Virtual language learning: potential and practice

ReCALL ◽  
1998 ◽  
Vol 10 (1) ◽  
pp. 53-58 ◽  
Author(s):  
Uschi Felix
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Learning Potential ◽  
Web Based ◽  
Learning And Teaching ◽  
Advantages And Disadvantages ◽  
Authentic Interaction

How realistic is it to achieve good quality language learning and teaching using technology? This paper looks at the advantages and disadvantages of using CD-ROMs and Web-based materials in the quest for providing meaningful interactive language learning strategies to students. It will demonstrate that the advantages outweigh the disadvantages, at least in terms of pedagogy, and that there is no need to reject technology despite difficulties and frustrations because the latest developments in technology, especially on the WWW, have significantly increased the potential for even more authentic interaction in the classroom. Illustrations from our Vietnamese course are included.

scholarly journals LEARNERS’ STRATEGIES TO DEVELOP THEIR COMMUNICATIVE COMPETENCE

2020 ◽  
Vol 2 (3) ◽  
pp. 271-279
Author(s):  
Durga Bhusal
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Communicative Competence ◽  
Affecting Factors ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
The One

Language Learning Strategies (LLSs) are specific actions, behaviors, steps, or techniques that the learners use them to improve their performance which is important for L2/FL learning and teaching. These strategies are as affecting factors on success or failure of the language learning process. Hence, this paper explores the English language learners’ learning strategies to develop their communicative competence within the theoretical stance of Oxford’s 1990 Language Learning Strategies (LLSs). The study is qualitative in nature where four participants were interviewed to understand their ontological perspectives and practices of different LLSs to enhance their communicative ability in English. The findings show the learners seemed to be usual strategy users. However, social, affective, and metacognitive strategies frequent strategies for developing their communicative competence. It further depicts learners are not always aware of the influence of consciously using language learning strategies for making their learning quicker and more effective. Thus, the teachers need to be the one who helps their students develop the awareness of language learning strategies and enable them to use a wider range of appropriate strategies for further success in their communicative competence.

CALLing for help: researching language learning strategies using help facilities in a web-based multimedia program

ReCALL ◽  
2002 ◽  
Vol 14 (2) ◽  
pp. 235-262 ◽  
Author(s):  
JOAN-TOMÁS PUJOLĂ
Keyword(s):  
Language Learning ◽  
Adult Students ◽  
Learning Strategies ◽  
Second Language Learners ◽  
Material Design ◽  
Language Learner ◽  
Listening Skills ◽  
Language Learning Strategies ◽  
Web Based ◽  
Multimedia Program

This paper summarizes the research described in a PhD thesis (Pujolă, 2000) which presents a description of how learners use the help facilities of a web-based multimedia CALL program, called ImPRESSions, designed to foster second language learners’ reading and listening skills and language learning strategies. The study investigates the variation of strategy use in a CALL environment: Twenty two Spanish adult students of English worked with the program in four sessions and their computer movements were digital-video screen recorded. Together with direct observation and retrospective questions a detailed picture of learners’ deployment of strategies was drawn. As the emphasis was on the process rather than the product, the description and analysis of the data focus on the observation of the language learning strategies learners deployed when using the help facilities provided: Dictionary, Cultural Notes, Transcript, Subtitles and Play Controls, Feedback and an Experts module specifically designed to provide the language learner training component of the program. The qualitative analysis of the data indicates that many variables have an influence on the amount and quality of the use of the help provided by the program, from the learners’ individual differences to the fact that the CALL environment may prompt learners to behave or work in a different way from a more conventional type of learning. The results of the study provide information for future CALL material design and the type of research offers new possibilities for CALL research methods.

scholarly journals ELT Teachers Attitude towards Language Learning Strategies Used in Southern Punjab, Pakistan

2019 ◽  
Vol IV (I) ◽  
pp. 271-280
Author(s):  
Abdul Khaliq ◽  
Akbar Ali ◽  
Fazal Hanan
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching Methods ◽  
Learning Strategy ◽  
Learning Task ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
Learning Techniques ◽  
Almost All

The present study throws light on language learning strategies, their effect on learning and instructors attitude in this respect .It defines that a learning strategy is a learners approach of understanding and employing particular skills in order to accomplish learning task efficiently. It also stresses that todays learner is smart enough to devise ways and methods to accelerate learning process. Learners use these techniques according to their needs and stage of learning. In parallel, it also explains that these techniques effect the behavior of instructor and his teaching methods as well. The researcher collected data from 110 participants of different schools, colleges and universities of Dera Ghazi (DG) Khan through questionnaire. This study shows that almost all the learners andteachers are inclined to use different learning techniques and improve their performance in this way. The researcher also identified strategies that are commonly used by learners and teachers to facilitate learning and teaching.

scholarly journals Editorial

2018 ◽  
Vol 8 (3) ◽  
pp. 549-551
Author(s):  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Empirical Studies ◽  
The Other ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Present Issue ◽  
Learning And Teaching

Following two special issues of the journal, one dedicated to emotions in second language learning and the other to language learning strategies, the present issue of Studies in Second Language Learning and Teaching is a regular one, bringing together six empirical studies dealing with different aspects of learning and using second and foreign languages (L2).

scholarly journals Editorial

2018 ◽  
Vol 8 (4) ◽  
pp. 719-720
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
State Of The Art ◽  
Major Difficulty ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
Considerable Impact ◽  
To Come

