The potential contribution of encyclopaedic foreign language CD-ROM packages to the acquisition of language and knowledge

ReCALL ◽  
2000 ◽  
Vol 12 (2) ◽  
pp. 143-156
Author(s):  
PHILIP HOOD
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Potential Contribution ◽  
Learning Gains ◽  
Cd Rom ◽  
Qualitative Evidence ◽  
On Line ◽  
Recorded Data

The article describes an experiment which investigated the role played by an encyclopaedic CD-ROM in knowledge and language learning gains. It considers both quantitative and qualitative evidence (e.g. pre- and post-testing, and on-line audio-recorded data) to demonstrate that learning did take place and to suggest how it might have occurred.

ON-LINE FOREIGN LANGUAGE LEARNING PROGRAMS: PROS AND CONS

2019 ◽  
Vol 48 (4) ◽  
pp. 30-38
Author(s):  
V.G. Smolentseva ◽  
◽  
V.A. Shakhova ◽  
Yu.V. Kozhukhova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Programs ◽  
On Line ◽  
Pros And Cons

CSCL – a tool to motivate foreign language learners: The Finnish application

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 51-67 ◽  
Author(s):  
TUIJA LEHTONEN ◽  
SIRPA TUOMAINEN
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Target Language ◽  
Computer Supported Collaborative Learning ◽  
On Line ◽  
Language Students

This article discusses the applications of the theory of Computer Supported Collaborative Learning (CSCL) to teaching and learning a foreign language, in this case, one of the ‘Less Commonly Taught Languages’, Finnish. The ‘Virtually Finnish’ project was based on the idea of creating a larger, virtual Finnish learning community among the second-year Finnish language students in five US universities during the fall semester, 2001. CSCL was chosen as a base, as its principal goal is to aid the learners in sharing and distributing their knowledge to the whole learning community. In addition to discussing the set up and the content of the project, the students’ feedback about their language learning experience in the CSCL-environment will be examined. Furthermore, the conclusions, and the realization of our goals from the perspective of CSCL, as well as the students’ feedback on the collaborative process will be discussed. Based on the knowledge gained from limited feedback, a discussion of tools to aid language students in becoming a part of motivating and authentic collaboration projects on-line will be discussed. Looking at the students’ work on-line, as well as the feedback received, it was realized that certain skills crucial for communication have been neglected in teaching. Furthermore, it was realized that teaching on-line learning strategies in addition to teaching the target language is crucial. Future plans, and ideas for research in the area of CSCL will be shared in anticipation of inspiring others to undertake further research.

Avoiding the ‘virtual’

2003 ◽  
Vol 17 ◽  
pp. 111-124 ◽  
Author(s):  
Paul Thomas
Keyword(s):  
Language Learning ◽  
Interpersonal Communication ◽  
Language Learners ◽  
Cultural Context ◽  
Native Speaker ◽  
Virtual Classroom ◽  
Cd Rom ◽  
On Line ◽  
Common Goals ◽  
Distributed Language

This paper explores current arguments on the virtual nature of experiences in learning via the Internet and the World Wide Web in the context of the design and recent implementation of an off-campus distributed language course in Indonesian developed by the author. The establishment of the course has been in response to the demand for more flexible modes of delivery that are capable of assisting learners to accommodate language study with the demands of employment and family commitments. It would appear, however, that for some language learners the remoteness of learning in a virtual classroom is in conflict with their ultimate goal of interpersonal communication within a new cultural context. While on-line or CD-ROM tasks are reflective of those encountered in on-campus language learning, for some learners the unfamiliarity of negotiating through an electronic medium gives little sense of a shared experience. The paper argues that these activities can only be exploited to strong effect when integrated within an approach that constantly seeks to link the learner to a community of learners with whom they share common goals, and to the wider native speaker community whose culture they wish to interact with.

scholarly journals ICTs and Project-Based Learning (PBL) in EFL: Pre-service Teachers’ Attitudes and Digital Skills

2021 ◽  
Vol 10 (1) ◽  
pp. 63
Author(s):  
Jose Belda-Medina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Digital Skills ◽  
Post Test ◽  
On Line ◽  
Teachers Attitudes

Although there is a rich body of literature about the implementation of ICTs in foreign language learning, none has investigated the technological attitudes and digital skills of pre-service teachers thanks to the adoption of a Project-Based Learning (PBL) methodology. This study analyses the attitudes and digital skills of pre-service teachers through the implementation of ICT-based projects in the EFL classroom. For this purpose, 120 teacher candidates at the University of Alicante (Spain) participated in this experiment. First, all students were administered a pretest to measure the degree of technological affinity and digital skills. Then, they were divided into smaller groups (cooperative learning) in order to design and create several ICT-based projects aimed at teaching English as a foreign language to children and young learners. All the participants later presented their projects and evaluated the results (peer-evaluation) from a technical and pedagogical perspective. Finally, they completed a post-test based on their self-perceived learning outcomes in relation to ICT integration. The results revealed significant learning gains in digital and higher-order thinking skills (create, analyse, evaluate). Teaching candidates show a positive attitude towards the integration of ICTs in the EFL classroom but demand better training as regards the adoption of new technologies, particularly given the current situation and the need for increased on-line teaching.

