Blending technology and face-to-face: Advanced students’ choices

ReCALL ◽  
2015 ◽  
Vol 28 (1) ◽  
pp. 83-102 ◽  
Author(s):  
Ruth Trinder
Keyword(s):  
Language Learning ◽  
Real Life ◽  
Computer Assisted ◽  
Free Text ◽  
Advanced Learners ◽  
Face To Face ◽  
Learner Beliefs ◽  
Use Of Technology ◽  
Open Questions ◽  
Wide Range

AbstractIt has been suggested that current research in computer-assisted language learning (CALL) should seek to understand the conditions and circumstances that govern students’ use of technology (Steel & Levy, 2013). This paper attempts to identify critical factors accounting for student choices, first, by investigating advanced learners’ reported use as well as their views on the potential of specific technological resources for language learning, and, second, by widening the perspective and surveying students’ ideal learning environments. Learners’ reasons for preferring teacher-fronted classes, blended learning, immersion or technology-mediated settings yield useful information on how students perceive the strengths and weaknesses of interaction/engagement with material (i.e. technological) as well as social (i.e. human) resources, and how the roles of teachers/classes can be conceptualised today.Data was collected via a survey of 175 Austrian university students which included Likert-type ratings and free text responses to open questions. Findings indicate that though the cohort routinely use a wide range of technology tools in their everyday lives and show awareness of the potential of ICT for language learning, a number of barriers exist based on learner beliefs/conceptions and learning aims. Thus the notion that enhancement of communicative competence is intrinsically tied to personal interaction with native speakers means that the potential of communication technologies such as Skype is not fully appreciated. It was further established that though many students are well versed in blending different technological resources in line with the criteria identified, thus displaying the hallmarks of autonomous learners, there was a clear preference for real-life compared to virtual environments.

Promoting Autonomous Language Learning in Online Environments

10.47908/9/15 ◽  
2013 ◽  
pp. 165-280
Author(s):  
Maria De Santo ◽  
Luisa Boardman
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Autonomous Learning ◽  
Mediated Communication ◽  
Face To Face ◽  
Integration Of Technology ◽  
Computer Mediated ◽  
Wide Range ◽  
The University

The Self-Access Language Centre of the University of Naples “L’Orientale” (CILA) promotes the development of autonomy in language learning, offering a wide range of technology-based resources and a language counselling service. In the last few years, to satisfy the growing need for independent language learning in our university, we have integrated autonomous learning in the SAC with online pathways and multimedia materials. We started by offering online Self-Access activities in blended courses, integrating face-to-face classroom teaching with online modules. This experiment enabled us to develop a kind of blended autonomous learning, combining a real-life SAC with online Self-Access Centres. Virtual SACs suggest a variety of language learning activities and allow learners to study a language while reflecting on their learning process. In the online SAC, language counsellors implement the language learner’s autonomy promoted in presence in the SAC, interacting with them through computer-mediated communication. In this paper we shall look at how the promotion of autonomy in language learning can be enhanced through the integration of technology-based materials and activities made available in self-access modality. Our aim is to present online resources designed to help students learn a foreign language autonomously.

scholarly journals Learners’ anxiety in audiographic conferences: a discursive psychology approach to emotion talk

ReCALL ◽  
2009 ◽  
Vol 21 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Beatriz de los Arcos ◽  
James A. Coleman ◽  
Regine Hampel
Keyword(s):  
Language Learning ◽  
Methodological Approach ◽  
Psychological State ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Discursive Psychology ◽  
Social Construct ◽  
Learner Beliefs ◽  
Negative Feelings

AbstractSuccess and failure in language learning are partly determined by the learners’ ability to regulate their emotions. Negative feelings are more likely to frustrate progress, while positive ones make the task of learning a second language (L2) a more effective experience. To date no significant body of research has been carried out into the role of anxiety in the field of computer-assisted language learning (CALL). The present study adopts discursive psychology (DP) as its methodological approach to examine anxiety not as a psychological state, but as a social construct in the context of an audiographic conferencing tool. After interviewing a sample of learners of Spanish at the Open University (OU), our findings reveal a strong connection between emotion and learner beliefs.

