Conceptualizing Environmental Refugees in Education: A Transformative Language-Learning Framework

2010 ◽  
Vol 4 (3) ◽  
pp. 192-207 ◽  
Author(s):  
Jason Goulah
Keyword(s):  
Language Learning ◽  
Learning Framework ◽  
Environmental Refugees

Developing an Autonomous Language Learning Framework in a Blended Learning Environment

2013 ◽  
pp. 150-170
Author(s):  
Helen W. M. Yeh
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Language Learning ◽  
Traditional Classroom ◽  
Autonomous Learning ◽  
Learning Framework ◽  
Computer Mediated ◽  
English Competence ◽  
Traditional Classroom Teaching ◽  
Roles Of Teacher

Educational technologies in language learning has undergone a shift from learner’s interaction with computers to interaction with other humans via the computer, and now moves towards the blended learning where traditional classroom teaching methods and computer-mediated activities are combined. However, the effectiveness of the blended learning is still inconclusive. The present chapter examines the effectiveness of autonomous language learning programmes in a blended learning environment and presents a framework that was derived from the programme. The framework describes the roles of teacher, the learning construction, and the learning process for autonomous language learning, and suggests a number of techniques that teachers can use to formulate their teaching plans for the blended learning. Findings revealed that students had favorable attitudes towards the autonomous language learning, the blended learning, and the programme, which could not only motivate them to continue autonomous learning but also improve their English competence.

scholarly journals The first five days

2016 ◽  
Vol 46 (1) ◽  
pp. 94-104
Author(s):  
Amanda Romjue
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Learning Framework ◽  
Educational Culture ◽  
Motivation For Learning ◽  
Language Classes ◽  
Successes And Challenges

Facilitating lifelong language learning amongst students is a frequently mentioned goal of many language teachers. Teachers want their students to fall in love with the cultures and languages they have dedicated their lives to studying. However, igniting the spark for learning beyond the classroom can be a real challenge. In the current educational culture where motivation for learning is too often focused on extrinsic motivations like passing tests and making good grades, how do teachers redirect students toward intrinsic motivations like a love for learning? Research into various fields of study have provided evidence that it typically takes at least ten years of concerted effort to master most skills. From this premise it stands to reason that in order for language learners to reach higher levels of language proficiency, there is a need to promote learner autonomy that extends learning beyond the language classes students take in schools. Facilitating learner autonomy requires a reconceptualization of the way language classes are structured. Building upon goal theories, task-based language learning, and deep reflection within a transparent learning framework can help to provide students with the skills to continue learning beyond the classroom. This framework can set students on a more self-directed path toward language learning that is both intrinsically motivating and engaging. Throughout my own research and practice I have begun to develop a process to facilitate this type of learning environment for my students. In this paper, I share my own successes and challenges as I spent the first five days of a semester establishing expectations for facilitating learner autonomy.

Shifting Gears

2022 ◽  
pp. 66-87
Author(s):  
Kathleen D. Shelton
Keyword(s):  
Language Learning ◽  
Professional Learning ◽  
Language Instruction ◽  
Language Teachers ◽  
Social Emotional ◽  
Learning Framework ◽  
World Languages ◽  
School Year ◽  
Global Pandemic ◽  
Virtual Support

In March 2020, all Ohio school buildings were closed due to the COVID-19 global pandemic, leaving districts in crisis mode to complete the school year. This chapter per the authors details how the specialists in world languages and cultures at the Ohio Department of Education, in collaboration with the Ohio Foreign Language Association, were able to quickly and efficiently initiate virtual support for Ohio language teachers during the Spring 2020 school year, lead a summer professional learning series to prepare teachers for remote and blended learning the following school year, and continue virtually supporting teachers throughout the disruptions of the 2020-2021 school year. Priorities focused on teachers' and learners' social-emotional needs, high-quality and practical instructional resources that made language learning accessible for all, and a professional learning framework that modeled strategies for reimagining language instruction in an in-person, remote, or blended environment.

Towards a seamless language learning framework mediated by the ubiquitous technology

2012 ◽  
Vol 6 (2) ◽  
pp. 156 ◽  
Author(s):  
Lung Hsiang Wong ◽  
Ching Sing Chai ◽  
Chee Kuen Chin ◽  
Yu Fen Hsieh ◽  
May Liu
Keyword(s):  
Language Learning ◽  
Ubiquitous Technology ◽  
Learning Framework

scholarly journals C-POS: A Context-Aware Adaptive Part-of-Speech Language Learning Framework

IEEE Access ◽  
2020 ◽  
Vol 8 ◽  
pp. 30720-30733
Author(s):  
Shazia Maqsood ◽  
Abdul Shahid ◽  
Fakhra Nazar ◽  
Muhammad Asif ◽  
Muhammad Ahmad ◽  
...  
Keyword(s):  
Language Learning ◽  
Context Aware ◽  
Learning Framework ◽  
Part Of Speech

scholarly journals Conceptual Artificial Intelligence framework to Improving English as Second Language

2020 ◽  
Vol 17 ◽  
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Learning ◽  
Teaching Literature ◽  
English As Second Language ◽  
Learning Framework ◽  
Foreign Land ◽  
Global Language ◽  
The Individual ◽  
Learning English

English has become a global language in modern day world. It is widely spoken among the non-native English communities as well. However, due to the lack of resources, such as, teaching literature and skilled English teachers, the teaching of English language becomes inefficient. Educational institutions and non-native English students are equally affected by these problems. In order to efficiently cope with the aforementioned issues, we propose an AI-based English learning framework. The proposed AI-based framework combines the previously proposed algorithms and other newly developed techniques to enhance the language learning. The proposed framework enables the individual learners to interact with the framework for improving and enhancing the process of learning English language. In addition, the proposed system has the capability to effectively cope with the lack of resources available to the educational institutes providing English learning courses. In addition, we also perform data collection and develop new modules that are integrated in the proposed framework. We assess the proposed framework by allowing a group of participants to learn English language. These participants are non-native speakers from a foreign land. The results make it evident, that the proposed framework assists the students in learning English as a foreign language.

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