2018 ◽  
Author(s):  
Wing Yee (Jenifer) Ho
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Virtual Learning Environment ◽  
Mobile Technologies ◽  
Online Language Learning ◽  
Online Platforms ◽  
Learning Practices ◽  
Offline Learning ◽  
Learning Platforms ◽  
Context Of Learning

Mobile technologies and mobile learners have transformed the way people learn languages. In particular, they give rise to a new form of language learning: the use of online language learning platforms, a kind of virtual learning environment that offers learning opportunities that are mobile, social and multimodal (Jones and Hafner, 2012; Richards, 2015). While existing research has tended to focus either on the benefits of using mobile technologies in the teaching and learning of languages or on how mobile learners, who have different linguistic and cultural backgrounds, harness the benefits of technologies to learn new languages, few studies address both perspectives. This paper reports on a study of self-directed language learning in online platforms. In particular, I explore how mobile technologies such as online language learning platforms shape the learning practices of mobile learners, and how mobile learners take advantage of the affordances of these online platforms to achieve their learning goals, in the context of learning Chinese as a foreign language. Through in-depth analyses of two case studies, I argue that while mobile technologies seem to encourage a clear distinction between online and offline learning, in reality the boundary is less clear-cut as mobile learners bring with them a set of offline learning practices from their own experiences to the online environment. A more critical view therefore has to be taken when researching online and offline learning practices.

scholarly journals INTERNETOWA PLATFORMA DO NAUKI JĘZYKÓW DUOLINGO – OPINIE UŻYTKOWNIKÓW

Neofilolog ◽  
2020 ◽  
pp. 125-144
Author(s):  
Olga Aleksandrowska ◽  
Danuta Stanulewicz
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Course Design ◽  
Communication Technologies ◽  
Digital Tools ◽  
Final Part ◽  
Small Scale ◽  
Special Focus ◽  
Online Platforms ◽  
Information And Communication

A recent increase in the introduction and integration of information and communication technologies in education has prompted researchers to investigate the functioning and effectiveness of various digital tools. In the first part of the article, the authors present the benefits of using online platforms in language learning, with special focus on Duolingo. The second part describes the major assumptions, course design and language tasks offered by the platform. The final part concentrates on the results of a small-scale study in the form of interviews, conducted with 32 Duolingo users. 

Click if You Want to Speak

2012 ◽  
Vol 3 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Marie-Noëlle Lamy
Keyword(s):  
Language Learning ◽  
Conversation Analysis ◽  
Language Learners ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Interaction Data ◽  
Social Semiotics ◽  
Online Platforms ◽  
Communication Modes ◽  
Linguistic Means

This paper addresses the lack of formalised methodology for analysing learner interaction data created in conversations on audiographic platforms. First the author shows the importance of conversations in language learning and the need for researchers to understand how users learn from these interactions. Then the author establishes that appropriate methodologies for investigating interaction data collected from online platforms have as yet emerged neither from the field of computer-assisted language learning nor from conversation analysis (CA). Three brief multimodal conversations involving language learners in platform-based tutorials are analysed. The author shows that linguistic means of communication are only one way in which to achieve learning aims and other communication modes are identified. The author concludes that the analysis and interpretation of such exchanges can be improved by a crossdisciplinary approach which consists of augmenting constructs drawn from CA with selected constructs from social semiotics.

Systematic Modification of Parental Input to Train Language Symbols

1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn
Keyword(s):  
Language Learning ◽  
Meaningful Use ◽  
Hearing Impaired ◽  
Specific Language ◽  
Parental Input ◽  
Language Exposure ◽  
Therapy Sessions ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

Vocal Communications of a Developmentally Delayed Child

1987 ◽  
Vol 18 (2) ◽  
pp. 112-130
Author(s):  
Mary Ann Romski ◽  
Sharon Ellis Joyner ◽  
Rose A. Sevcik
Keyword(s):  
Language Learning ◽  
Developmental Delays ◽  
Developmentally Delayed ◽  
Language Impaired ◽  
Diary Data ◽  
Word Acquisition ◽  
Diary Studies ◽  
Usage Patterns ◽  
Vocal Communications ◽  
Impaired Children

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

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