scholarly journals Filmed Monologue Vignettes: a novel method for investigating how clinicians document consultations in electronic health records

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Simon Glew ◽  
Elizabeth M Ford ◽  
Helen Elizabeth Smith
Keyword(s):  
Real Life ◽  
Correct Selection ◽  
Free Text ◽  
The Novel ◽  
Face To Face ◽  
Full Compliance ◽  
Electronic Healthcare Record ◽  
Novel Method ◽  
Quality Rating ◽  
Selection Of Descriptors

Introduction and Objectives The accuracy of conclusions based on Electronic Healthcare Record (EHR) research is highly dependent on the correct selection of descriptors (codes) by users. We aimed to evaluate the feasibility and acceptability of filmed vignette monologues as a resource-light method of assessing and comparing how different EHR users record the same clinical scenario. Methods Six short monologues of actors portraying patients presenting allergic conditions to their General Practitioners were filmed head-on then electronically distributed for the study; no researcher was present during data collection. The method was assessed by participant uptake, reported ease of completion by participants, compliance with instructions, the receipt of interpretable data by researchers, and participant perceptions of vignette quality, realism and information content. Results 22 participants completed the study, reporting only minor difficulties. 132 screen prints were returned electronically, enabling analysis of codes, free text and EHR features. Participants assigned a quality rating of 7.7/10 (range 2-10) to the vignettes and rated the extent to which vignettes reflected real-life (86-100%). Between 1 and 2 hours were required to complete the task. Full compliance with instructions varied between participants but was largely successful. Conclusions Filmed monologues are a reproducible, standardized method which require few resources, yet allow clear assessment of clinicians’ and EHRs systems’ impact on documentation. The novel nature of this method necessitates clear instructions so participants can fully complete the study without face to face researcher oversight.

A Massively Multiplayer Online Role-Playing Game and Its Effects on Interaction in the Second Language

2018 ◽  
pp. 367-389 ◽  
Author(s):  
Nuttakritta Chotipaktanasook ◽  
Hayo Reinders
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Education ◽  
Role Playing ◽  
Computer Assisted ◽  
Face To Face ◽  
Role Playing Games ◽  
Role Playing Game ◽  
Massively Multiplayer

Massively multiplayer online role-playing games (MMORPGs) have been dramatically used in language education and identified in computer-assisted language learning (CALL) research as playing a central role in second language acquisition (SLA). This chapter addresses the integration of a commercially developed MMORPG Ragnarok Online into a language course as a basis for digital game-based language learning and reports on its effects on second language (L2) interaction. Thirty Thai learners of English who enrolled in a 15-week university language course were required to complete 18 face-to-face classroom lessons and six gameplay sessions. Learners' language use in both text and voice chats during gameplay was recorded and analysed to measure the effects of the game. The findings show that participating in MMORPG resulted in a significantly more considerable increase in L2 interaction that used a wider range of discourse functions compared with English interaction in the classroom. The authors discuss some of the theoretical and pedagogical implications of these findings.

scholarly journals The Use of Media in Indonesian Language Learning for SMP/MTSN Students

2021 ◽  
Author(s):  
Ummi Kultsum
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
Real Life ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Material ◽  
Use Of Technology ◽  
Access Information ◽  
Main Support

Indonesian language subjects are compulsory subjects at every level of education in Indonesia. Indonesian language learning is carried out starting from the elementary school, junior high school, high school, and university level. Indonesian language learning activities at each level take place in various ways. It is important for someone to understand learning Indonesian for their survival. According to Yulia et al, (2012) contextual learning is a learning activity that relates learning material to the reality of the student's world, so that students are able to make connections between their knowledge and their application in real life. All Indonesian language learning materials are expected to be applied in real life. According to Mulyadi, et al, (2018) today's learning activities rely on skills and active learning processes. Students are required to be more active in learning that is carried out by using their skills. The main support for Indonesian language learning activities is by using learning media. Therefore, learning media is an important forum. The use of technology including media in education according to Ramadhan, et al, (2019) allows a variety of new ways to connect with others and access information about education, and has consequences in formal teaching.

