scholarly journals Human-computer interaction in foreign language learning applications: Applied linguistics viewpoint of mobile learning

2021 ◽  
Vol 184 ◽  
pp. 92-98
Author(s):  
Marcel Pikhart
Keyword(s):  
Foreign Language ◽  
Human Computer Interaction ◽  
Language Learning ◽  
Mobile Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Computer Interaction

Applied Linguistics and the Psychology of Instruction – A Case for Transfusion?

1979 ◽  
Vol 1 (2) ◽  
pp. 91-115 ◽  
Author(s):  
M. A. Sharwood Smith
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Psychological Theory ◽  
Language Instruction ◽  
Second Language Instruction ◽  
Applied Psychology ◽  
Theory Of Language ◽  
Learning And Instruction

It has become increasingly evident in recent years that what is by convention termed ‘applied linguistics’, in that it has to do with foreign language learning and instruction, should be as much applied PSYCHOLOGY as applied linguistics to say nothing of other possible types of application. Still, it is by no means unfortunate that linguistics has established itself as the primary discipline since it is, after all, LANGUAGE that is being taught and learned. It is admittedly symptomatic of this, dare one say, historical bias in applied linguistics that a good theory of language applied with a minimal knowledge of psychological theory (plus, one hopes a large amount of common sense) is probably more generally regarded as acceptable than a way of working based on a sound knowledge of psychology and only a brief acquaintance with linguistics. However it would be extremely unwise to presume that by applying just linguistics to problems of second language instruction or learning one had all that one needed as far as sources (content and techniques) are concerned. This would be to ignore all past and present theorising and experimentation within the field of instructional and learning psychology. The bias needs to be corrected.

scholarly journals Forging new pathways for research on language learning motivation

2015 ◽  
Vol 3 (1) ◽  
pp. 1-13
Author(s):  
Françoise Raby
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Learning Motivation ◽  
Learning Activities ◽  
Cognitive Ergonomics ◽  
Language Learning Motivation ◽  
Methodological Difficulties

Abstract Research on motivation in the field of applied linguistics seeks to better understand how and why learners become involved in learning activities and maintain their efforts in this regard. Dörnyei provided a seminal model drawing essentially from cognitive and social psychology (Dörnyei, 2001). In the wake of his reflection, and after investigating motivation in a range of academic contexts, we are now able to present our own model, which is dynamic, weighted, and polytomic (Raby, 2007). After presenting cognitive ergonomics as a new pathway for research in second language acquisition, we shall present the results of our investigations in foreign language learning motivation in technologically enhanced contexts, outlining major methodological difficulties pertaining to this sort of this grounded research.

scholarly journals Use of Smartphone Applications in English Language Learning—A Challenge for Foreign Language Education

2019 ◽  
Vol 9 (3) ◽  
pp. 179 ◽  
Author(s):  
Jaroslav Kacetl ◽  
Blanka Klímová
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Foreign Language Learning ◽  
Language Education ◽  
Research Topic ◽  
Mobile Technologies ◽  
Cognitive Capacity ◽  
Great Opportunity

At present, hardly any younger person can imagine life without mobile technologies. They use them on a daily basis, including in language learning. Such learning supported with mobile devices is called mobile learning, which seems beneficial especially thanks to the unique features of mobile applications (e.g., interactivity, ubiquity, and portability) and teachers’ encouragement and feedback. The purpose of this review study is to explore original, peer-reviewed English studies from 2015 to April 2019 and to determine whether mobile applications used in the learning of English as a foreign language are beneficial and/or effective. The methods are based on a literature review of available sources found on the research topic in two acknowledged databases: Web of Science and Scopus. Altogether, 16 original journal studies on the research topic were detected. The results reveal that mobile learning is becoming a salient feature of education as it is a great opportunity for foreign language learning. Its key benefits are as follows: the enhancement of the learner’s cognitive capacity, the learner’s motivation to study in both formal and informal settings, the learner’s autonomy and confidence, as well as the promotion of personalized learning, helping low-achieving students to reach their study goals. Although mobile learning seems to be effective overall, it is desirable to design, plan and implement it with caution, according to students’ needs, and to deliver multiple language skills in authentic learning environments.

A review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Spanish

2010 ◽  
Vol 44 (1) ◽  
pp. 78-112 ◽  
Author(s):  
Marta Antón
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Social Contexts ◽  
Specific Reference ◽  
Learning And Teaching ◽  
Foreign Language Learners ◽  
L2 Spanish

Esta reseña presenta una visión general de los estudios sobre español como segunda lengua en contextos educativos. La temática y el ámbito geográfico es amplio a fin de captar la diversidad de alumnos y contextos de aprendizaje de español L2 a sólo dos décadas de que la enseñanza de este idioma adquiriera ímpetu a nivel global. Los alumnos tradicionales de segunda lengua o lengua extranjera, hablantes de herencia, inmigrantes y niños indígenas presentan una variedad de contextos de investigación que contribuye y expande las disciplinas de enseñanza y aprendizaje de segunda lengua/lengua extranjera, lingüística aplicada y sociolingüística. Siguiendo tendencias iniciadas en años anteriores en adquisición de segunda lengua, y en relación con investigaciones sobre otros idiomas, los temas principales en este periodo reciente han sido la adquisición y enseñanza del sistema lingüístico, procesos de aprendizaje y su contexto social. La reseña se organiza temáticamente según estas categorías principales.This review presents a broad picture of recent work on L2 Spanish1in educational contexts. The thematic and geographic scope of the review is wide, in order to capture the diversity of learners and learning contexts of L2 Spanish, just two decades after teaching and learning the language gained impetus worldwide. Traditional second or foreign language learners, heritage learners, immigrants and indigenous children provide a variety of contexts for research that builds on and expands the fields of second and foreign language learning and teaching, applied linguistics and sociolinguistics. Continuing the trend from previous years in SLA, and in connection with research on learners of other languages, main themes in this time period have been the acquisition and teaching of the language system, learning processes, and social contexts of learning. The review is organized thematically according to these main categories.

