Computer assisted group project activities in a beginners’ Japanese foreign language class

2003 ◽  
Vol 17 ◽  
pp. 44-59 ◽  
Author(s):  
Sayuki Machida
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Group Dynamics ◽  
Computer Assisted ◽  
Self Directed Learning ◽  
Group Project ◽  
Language Class ◽  
Directed Learning ◽  
Questionnaire Surveys ◽  
Project Data

This study examined the implementation of computer assisted group project activities in a beginners’ Japanese foreign language course. Questions to be investigated were whether or not the implementation of the activities facilitated the beginners’ learning and what other factors affected their learning through the project. Data on (a) the learners’ motivation toward Japanese learning and language learning using the computer, (b) their perceptions of their achievement, and (c) their reflections on the project-based activities, were collected by questionnaire surveys and through the subjects’ journals and reports. The analysis of the participants’ feedback demonstrated that the computer assisted group project activities were overall received positively and provided some, if not all, learners with an alternative approach for learning Japanese as a foreign language. Generally the more smoothly the group work went, the more the learners appear to have achieved through the activities. Three factors appeared to be crucial for the success of the activities: (1) self-directed learning; (2) group dynamics; and, (3) computer-related skills. These outcomes are rather encouraging for the use of projectbased activities as part of the course syllabus.

scholarly journals Promotion of Student Autonomy in Learning the German Language. University Case Study

2020 ◽  
Vol 17 (1) ◽  
pp. 231-253
Author(s):  
Sidona Žvaliauskienė
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
German Language ◽  
Self Directed Learning ◽  
Student Autonomy ◽  
Language Class ◽  
Directed Learning ◽  
University Lecturers

SummaryThe concept of learner-centered teaching is very popular in modern foreign language didactics. Specialized literature emphasizes repeatedly how important it is to enable individual and self-directed learning processes and to support them with advice. It is obvious that autonomy can be seen as a key competence that is urgently needed in a constantly changing world of work. With the principles of learner orientation and learner autonomy, the roles of university lecturers and students are also changing. So it seems to be essential for lecturers to answer the following questions: Under what conditions can self-determined, efficient and successful foreign language learning take place in a university-learning environment? How much freedom students can or want to endure in a foreign language class? What are the limitations of learner-oriented teaching in foreign language classes? This article reports on the implementation of the pedagogical concepts of learner orientation and learner autonomy and shows why the use of the didactic principle of learner autonomy in universities is a challenging task for both teachers and learners. The statements are based on the insights gained during the BA seminar on contemporary German language at Kaunas Vytautas Magnus University.

scholarly journals An overview of popular website platforms and mobile apps for language learning

2021 ◽  
pp. 9-35
Author(s):  
Anna Bączkowska
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Mobile Apps ◽  
Self Regulation ◽  
Personal Knowledge ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Self Directed Learning ◽  
Current Trends ◽  
Directed Learning

This paper aims at providing a survey of the most popular online educational platforms and mobile apps for language learning. It gives an overview of the development and current trends in what is generally labelled computer-assisted language learning (CALL) with reference to select pedagogical theories; in particular, those embedded in the theoretical framework of broadly defined constructivism, as well as select learning processes, including self-regulation, self-directed learning, personal knowledge management and the concept of learner autonomy. Following this theoretical backdrop, the analysis of 30 educational platforms for language learning is presented, which were evaluated against several criteria, such as accessibility, revised Bloom et al.’s taxonomy of learning outcomes, language levels, typology of exercises, etc.

scholarly journals Foghlaim ríomhchuidithe teanga-chliste agus teicneolaíocht na hurlabhra: Féidearthachtaí do theagasc/d’fhoghlaim na Gaeilge

2020 ◽  
Vol 27 ◽  
Author(s):  
Neasa Ní Chiaráin
Keyword(s):  
Language Learning ◽  
Speech Synthesis ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Self Directed Learning ◽  
Trinity College Dublin ◽  
Directed Learning ◽  
Text To Speech Synthesis ◽  
Learning Platforms ◽  
Synthetic Voices