scholarly journals Flipped Classroom Method with Computer-Assisted Language Learning (CALL) in EFL Writing Class

2021 ◽  
Vol 20 (1) ◽  
pp. 120-141
Author(s):  
M. Ali Ghufron ◽  
Fitri Nurdianingsih
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Experimental Methodology ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Writing ◽  
Face To Face ◽  
Writing Class ◽  
Quasi Experimental

This study revealed the strengths, weaknesses, and effectiveness of the flipped classroom with CALL in EFL writing class. A mixed-method approach was used to achieve the goals of the study. An embedded quasi-experimental methodology design was used to achieve the aims of this study (i.e., quantitative and qualitative data analysis). There were a hundred and fifty Indonesian EFL university learners who participated in this study. This study also involved 14 EFL writing teachers who experienced implementing the flipped classroom with CALL from five universities. The results of this study revealed that a flipped classroom with CALL in EFL writing class has many advantages, such as stimulating learner autonomy, improving teaching and learning processes, providing more time for EFL writing and input during face-to-face meetings, promoting active learning, student learning responsibility, and peer collaboration. Besides, some drawbacks were also found from its implementation. However, implementing the flipped classroom in the current study positively affects the EFL writing course. This study implies that teachers can include online resources such as videos from reputable sources or make their videos as learning materials if possible.

scholarly journals Factors Affecting Technology Integration in EFL Classrooms: The Case of Kuwaiti Government Primary Schools

2020 ◽  
Vol 9 (4) ◽  
pp. 10
Author(s):  
Maha Bader Alghasab ◽  
Anaam Alfadley ◽  
Amel M. Aladwani
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Parental Support ◽  
Primary Schools ◽  
Computer Assisted ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Efl Teachers

Previous Computer Assisted Language Learning (CALL) research has shown that technology is beneficial for promoting language learning, but some teachers neither use technology as an assisted tool nor integrate it into their language classrooms. It has also been argued that the integration of technology has been unsuccessful in Kuwait. This study aims to explore the factors influencing teachers’ use of technology in English as a foreign language (EFL) classroom in Kuwaiti government primary schools. More specifically, it aims to highlight factors promoting and hindering EFL teachers’ use of technology. For the purpose of this study, 55 questionnaire responses were collected from different primary school teachers in Kuwait, followed up with 15 semi-structured interviews. The study findings show that Kuwaiti primary school EFL teachers who participated in the current study demonstrated positive attitudes towards using technology and acknowledged the implementation of some cutting-edge technologies in their classrooms. Enhancing students’ language learning, innovation and school support were the main factors that encouraged the participating teachers to use technology. Other factors hindered the use of technology; particularly those related to lack of parental support, personal expenses and health problems, teachers’ lack of skills and training, poor classroom infrastructure, and time constraints/workload. The findings also reveal that the lack of professional development training workshops provided by the Ministry of Education led the Kuwaiti teachers to rely more on informal training in which they worked and learnt together with their colleagues in small sub-groups to improve their use of technology. The study findings have implications for policymakers and other stakeholders intending to integrate technology in Kuwaiti primary schools.

scholarly journals The Influence of Computer Assisted Language Learning (Call) to Improve English Speaking Skills

2019 ◽  
Vol 8 (10) ◽  
pp. e438101413
Author(s):  
Dyah Ratnaningsih ◽  
Faris Nofandii ◽  
Damoyanto Purba ◽  
Daviq Wiratno
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Class A ◽  
Use Of Technology ◽  
Lecture Method ◽  
Significant Difference ◽  
Speaking Skill ◽  
English Speaking ◽  
Computer Aided Learning

