English language education on-line game and brain connectivity

ReCALL ◽  
2016 ◽  
Vol 29 (1) ◽  
pp. 3-21 ◽  
Author(s):  
Ji Sun Hong ◽  
Doug Hyun Han ◽  
Young In Kim ◽  
Su Jin Bae ◽  
Sun Mi Kim ◽  
...  
Keyword(s):  
English Language ◽  
English Education ◽  
Brain Activity ◽  
Language Education ◽  
Parahippocampal Gyrus ◽  
Broca’S Area ◽  
Broca's Area ◽  
Game Play ◽  
On Line ◽  
Wernicke’S Area

AbstractThe HoDoo English game was developed to take advantage of the benefits attributed to on-line games while teaching English to native Korean speakers. We expected to see that the improvements in the subjects’ English language abilities after playing the HoDoo English game would be associated with increased brain functional connectivity in the areas of the brain involved in the language production (Broca’s area) and the understanding (Wernicke’s area) networks. Twelve children, aged nine and ten, were asked to play the on-line English education game for 50 minutes per day, five days per week for twelve weeks. At baseline, and again at the end of twelve weeks of game play, each child’s English language ability was assessed and a functional magnetic resonance imaging (fMRI) scan was conducted. The on-line English education game play effectively improved English language skills, especially in terms of non-verbal pragmatic skills. Following twelve weeks of on-line English education game play, the children showed positive connectivity between Broca’s area and the left frontal cortex as well as between Wernicke’s area and the left parahippocampal gyrus and the right medial frontal gyrus. Changes in pragmatic scores were positively correlated with average peak brain activity in the left parahippocampal gyrus. To the best of our knowledge, this is the first study to report an improvement in English ability and changes in brain activity within language areas after on-line language education game play.

Spatiotemporal Brain Activity During Hiragana Word Recognition Task

2011 ◽  
Vol 15 (3) ◽  
pp. 357-361 ◽  
Author(s):  
Hisashi Toyoshima ◽  
◽  
Takahiro Yamanoi ◽  
Toshimasa Yamazaki ◽  
Shin-ichi Ohnishi ◽  
...  
Keyword(s):  
Brain Activity ◽  
Recognition Task ◽  
Event Related Potentials ◽  
Dipole Source ◽  
Broca’S Area ◽  
Broca's Area ◽  
Current Dipole ◽  
Related Potentials ◽  
Wernicke’S Area ◽  
The Right

The 19-channel Event-Related Potentials (ERPs) we recorded during recognition of hiragana (one type of Japanese phonetic characters) were simultaneously and independently presented as a word and a nonword to opposite eyes using a field-sequential stereoscopic 3D display with a liquid-crystal shutter, a word and a non-word were simultaneously and independently presented to the left (right) and the right (left) eyes, respectively. Each word consists of 3 hiragana characters. Three subjects were instructed to press a button when they understood the meaning of the visual stimuli after 3,000 ms poststimulus. Equivalent Current Dipole source Localization (ECDL) with 3 unconstrained ECDs was applied to the ERPs. In the case of right-handed subjects, the ECDs were localized to the Wernicke’s area at around 600 ms. In the case of left-handed subject, the ECD was localized to the Wernicke’s homologue. After that ECDs were then localized to the prefrontal area, the superior frontal gyrus, and the middle frontal gyrus. At around 800 ms, the ECDs were localized to the Broca’s area, then after that ECDs were relocalized to the the Wernicke’s area and to the Broca’s area.

Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Dentik Karyaningsih ◽  
Puji Siswanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
System Development ◽  
Language Education ◽  
Prototype System ◽  
Study Program ◽  
Education Study ◽  
English Pronunciation ◽  
E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

scholarly journals Cultural awareness in an Iranian English language classroom: A teaching intervention in an interculturally “conservative” setting

2020 ◽  
Vol 9 (1) ◽  
pp. 57-80
Author(s):  
Yasmina Abdzadeh ◽  
Will Baker
Keyword(s):  
Cultural Awareness ◽  
English Language ◽  
English Education ◽  
National Curriculum ◽  
Language Education ◽  
Cultural Learning ◽  
Systematic Instruction ◽  
Policy Makers ◽  
Language Classroom ◽  
Open Country

