Scaffolding 2.0—Redefining the Role of the Teacher in Online Language Learning Environments

Learner Autonomy as Discourse: The Role of the Target Language

10.47908/9/1 ◽

2013 ◽

pp. 13-29

Author(s):

David Little

Keyword(s):

Language Learning ◽

Learning Environments ◽

Learner Autonomy ◽

Language Learner ◽

Theory And Practice ◽

Target Language ◽

Language Discourse ◽

Development Of Language ◽

Number Of Publications

In a number of publications (e.g., Little 2001, 2004, 2007) I have argued that the exercise and development of language learner autonomy depend on the operationalization of three interacting principles: learner involvement, learner reflection, and target language use. In this article I explore the theory and practice of language learner autonomy from the perspective of the third of these principles. I argue that the most successful language learning environments are those in which, from the beginning, the target language is the principal channel through which the learners’ agency flows: the communicative and metacognitive medium through which, individually and collaboratively, they plan, execute, monitor and evaluate their own learning. I describe in some detail the communicative and metacognitive dynamic that shapes target language discourse in the autonomy classroom at lower secondary level before suggesting ways of creating the same dynamic in other contexts of formal language learning. I conclude by briefly considering the implications of my argument for empirical research.

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Effects of required and optional exchange tasks in online language learning environments

ReCALL ◽

10.1017/s0958344011000309 ◽

2012 ◽

Vol 24 (1) ◽

pp. 85-107 ◽

Cited By ~ 2

Author(s):

Klaus Brandl

Keyword(s):

Language Learning ◽

Learning Environments ◽

Language Production ◽

Target Language ◽

Synchronous Mode ◽

Online Language Learning ◽

Beginning Learners ◽

Task Types ◽

The Impact

AbstractThis study investigates the effects of an optional and required (jigsaw) task on learners’ quantity and quality of use of language under synchronous and asynchronous conditions. The question raised is: Does performing either of these task types under synchronous conditions cause a compounding effect that either positively or negatively impacts language production? Eighty-six beginning learners of German participated in this study. The results show that the optional task yielded significantly more learner output, both in terms of target language and c-unit counts. The impact of the condition appears to be mixed, favoring the synchronous mode. Regarding quality, students produced fewer errors when performing the required than the optional task. The results of this study have implications for task design and implementation in online learning environments.

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The use of English as a lingua franca in the Japanese second language classroom

Journal of English as a Lingua Franca ◽

10.1515/jelf-2018-0006 ◽

2018 ◽

Vol 7 (1) ◽

pp. 131-151 ◽

Cited By ~ 2

Author(s):

Blake Turnbull

Keyword(s):

Second Language ◽

Language Learning ◽

Learning Environments ◽

First Language ◽

Lingua Franca ◽

Proficiency Level ◽

Language Classroom ◽

English Speaking

AbstractDespite the growing interest surrounding the use and role of the first language in the second language classroom, the vast majority of research in the field has been conducted in classrooms where English is taught as a second language in English-speaking countries. Very little research has investigated the role of English as a lingua franca (ELF) in other language learning environments, such as those in which Japanese is learnt as a second language (JSL) in Japan. This paper investigates the purposes for which ELF is employed, and the perspectives of learners from multilingual and multicultural backgrounds on the use of ELF, in the JSL classroom. The findings show that English is employed to varying degrees in relation to proficiency level, and that learners themselves are generally welcoming of this use. The author suggests that learners seek security and comfort in what they already know, with ELF easing the gap between their L1 and their developing Japanese skills.

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The Role of Teachers and Their Beliefs in Implementing Technology-Mediated Language Learning

Computer-Assisted Language Learning ◽

10.4018/978-1-5225-7663-1.ch091 ◽

2019 ◽

pp. 1909-1926

Author(s):

Geoff Lawrence

Keyword(s):

Teacher Beliefs ◽

Language Learning ◽

Learning Environments ◽

Teacher Development ◽

Mediated Communication ◽

Communication Tools ◽

Language Teacher ◽

Teacher Resistance ◽

Learning Factors

This article will discuss the crucial role of the language teacher and their beliefs in realizing the potential that rapidly evolving technology-mediated tools offer second/additional language learning. Factors contributing to teacher resistance will be reviewed including the unique pedagogical demands of continually evolving technology-mediated communication tools and learning environments. Research identifying the nature of teacher beliefs will be discussed along with a proposed theoretical framework defining the interconnected factors contributing to teacher beliefs and behaviour towards educational technology. Recommendations for effective approaches to technology-directed language teacher development will be summarized along with recommendations on further research required.

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THE ROLE OF TECHNOLOGY IN ONLINE LEARNING: AN EXAMINTATION TOWARDS ENGLISH TEACHERS’ PERCEPTION AND PRATICES

PROJECT (Professional Journal of English Education) ◽

10.22460/project.v4i2.p267-277 ◽

2021 ◽

Vol 4 (2) ◽

pp. 267

Author(s):

Naajihah Mafruudloh ◽

Fais Wahidatul Arifatin ◽

Uswatun Chasanah

Keyword(s):

Online Learning ◽

Language Learning ◽

Online Teaching ◽

Qualitative Data ◽

Language Teachers ◽

Teachers Perceptions ◽

Face To Face ◽

Online Language Learning ◽

Face To Face Learning

Information technology is well developed today. This is shown by several applications that support online activities, social activities, commerce, services, and learning. In this pandemic situation (covid-19), several institutions provided policies to carry out online learning to prevent and minimize the spread of the Covid-19 virus. In this case, the institution committees ask the teachers and lecturers to provide online learning to students, especially in learning English. The purpose of this study was to determine the teachers' perceptions in online language learning. Researchers used a questionnaire instrument to conduct surveys and interviews to obtain qualitative data. This is aimed to observe the teachers’ perception towards online language teaching practices and changes in teaching to online teaching. The things encountered during learning, as well as obstacles faced by the English teacher. In online learning, teachers must be able to involve students so that the situation runs like face-to-face learning. The final results of this study will be useful for online language teachers, institutions, and all aspects involved in education.

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