The use of technology in learning has grown rapidly. One of them is learning English using Computer Assisted Language Learning or CALL. CALL is a computer-aided learning media used in the field of education which easy to access, spread and stored. Afterwards, this study tried to determine the influence of CALL media with lecture method and discussion to improve the cadets’ English speaking ability. This study used quantitative approach and descriptive quantitative analysis that revealed the problems occurred during the English learning. Statistical analysis is used by reviewing the learning process which were involving 50 cadets in both class A and B. The findings showed a significant difference of the use of CALL media in lecture method and discussion on English speaking skill.

scholarly journals Reflective use of video recording in class

2019 ◽  
Vol 2 (1) ◽  
pp. 20
Author(s):  
Peter Joseph Ward
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Video Recording ◽  
Language Teachers ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Use Of Technology ◽  
Wide Range ◽  
High Level

Reflective video-recording in language-learning classes is engaging, effective and fun. Practices and techniques are highly transferable to other subject areas. In developing speaking competence and confidence, language teachers are constantly assessing and balancing the need to address either accuracy and/or fluency.   Video-recording in a supportive, sensitive environment with learners and teachers who know each other well can capture spoken language and visual communication and allow it to be worked on, like words on paper, as a text for analysis, discussion and feedback in a variety of ways, both top-down and bottom-up. Accuracy can be addressed without affecting fluency as the sample of speech is recorded, not live.   The use of video-recording and play-back lends itself particularly well to a wide range of language-learning approaches and methodologies, including Community Language Learning (CLL), Dogme ELT, task-based learning (TBL) and others, under the umbrella of a communicative approach.   Classes using video-recording are spontaneous and adaptive, very learner-centred and allow for responsive and sensitive adjustment to students’ needs, strengths and areas for improvement as well as cultural and linguistic considerations.   This case study will include edited video extracts of a video of a mock speaking test being analysed by a class of learners who are all engaged in practising for this this style of test. They share feedback in a supportive, affirming atmosphere. There is a high level of engagement and interaction.   The video of this class, in turn, is shown to a group of teachers, who use it as a text to workshop ideas for delivering feedback and generating learner-led discussion for meaningful alternative authentic self-assessment. The teachers also discuss the use of technology-enhanced learning in regard to this use of video.   Another layer of video shows a professional development session with a wider body of teachers leading into discussion on using video in professional development of teachers and teacher-trainers.   This case-study session will involve explanation of the methodology and pragmatics of this simple way of using video, recorded with students’ and teachers’ phones in class to enhance reflective learning with a range of clips of the various layers.    

scholarly journals Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers

2021 ◽  
Vol 24 (2) ◽  
pp. 177-202
Author(s):  
Gillian McLellan ◽  
Eva Kartchava ◽  
Michael Rodgers
Keyword(s):  
Language Learning ◽  
Customer Service ◽  
Language Instruction ◽  
Learning Technology ◽  
Language Training ◽  
Volunteer Teachers ◽  
Linguistic Support ◽  
Face To Face ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology

Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir & Satzewich 2010), suggesting a need for outside the classroom, occupation-specific language training. The use of technology has been shown to be advantageous for second language (L2) learning (Stockwell, 2007), especially when used outside the classroom (i.e., mobile-assisted language learning), as mobile technology affords learners greater control and flexibility over their own learning (Yang, 2013). This paper reports on a study investigating the development of a blended curriculum for L2 learners employed in customer service. A technology-mediated module was designed and developed within a task-based language teaching framework to provide workplace-linguistic support on mobile devices, enabling learners to access the language instruction they needed, when they needed it. The module contents and usability were assessed by high-beginner English proficiency newcomers employed in customer service (n=4) and their volunteer teachers (n=4). Results confirm the overall benefits of using language learning technology in providing instruction that meets participant language needs, ensuring opportunities for individualized training. Implications for designing, implementing, and researching technology-mediated modules are discussed.

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