AbstractDespite Iran’s increasing use of English as a lingua franca (ELF) and its growing position as a more open country to international relationships, Iran’s education policy is still culturally conservative and intercultural language education is absent from the national curriculum and hence classrooms. In response, this article presents the results of a ten-session course focused on implementing and developing cultural awareness (CA) in an Iranian English language classroom. The data revealed that this course had a positive effect in developing students’ levels of CA, moving from basic in the first half of the course towards advanced in the second half. This provides important empirical evidence illustrating the value of systematic instruction of CA in students’ cultural learning. Furthermore, this course was the first of its kind in the predominantly monolingual, culturally restricted context of this study, where intercultural education is missing from the curriculum, yet where students are likely to use ELF for intercultural communication while travelling abroad or inside the country for communication purposes with non-Iranians. This study, thus, demonstrates the feasibility and documents the processes of integrating intercultural teaching into English education, specifically in contexts where educators might be limited by language policy makers.

English Education Reform in Asian Countries

2021 ◽  
Author(s):  
Wenyang Sun ◽  
Xue Lan Rong
Keyword(s):  
Education Reform ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Asian Countries ◽  
Education Policies ◽  
English Language Education ◽  
Rapid Urbanization ◽  
The Status ◽  
Globalized World

Language education is becoming an increasingly important topic in education in Asian countries, especially as schools in Asian countries have become more multilingual and multicultural as a result of rapid urbanization and globalization. A comparative analysis of the issues in language education reform in Asian countries—using China, India, Japan, South Korea, and Singapore as examples—shows that, historically and currently, English language education policies are shaped by various underpinning ideologies such as linguicism, nationalism, and neoliberalism. English can serve as a vehicle for upward socioeconomic mobility, or an instrument of linguistic imperialism, or both, in Asia contexts. These ideologies, through language education policies and reforms, impact the status as well as the pedagogy and promotion of the English language. There is a trend and a need with regard to addressing critical consciousness in English education in order to counter the forces of linguicism and neoliberalism in an increasingly multilingual, multicultural, and globalized world.

Why EFL Students Understand the Language Assessment?

2020 ◽  
Vol 03 (12) ◽  
Author(s):  
Arjulayana . ◽  
Keyword(s):  
Language Learners ◽  
English Learners ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Language Assessment ◽  
Total Sample ◽  
Study Program ◽  
Training And Education ◽  
Teachers Training

English language assessment is a subject lesson in some university in Indonesia, and it is one of the requirement to be able to master by the students in advocating language learners’ quality and competency. Assessing the language skills is a critical process to improve language capacity and competency in mastering language skill correctly. In the other hand, assessment as the most important thing to be understood by all language learners in making their process of teaching and learning are understandable and gaining good outcomes as the expectation. The objective of this paper is to outline the importance of language assessment subject for student who major in teachers training and education faculty. This paper used qualitative descriptive approach, with observation, interview and study documents to collect the data. The triangulation validation is used to validate the instruments. The sample of this research is 5 semester students of teachers training and education from University of Muhammadiyah Tangerang with the total sample is 33 students, majoring of English education study program. The result of this research can be simulated as; firstly, giving understanding language assessment to English learners can motivate and help them in doing their final assignment/mini research easily. Secondly, understanding English language assessment made students’critical thinking increase, because they start thinking about many kinds of language research and the solution in improving English language problems. Thirdly, learning English assessment gave a clear outline for English learners to support their research as a final requirement in getting bachelor degree and foster their competency as the language education learners.

scholarly journals fMRI Evidence for Cortical Modification during Learning of Mandarin Lexical Tone

2003 ◽  
Vol 15 (7) ◽  
pp. 1019-1027 ◽  
Author(s):  
Yue Wang ◽  
Joan A. Sereno ◽  
Allard Jongman ◽  
Joy Hirsch
Keyword(s):  
Second Language ◽  
Inferior Frontal Gyrus ◽  
Superior Temporal Gyrus ◽  
Broca’S Area ◽  
Lexical Tone ◽  
Broca's Area ◽  
Language Functions ◽  
Before And After ◽  
Cortical Regions ◽  
Wernicke’S Area