The Usefulness of Second Life for Language Learning

2011 ◽  
pp. 443-455 ◽  
Author(s):  
Bryan Carter ◽  
Dayton Elseth
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Second Life ◽  
Learning Tools ◽  
Cd Rom ◽  
Computer Based Learning ◽  
Language Courses ◽  
Traditional Classroom Instruction ◽  
Foreign Language Courses

Within academia, distance learning as an approach to education has its share of skeptics. Regardless of how some feel about the methodology, it has become a viable alternative to more traditional classroom instruction. In fact, distance learning methods such as learning management systems, video conferencing, and CD-ROM programs can yield success in second or foreign language courses as well. While those other computer-based learning tools have produced positive results, this study attempts to gauge the usefulness of an Internet-based virtual reality environment called Second Life. This virtual world, not initially intended for second or foreign language teaching, contains environments that are similar to those found in the “real world” that can be manipulated by users for educational purposes. The subjects in this study—three students in an introductory German class and students of two semesters of composition—45 in number, all felt that Second Life helped their language progression and/or helped inspire their writing. All wanted to see expanded use of Second Life in their classes.

Learner autonomy: a guiding principle in designing a CD-ROM for intonation practice

ReCALL ◽  
2001 ◽  
Vol 13 (2) ◽  
pp. 179-190 ◽  
Author(s):  
GUNTHER KALTENBÖCK
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Independent Learning ◽  
Self Assessment ◽  
Self Monitoring ◽  
Cd Rom ◽  
Guiding Principle

Building on the experience of developing a CD-ROM for English intonation practice, this article explores some advantages and limitations of this medium for the teaching of suprasegmentals. Despite their undeniable potential for foreign language learning, computers prove to be rather limited in their feedback to pronunciation, especially in terms of error identification and correction, which calls into question one of their very strengths, viz. that of teacher-independent learning. As a possible solution to this dilemma, the present paper proposes to build into the design of a CD-ROM for intonation teaching the concept of learner autonomy, i.e. transferring to an increased degree responsibility for the learning process from the teacher (computer) to the learner. Drawing on the discussion of autonomy by, e.g. Broady & Kenning (1996) and Little (1999), it is demonstrated how incorporating a metacognitive level (by offering the learner the choice to access intonation in different ways) and a metalinguistic level helps to make the CD-ROM users more autonomous in their learning and equip them with the necessary tools for self-assessment and self-monitoring, which in turn can make up for the lack of computerised diagnostic feedback.

scholarly journals Distance learning in the time of Covid-19: Exploring students’ anxiety

2021 ◽  
Vol 10 (1) ◽  
pp. 40-49
Author(s):  
Christianti Tri Hapsari
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Education Students ◽  
Technical Problems ◽  
Learning Anxiety ◽  
Language Classroom ◽  
On Line ◽  
In The Beginning ◽  
To Receive

Performing sudden and uncertain distance learning can be difficult and complicated experiences for students as they may suffer from anxiety. The study of anxiety in Indonesia typically concentrated on the relation of anxiety with speech production (Anandari, 2015), gender differences (Nurhaeni, 2019), four basic skills (reading, writing, speaking, and listening) (Male, 2018) and its impact on language learning (Budiman, Ngadiso, & Suparno, 2017). The study of anxiety in distance learning especially in the time of crisis, like the outbreak of Covid-19 is rare. Thus, the study to examine the distance learning anxiety faced by higher education students in the time of crisis (Covid-19) and explore the cause of those anxieties is important. The data of this study was collected using two instruments, a questionnaire and an interview. To get the data, the researcher modified the Foreign Language Classroom Anxiety Scale questionnaire (FLCAS) by Howitz and Young (1991) which is commonly applied to determine the level of anxiety. Since the study concentrated in distance learning, the researchers also decided to adopt an “On-line Language Learning Anxiety (OLLA) Inventory” (Majid, Othman, & Rahmat, 2007). Findings revealed that students experienced higher anxiety levels in the beginning stage of distance learning. A year after the implementation of distance learning, students had adapted well and the level of anxiety they encountered was reduced. Yet, technical problems like unstable internet connection and devices’ malfunction that occurred during distance learning still triggered much anxiety among students since that condition made them lose the opportunity to receive some important information and chances to actively participate in online activities as well as improve their skills.

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