Tá an córas sintéiseach téacs-go-hurlabhra, ABAIR (www.abair.ie), á fhorbairt sa tSaotharlann Foghraíochta agus Urlabhra i gColáiste na Tríonóide le roinnt blianta anuas agus tá na guthanna sintéiseacha ar fáil anois sna trí mhórchanúint – Canúint na Mumhan (baineann agus fireann), Canúint Connacht (fireann) agus Canúint Uladh (baineann). Tá obair thaighde ar siúl sa tSaotharlann le blianta beaga anuas chun féachaint ar na feidhmeanna ar féidir a bhaint as na guthanna seo. Tá an páipéar seo dírithe ar an úsáid a d'fhéadfaí a bhaint astu i réimse Fhoghlaim Ríomhchuidithe Teangacha-Chliste (FRT-Chliste) agus go háirithe ar an úsáid a d'fhéadfaí a bhaint astu i bhforbairt ardán a cheadódh don fhoghlaimeoir idirghníomhaíocht phearsanta a dhéanamh leis an ríomhaire, rud a chabhródh le foghlaim fhéinriartha na Gaeilge. Léirítear féidearthachtaí na teicneolaíochtaí seo i gcomhthéacs an ardáin phíolótaigh, An Scéalaí, atá á fhorbairt faoi láthair. Text-to-speech synthesis systems are being developed as part of the ABAIR initiative (www.abair.ie), in the Phonetics and Speech Laboratory in Trinity College Dublin. Synthetic voices are now available in the three major dialects - Munster (female and male), Connacht (male) and Ulster (female). This paper gives an overview of the Irish synthetic voices and focuses on their use in the context of Intelligent Computer-Assisted Language Learning (iCALL) and in particular their use in the development of interactive language learning platforms for the self-directed learning of Irish. The potential of this technology is demonstrated in the context of a new iCALL platform, An Scéalaí (‘the Storyteller’), currently under development.

scholarly journals Editorial

2014 ◽  
pp. 315-319
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Regulation ◽  
Opportunity To Learn ◽  
Foreign Language Learning ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Language Studies ◽  
Regulatory Strategies ◽  
Directed Learning

The idea for this special issue on self-regulation in foreign language learning arose from a symposium we held from December 7-8, 2013, at Shimonoseki City University. We convened the symposium with the support of a grant-in-aid for scientific research from the Japan Society for the Promotion of Science. This grant was awarded to help with the investigation of the use of supplementary learning materials designed to develop language learners’ self-regulatory strategies, a four year research project that is nearing conclusion. The aim of the symposium was not so much to showcase our own work, but to create an opportunity to learn from others and to share findings from practice and research. Through our participation at various conferences reporting on the results of our project, we had come to realize that there was significant interest in the application of self-regulated learning to foreign language studies, and, indeed, that there was a growing body of people engaged in research and educational practices related to this topic. We also noticed that many people involved in learner autonomy and self-directed learning were reporting findings similar to our own, so we were interested in achieving some sort of collaboration or discussion between educators working in these fields. The symposium brought up many issues which have influenced our own research and practices, and we hope that by sharing this with the wider community that the conversation will continue to grow.

scholarly journals CALL, Self-access, and Autonomous Learning

2018 ◽  
Author(s):  
Jorge Benavides
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategy ◽  
Autonomous Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Approach ◽  
Self Directed Learning ◽  
Directed Learning ◽  
High Motivation

The idea of autonomous learning through a process of self-access learning is a very powerful one since CALL (Computer-Assisted Language Learning) can provide environments which could cope with a large variety of learning possibilities and learning styles. The autonomous computer user is free to choose his own course, topics, and work at his own pace. However, in this approach, high motivation may not necessarily mean learning efficiently. The student may not be very good at selecting his own learning strategy, especially at initial stages. This problem could be alleviated if the introduction of learning autonomy, through self-access learning, is done as a process where the learner is being trained to progressively go from an externally-directed-learning approach to a self-directed learning approach.

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

2019 ◽  
Vol 39 ◽  
pp. 52-58 ◽  
Author(s):  
Chun Lai
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Learning Contexts ◽  
Directed Learning ◽  
Technology Aids ◽  
Constructed Self ◽  
The Relationship

AbstractThis article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.

scholarly journals The Application of Virtual Simulations Using Second Life in a Foreign Language Classroom

2014 ◽  
Vol 2 (1) ◽  
pp. 67 ◽  
Author(s):  
Tecnam Yoon
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Second Life ◽  
Virtual Simulation ◽  
English Learning ◽  
Language Class ◽  
Simulation Based ◽  
Language Classroom ◽  
Virtual Simulations