Functional magnetic resonance imaging was employed before and after six native English speakers completed lexical tone training as part of a program to learn Mandarin as a second language. Language-related areas including Broca's area, Wernicke's area, auditory cortex, and supplementary motor regions were active in all subjects before and after training and did not vary in average location. Across all subjects, improvements in performance were associated with an increase in the spatial extent of activation in left superior temporal gyrus (Brodmann's area 22, putative Wernicke's area), the emergence of activity in adjacent Brodmann's area 42, and the emergence of activity in right inferior frontal gyrus (Brodmann's area 44), a homologue of putative Broca's area. These findings demonstrate a form of enrichment plasticity in which the early cortical effects of learning a tone-based second language involve both expansion of preexisting language-related areas and recruitment of additional cortical regions specialized for functions similar to the new language functions.

scholarly journals Optical Mapping of Brain Activity Underlying Directionality and Its Modulation by Expertise in Mandarin/English Interpreting

2021 ◽  
Vol 15 ◽  
Author(s):  
Yan He ◽  
Yinying Hu ◽  
Yaxi Yang ◽  
Defeng Li ◽  
Yi Hu
Keyword(s):  
Prefrontal Cortex ◽  
Cognitive Skills ◽  
Near Infrared ◽  
Right Hemisphere ◽  
Brain Activity ◽  
Brain Regions ◽  
Broca’S Area ◽  
Broca's Area ◽  
Functional Near Infrared Spectroscopy ◽  
The Right

Recent neuroimaging research has suggested that unequal cognitive efforts exist between interpreting from language 1 (L1) to language 2 (L2) compared with interpreting from L2 to L1. However, the neural substrates that underlie this directionality effect are not yet well understood. Whether directionality is modulated by interpreting expertise also remains unknown. In this study, we recruited two groups of Mandarin (L1)/English (L2) bilingual speakers with varying levels of interpreting expertise and asked them to perform interpreting and reading tasks. Functional near-infrared spectroscopy (fNIRS) was used to collect cortical brain data for participants during each task, using 68 channels that covered the prefrontal cortex and the bilateral perisylvian regions. The interpreting-related neuroimaging data was normalized by using both L1 and L2 reading tasks, to control the function of reading and vocalization respectively. Our findings revealed the directionality effect in both groups, with forward interpreting (from L1 to L2) produced more pronounced brain activity, when normalized for reading. We also found that directionality was modulated by interpreting expertise in both normalizations. For the group with relatively high expertise, the activated brain regions included the right Broca’s area and the left premotor and supplementary motor cortex; whereas for the group with relatively low expertise, the activated brain areas covered the superior temporal gyrus, the dorsolateral prefrontal cortex (DLPFC), the Broca’s area, and visual area 3 in the right hemisphere. These findings indicated that interpreting expertise modulated brain activation, possibly because of more developed cognitive skills associated with executive functions in experienced interpreters.

scholarly journals The hidden curriculum of work in English language education

AILA Review ◽  
2019 ◽  
Vol 32 ◽  
pp. 36-63 ◽  
Author(s):  
Peter Sayer
Keyword(s):  
Public School ◽  
Teaching And Learning ◽  
English Language ◽  
Hidden Curriculum ◽  
English Education ◽  
Language Education ◽  
Education Programme ◽  
School Students ◽  
Public School Students ◽  
Early English

Abstract There has been a rapid global expansion of English instruction in the early grades in public school curricula. Particularly in so-called developing countries, the increase of and its shift from exclusively private to public education is linked to the idea that acquiring English promotes personal, social, and economic development. The author takes one case of a recent early English program, the national program in Mexico, and argues that it is a representative case of a language education programme and policy organized around neoliberal principles. The policy’s stated goal is to address issues of access and equity for public school students; however, findings indicate that the actual processes of teaching and learning at the classroom level remain highly stratified across social class lines. An analysis of English lessons in schools at different points on the socioeconomic spectrum illustrates that instruction is preparing children with certain types of skills and dispositions congruent to their class position and revealing the hidden curriculum of work in early English education.

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