scholarly journals Perceptions of Foreign Language Teachers for M-Learning

2020 ◽  
Vol 15 (23) ◽  
pp. 95
Author(s):  
Nadire Cavus ◽  
Liudmila Shukshina ◽  
Oxana Chernova ◽  
Irina V. Telezhko ◽  
Alfia M. Ishmuradova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Foreign Language Learning ◽  
Material Design ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Strongly Agree ◽  
Russian Universities

Educational technology is a set of systems consisting of tech savvy equipment, processes and methods for the effective and positive implementation of educational theories. Nowadays, when the internet is becoming widespread, and mobile device technologies such as smartphones and tablets have been developing rapidly, it is possible to access educational content without being connected to a place. Today, almost everyone has smartphones. Many social networks, sites, applications are available. Many studies have shown that technology is effective in the field of education. For teachers with foreign language and their perceptions of learning through the help of technology are important. In this study, it is important to determine teachers' perception levels of mobile applications that contribute to foreign language learning. The "mobile learning perception scale" developed to access the research data. Items that are mentioned in the scale are basically positive question, "absolutely disagree", "disagree", "undecided", "agree", "strongly agree". After analysing the reliability of the survey, the overall result was found as Cronbach ? = 0,963. A total of 180 teachers attended from North Cyprus and Russian universities. According to the result of the research, the teachers' perception of mobile learning is high. But this rate is proportional to age. There is a difference in the findings regarding the use of mobile technology when looking at the professional seniority and age ranges. This is due to the fact that recently, technology-supported trainings have been increased and the addition of "material design courses" and "technology-supported trainings" at universities play an important role in increasing perceptions. The use of mobile technology can be increased by providing in-service trainings to teachers with high professional experience and ages.

scholarly journals A Study of EFL Students’ Interpretations of Cultural Aspects in Foreign Language Learning

2011 ◽  
pp. 38
Author(s):  
Osiris Hernández Castro ◽  
Yolanda Samacá Bohórquez
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Target Language ◽  
Small Scale ◽  
Research Project ◽  
Cultural Aspects ◽  
Efl Students

This article explores the relevance of implementing the cultural aspects of both foreign and own countries as a paramount issue in the teaching of a target language. This small scale research project was developed as a component of the seminar on Bilinguism offered by Universidad Distrital in Bogotá as part of its Master ́s program in Applied Linguistics to the Teaching of English. The authors of this research collected data to find out and compare how university students from Tunja and Bogotá –two major Colombian cities– assess the incorporation of cultural aspects of the foreign country into the teaching of the foreign language. Thus, the guiding question of this research is: How do EFL students interpret cultural aspects embedded in foreign language learning?

scholarly journals Analysis of an educational software for language learning: insights from the Theory of Structural Cognitive Modifiability and Human-Computer Interaction

2014 ◽  
Vol 30 (1) ◽  
pp. 95-114
Author(s):  
Gicele Vieira Prebianca ◽  
Vital Pereira dos Santos Junior ◽  
Kyria Rebeca Finardi
Keyword(s):  
Foreign Language ◽  
Human Computer Interaction ◽  
Language Learning ◽  
Educational Software ◽  
Teaching English ◽  
Pedagogical Strategies ◽  
Cognitive Modifiability ◽  
Ergonomic Analysis ◽  
Usability Criteria ◽  
Computer Interaction

The aim of the study is to analyze a software for teaching English as a foreign language reporting (i) the interaction between the software and the learner; (ii) the cognitive/mental operations required to perform the tasks in software and (iii) the pedagogical strategies implemented by the software. Human-Computer Interaction (HCI) aspects of the software were also analyzed so as to evaluate its degree of interactiveness and usability (Ergolist, 2011). Results of the study suggest that the software is content-oriented and the ergonomic analysis revealed that the didactic resources applied by the software meet most usability criteria, requiring few modifications.

Second or Foreign Language Learning With Augmented Reality

2018 ◽  
pp. 193-221 ◽  
Author(s):  
Aubrey Statti ◽  
Kelly M. Torres
Keyword(s):  
Augmented Reality ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Technology Use ◽  
Foreign Language Learning ◽  
Theoretical Framework ◽  
Learning Contexts ◽  
Impact Of Technology ◽  
The Impact

The following chapter will discuss the impact of technology use and mobile learning, specifically augmented reality (AR), in the process of learning a second or foreign language, namely English and Spanish. The chapter will begin with an overview of AR and then include a discussion of the theoretical framework, language learning contexts, as well as AR tools and applications in the process of second or foreign language learning. An overview of the benefits of AR in language learning will also be included, as well as an introduction to AR applications and specific AR systems, platforms, and case studies in language learning. The research will also provide a discussion of the challenges of using AR in language learning contexts, including specific attention to challenges with AR and learning, AR and language learning, and mobile learning as a whole. The chapter will conclude with final thoughts from the authors in terms of potential areas of AR development that are in need of further attention.

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