Integrating M-technology into Web-based ESL Vocabulary Learning for Working Adult Learners

2006 ◽  
Author(s):  
Yanjie Song ◽  
R. Fox
Keyword(s):  
Adult Learners ◽  
Vocabulary Learning ◽  
Web Based ◽  
Working Adult

scholarly journals Can Google Translate Rewire Your L2 English Processing?

Digital ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 66-85
Author(s):  
Natália Resende ◽  
Andy Way
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Cognitive Processing ◽  
Vocabulary Learning ◽  
Brazilian Portuguese ◽  
English Speakers ◽  
Syntactic Priming ◽  
Web Based ◽  
English Syntax

In this article, we address the question of whether exposure to the translated output of MT systems could result in changes in the cognitive processing of English as a second language (L2 English). To answer this question, we first conducted a survey with 90 Brazilian Portuguese L2 English speakers with the aim of understanding how and for what purposes they use web-based MT systems. To investigate whether MT systems are capable of influencing L2 English cognitive processing, we carried out a syntactic priming experiment with 32 Brazilian Portuguese speakers. We wanted to test whether speakers re-use in their subsequent speech in English the same syntactic alternative previously seen in the MT output, when using the popular Google Translate system to translate sentences from Portuguese into English. The results of the survey show that Brazilian Portuguese L2 English speakers use Google Translate as a tool supporting their speech in English as well as a source of English vocabulary learning. The results of the syntactic priming experiment show that exposure to an English syntactic alternative through GT can lead to the re-use of the same syntactic alternative in subsequent speech even if it is not the speaker’s preferred syntactic alternative in English. These findings suggest that GT is being used as a tool for language learning purposes and so is indeed capable of rewiring the processing of L2 English syntax.

Facilitation of Web-Based Courses Designed for Adult Learners

2011 ◽  
pp. 918-921
Author(s):  
Bonnie McCall Ordonez
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Course Design ◽  
Online Courses ◽  
Faculty Members ◽  
Online Course ◽  
University Faculty ◽  
Web Based ◽  
Professional Students ◽  
College And University

Web-based courses have currently surpassed all other forms of distance education in the higher education field. One of the main reasons in growth is the demand from adult and professional students looking for a convenient yet quality education (Kearsley, 2000). College and university faculty members are a key component in the development and delivery of online courses. Many studies have been conducted on effective course design, and student achievement and outcomes (Kearsley, 2000, p. 46), but less research is available on the instructional techniques necessary to facilitate an online course.

Managing the Utilization of Technologies in Adult Education, Training, and Administration

2020 ◽  
pp. 1-19
Author(s):  
Mehmet Durnali
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Education System ◽  
Theoretical Basis ◽  
The Internet ◽  
Web Based ◽  
Technological Capacity ◽  
Education Training ◽  
The Web

This study aimed to investigate and discuss the technologies in Turkey's adult education system in a holistic, systematic way and within a framework with a theoretical basis for the use of the computer, the internet, and web-based technologies in adult education, training, and administration. The web-based applications such as EBA and A-Okul can be very useful for enabling adult learners to acquire a diploma or some certificate. Being able to use technological applications considering all functions and subdivisions can mean learning many tasks, activities, processes, and requirements in adult education. Therefore, it is important to acquire the skills necessary to use these technologies since the algorithms contained in these technological applications are a reflection of the steps of necessary and inclusive tasks, activities, processes in the administration of adult education. The development of the technological capacity of the organization may mean increasing the productivity of the organization.

scholarly journals Using Open-Source Software for Sign Language Learning and Assessment

2019 ◽  
Vol 14 (19) ◽  
pp. 188
Author(s):  
Tobias Haug ◽  
Sarah Ebling
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Open Source ◽  
Sign Language ◽  
Open Source Software ◽  
Self Assessment ◽  
Web Based ◽  
Swiss German ◽  
Feedback Questionnaire ◽  
The Web

This study reports on the use of an open-source software for sign language learning and (self-)assessment. A Yes/No vocabulary size test for Swiss German Sign Language (Deutschschweizerische Gebärdensprache, DSGS) was developed, targeting beginning adult learners. The Web-based test, which can be used for self-assessment or placement purposes, was administered to 20 DSGS adult learners of ages 24 to 55 (M = 39.3). The learners filled out a background questionnaire, took the Yes/No test tests, and filled out a feedback questionnaire. The comments provided by the learners about the suitability of the Web-based DSGS vocabulary self-assessment instrument provided concrete feedback towards improvement of the system.

scholarly journals ICT TOOLS FOR PROMOTING SELF-PACED LEARNING AMONG SANDWICH STUDENTS IN A NIGERIAN UNIVERSITY

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Appolonia O. Anurugwo
Keyword(s):  
Adult Learners ◽  
Round Table ◽  
College Of Education ◽  
Video Tape ◽  
Full Time ◽  
Web Based ◽  
Web Based Learning ◽  
Ict Tools ◽  
Nigerian University ◽  
E Mail

<p>Sandwich programmes are an innovation in teacher education geared towards the production of high-quality manpower. They are organized during school vacations so that teachers working full-time would also have the opportunity to advance academically and improve professionally. However, the intensive nature of the programme jeopardizes the actualization of its objectives. Sandwich students, as adult learners, are self-directed and self-paced learners. Self-paced learning is any kind of instruction that progresses according to the speed of the learner. It is a “teach-yourself” method that does not require on-the-spot feedback from instructors. Sandwich students, therefore, need ICT tools to encourage their self-paced learning. This study involved twenty-seven final year Guidance and Counselling sandwich degree students at Alvan Ikoku Federal College of Education Owerri, who brainstormed in a round table setting and concluded that ICT tools such as audio tapes, smart phones, e-mail, video tape, internet, and other web-based learning should be applied to promote self-paced learning among sandwich students in Nigerian Universities. Based on the findings, recommendations were made and conclusions drawn.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0666/a.php" alt="Hit counter" /></p>

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