The publication of the last 2018 issue of Studies in Second Language Learning and Teaching marks the end of the eighth year of existence of the journal. It has been a successful year for a number of reasons. First, we have concluded the transition to our electronic platform, which has made the processing of submissions much more manageable. Second, we have published two state-of-the-art special issues, one dedicated to emotions in language learning and the other to language learning strategies. Both of them carry papers by leading scholars in the two respective domains and I am positive that they will contribute to further improvement of the standing of the journal in the field. Third, we have commissioned special issues guest-edited by well-known scholars for several years to come. Fourth, we have seen a major rise in the number of submissions, and, even more importantly, an overall increase in the quality of the manuscripts. Fifth, as can be seen from the indices included in Scopus, the journal continues to have a considerable impact on the field and this impact is very likely to grow in the future. At the same time, there are many problems that we have to face, such as the delays in handling papers caused by the spike in submissions, the need to strike a balance between special issues and regular issues, or the major difficulty in finding suitable reviewers. We are sure, however, that these difficulties are simply challenges that need to be overcome and we are committed to making the journal grow and become even more influential in the field.

scholarly journals A Systematic Review of Chinese Language Learning Strategies in the Past Decade (2011-2020)

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Xi Mizhe ◽  
Ng Chwee Fang ◽  
Mohd Azidan Abdul Jabar ◽  
Ilyana Jalaluddin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Empirical Studies ◽  
Chinese Language ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
Chinese Language Learning ◽  
Chinese Learning ◽  
Theoretical Paradigms

Empirical studies and literature on Chinese language learning strategies (CLLS) in China and abroad have outlined theoretical introductions and case descriptions for nearly a decade. Reportedly, studies on CLLS indicated the following characteristics: The study respondents were primarily international students in China gearing towards regionalisation, nationalisation, or localisation. Furthermore, the qualitative study method followed an empirical, comprehensive, and descriptive learning strategy, such as observations and interviews. However, although the factors influencing learning strategies were gradually becoming diversified, several study limitations were identified (uneven regional studies, insufficient research samples, single research methods, and lack of theoretical paradigms in training learning strategies). Hence, researchers needed to conduct in-depth studies and deeply perceive CLLS to promote Chinese learning and teaching.

scholarly journals An Analysis of the Learners’ Factors in Second Language Teaching and Learning

2015 ◽  
Vol 7 (4) ◽  
pp. 130
Author(s):  
Lili Zhao
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Language Teaching ◽  
Language Learning Strategies ◽  
Second Language Teaching ◽  
Learning And Teaching ◽  
Language Teaching And Learning

<p>This paper aims at exploring the influences that learner’s factors have on second language teaching and learning. Firstly, this paper gives brief definitions of cognitive theory and the theory of behaviorism, which are relevant to learner’s individual factors. And then a learner’s most important factors such as motivation, aptitude and self-confidence are introduced to illustrate the influences these factors have made on second language learning and teaching. Some suggestions are given for English teaching and after a presentation of the taxonomy of language learning strategies, the training of language learning strategies is mentioned so as to throw light on the future work of language teaching and learning.</p>

scholarly journals Editorial

2018 ◽  
Vol 8 (2) ◽  
pp. 187-191
Author(s):  
Rebecca L. Oxford ◽  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Special Issue ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
Assessment Research

We welcome you to our special issue of Studies in Second Language Learning and Teaching (SSLLT). Our focus is language learning strategies, or LLS. We have been discussing the need for this special issue for years. Over coffee, sodas, or Chardonnet at many conferences and via emails and Skype, we discussed urgent issues in LLS assessment, research, and instruction.SSLLT, like many journals, has published numerous articles involving LLS, and other journals have had special issues on LLS. However, the time is ripe for a special issue that systematically includes LLS for all language skill areas, all major cross-cutting language subsystems such as grammar, and some important yet often ignored topics, such as strategies for learning culture and for technology-enhanced language learning (TELL), which greatly advances decades of research on computer-assisted language learning (CALL). We have gathered articles from a talented team of researchers, most of them well-known and the others rising stars. The articles in this special issue directly involve LLS research in several world regions and allude to such research in many more regions.

scholarly journals Reading Comprehension in Face-to-Face and Web-Based Modalities: Graduate Students’ Use of Reading and Language Learning Strategies in EFL1

2011 ◽  
Vol 13 (2) ◽  
pp. 11 ◽  
Author(s):  
Fabio Alberto Arismendi Gomez ◽  
Doris Colorado López ◽  
Luisa Fernanda Grajales Marin
Keyword(s):  
Reading Comprehension ◽  
Graduate Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Reading Strategies ◽  
Law Students ◽  
Language Learning Strategies ◽  
Web Based ◽  
Face To Face ◽  
Depth Interviews

Few studies in Colombia have explored and compared students’ reading comprehension processes in EFL, in different modalities ofinstruction. This article reports on some findings of a larger study in which two groups of graduate Law students took a reading comprehensioncourse in English, delivered in two different modalities of instruction: face-to-face and web-based. Both courses were served by an English teacherfrom the School of Languages at Universidad de Antioquia. The data gathered from class observations, in-depth interviews, questionnaires, tests,the teacher’s journal and data records in the platform provided insights about the students’ use of reading and language learning strategies inboth modalities. Findings suggest that students applied the reading strategies explicitly taught during the courses and some language learningstrategies for which they did not receive any instruction.

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