<p><em>The purpose of this paper is to investigate the effects of virtual simulation-based language learning in a foreign language class in Korea. Total 35 1st-year university students in Korea participated in this research to figure out the effect of simulations. A virtual English learning community, ‘Cypris Chat’ in Second Life was selected as a learning tool. For the data collection, a survey questionnaire was distributed and analyzed quantitatively. The result shows that the majority of the students had a positive attitude toward using a virtual simulation in English learning and had better understanding in learning English by experiencing an authentic practice. The first section of this paper provides a general overview of simulations in educational settings through an insightful literature review of the current research in the area. The review includes a comprehensive outlook on simulations, an example of successful classroom integration and some of the considerations researchers have found for their implementation. The latter section addresses the research method, results and conclusions.</em></p>

scholarly journals The effectiveness of computers on vocabulary learning among preschool children: a semiotic approach

2016 ◽  
Vol 11 (1) ◽  
pp. 02 ◽  
Author(s):  
Tutku Basöz ◽  
Dilek Tüfekci Can
Keyword(s):  
Preschool Children ◽  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Instruction Group ◽  
Significant Difference ◽  
Semiotic Approach

Semiotics in foreign language learning has recently achieved some prominence as a theoretical foundation for language teaching and learning. Although there have been a number of research on the semiotics in foreign language learning, the practical use of semiotics in preschool classroom environment still remains unanswered. What is more, the effectiveness of computers on vocabulary learning among preschool children is still an obscure area, which attracts the attentions of researchers, scholars and practitioners. Thus, the present study aims to investigate whether there is a significant difference in preschool children’s vocabulary gain depending upon the computer assisted vocabulary instruction or the traditional vocabulary instruction both adopting a semiotic approach. The sample group of the study included 35 preschool children (5-years) who are studying at Balıkesir University Necatibey Faculty of Education Kindergarten. In this quasi-experimental study, the children were assigned to computer assisted vocabulary instruction group (16) or traditional vocabulary instruction group (19), which were the experimental and control groups. Before the experiment, the children were given a pre-test, which measured the number of target vocabulary the children had already known. While the experimental group learned the target vocabulary through computer-assisted instruction, the control group was taught the same target vocabulary via traditional vocabulary instruction. After the experiment, the same test was given to the children as the post-test. The results of the study showed that both instruction types were successful in teaching vocabulary and there was no significant difference between the groups in terms of their vocabulary gain. Keywords: Vocabulary learning; semiotic approach; computer assisted vocabulary instruction; preschool children; foreign language learning 

scholarly journals I LOVE INDONESIA: EFL LEARNERS� PERCEPTIONS ON WEB-FACILITATED LANGUAGE LEARNING

2017 ◽  
Vol 2 (1) ◽  
pp. 273
Author(s):  
Muzakki Bashori
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Generation Z ◽  
Use Of The Internet

The integration of computer in the service of FL (Foreign Language) learning is expected to be inevitable in the future. It is seemingly due to (a) its considerable affordances for EFL (English as a Foreign Language) learners, (b) the characteristics of today�s learners as the Generation Z (Gonz�lez-Lloret & Ortega, 2014), and (c) the widespread use of the internet in the 21st century. This situation then leads to transforming CALL (Computer-Assisted Language Learning) into WFLL (Web-Facilitated Language Learning) as an alternative paradigm for EFL teachers and learners. Furthermore, TBLT (Task-Based Language Teaching) is likely to serve as a pedagogical framework in designing the Web for the purpose of FL learning. The present study was therefore mainly aimed at (a) developing a particularly teacher-designed learning website, namely I Love Indonesia, and (b) investigating high school learners of English in Indonesia with different attitudes towards CALL (positive/moderate/negative) in correlation with how they perceive WFLL (agree/disagree) and perform web-based activities. Descriptive Statistics, IF Function in Excel, Correlation Analysis, and Independent-samples t-test were employed in the study. Finally, the findings of the study showed that (a) the website seems to benefit EFL learners in some certain aspects, and (b) positive attitude learners are likely to perceive more positively (agree) than moderate and negative attitude learners (disagree) on the use of the website for the purpose of language learning. A greater number of learners over a longer period of time should be taken into account when conducting further studies on the effectiveness of the website for EFL learners in order to be able to shed some light on learners� language development.�Keyword: attitude, perception, task-based language teaching, web-facilitated language learning

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