Fischer, Frank et al (2013) Grand challenges in technology enhanced learning Springer (Berlin) isbn 978-3-319-01666-5 79 pp £44.99 http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-3-319-01666-5

2014 ◽  
Vol 45 (3) ◽  
pp. E15-E16
Author(s):  
Jesús García Laborda
Keyword(s):  
Language Learning ◽  
Technology Enhanced Learning ◽  
Grand Challenges ◽  
Enhanced Learning

Context-Aware and Adaptive Units of Learning in mLearning

2012 ◽  
Vol 3 (2) ◽  
pp. 1-25 ◽  
Author(s):  
Sergio Gómez ◽  
Ramón Fabregat
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Second Language Learning ◽  
Contextual Information ◽  
Technology Enhanced Learning ◽  
Context Aware ◽  
Desktop Computers ◽  
Conditional Statements ◽  
Enhanced Learning ◽  
Interest And Motivation

In technology-enhanced learning, the use of mobile applications is increasing, which improves students’ learning experiences, allowing them to carry out daily activities anytime, anywhere. However, the majority of the available learning contents have been designed for desktop computers; thus, accessing that information is limited by the technical capabilities of mobile devices. As a result, students might lose interest and motivation to learn using their mobile devices if content adaptation and learning personalization processes are not appropriately designed. In this paper, the authors present a context-aware adaptation architecture for mobile learning. In the architecture, two mechanisms based on conditional statements from the IMS Learning Design specification and a transcoding mechanism are presented. Moreover, which learner’s contextual information can be represented to design the learning process and retrieved to adapt activities and resources is explained by the description of a context-aware mobile-assisted second language learning scenario.

Technology-enhanced language learning: Recent developments and what to expect next

2018 ◽  
Vol 7 (2.28) ◽  
pp. 147
Author(s):  
Vilma Mikašytė
Keyword(s):  
Language Learning ◽  
Foreign Languages ◽  
Technology Enhanced Learning ◽  
Future Studies ◽  
Key Characteristics ◽  
Recent Developments ◽  
Educational Potential ◽  
Near Future ◽  
Enhanced Learning ◽  
Insight Into

One of the key characteristics that are expected from a contemporary instructor is being able to creatively implement innovation in his/her day-to-day teaching activities. An example of such innovative approaches to teaching is the integrated teaching of, for instance, STEM subjects with foreign languages (FL). The latter can be successfully achieved via technology-enhanced learning (TEL) approach. Currently, there are numerous apps and platforms available or still being developed for teaching STEM subjects, which could be combined with learning FLs in order to ensure successful learning outcomes even more. However, the full educational potential of TEL tools for teaching FLs should be investigated and disclosed beforehand. To this end, the present paper provides an overview of the most recent developments in technology-enhanced language learning (TELL). It firstly surveys state-of-the art and then gives an insight into what to expect from the near future studies on TELL. 

scholarly journals Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments

2018 ◽  
Vol 6 (4) ◽  
pp. 131 ◽  
Author(s):  
Sinan Gürleyik ◽  
Elif Akdemir
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Student Perceptions ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Second Language Learning ◽  
Technology Enhanced Learning ◽  
Perceptions Of Students ◽  
Enhanced Learning ◽  
Enhance Student Learning

Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of students utilizing technology-enhanced learning environments to learn second language skills is important to develop the curriculum. This study is organized to investigate the perceptions of students towards second language learning in technology-enhanced learning environments in which students can develop reading, listening, speaking and writing skills for the second language learning. The survey was used to collect data from 875 undergraduate students involved in technology-enhanced second language learning environments in a university. Contrary to general expectations, results of the study indicated that technology-enhanced learning environments do not positively influence the perceptions of undergraduate students for the second language learning. Further research should concentrate on investigating the reasons behind these findings using qualitative studies.

Technological Enhancements of the Method of Loci for Facilitating Logographic Language Learning

2019 ◽  
Vol 48 (3) ◽  
pp. 440-459
Author(s):  
Federico Gelsomini ◽  
Kamen Kanev ◽  
Reneta P. Barneva ◽  
Lisa Walters
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Technology Enhanced Learning ◽  
Novel Approach ◽  
Method Of Loci ◽  
New Knowledge ◽  
Enhanced Learning ◽  
Augmented Method

Memorization is essential when new knowledge is based on association with existing knowledge. It is key in acquiring logographic languages, such as Chinese and Japanese. Such languages present challenges to students possessed of alphabet-based mother tongues. To meet these challenges, we discuss a technology-enhanced learning method to address the needs of second language learners and support the development of appropriate logographic skills. Our novel approach facilitates the memorization of pictograms through the augmented method of loci. We detail augmented method of loci, discuss its wide impact in a range of disciplines, and provide a case study of its application.

Pedagogical Uses of Multimedia Annotators and Players

2008 ◽  
pp. 185-204
Author(s):  
Tetyana Sydorenko ◽  
Tom Myers ◽  
Alexander Nakhimovsky
Keyword(s):  
Best Practices ◽  
Language Learning ◽  
New Technology ◽  
Foreign Language Learning ◽  
Computer Programs ◽  
Technology Enhanced Learning ◽  
Future Directions ◽  
Fields Of Study ◽  
Instruction And Learning ◽  
Enhanced Learning

Multimedia materials form an increasingly important part of technology-enhanced learning (TEL). We present two kinds of related computer programs, multimedia annotators and multimedia players, which provide greatly improved control over how the user navigates, searches, and displays multimedia materials. Our main focus will be on MannX (Multimedia Annotator—XML). The objective of this chapter is to familiarize the reader with multimedia annotators and players, explain why and how they should be used for learning and especially for foreign language learning, present the best practices for their design, and outline the future directions for developing this new technology and its pedagogical applications. We believe that for many fields of study annotated and searchable multimedia materials are the best vehicle for instruction and learning.

scholarly journals Second Language Learning in the Technology-mediated Environments

2018 ◽  
Vol 3 (1) ◽  
pp. 18 ◽  
Author(s):  
Zhonghao Zhou
Keyword(s):  
Language Learning ◽  
Learning Communities ◽  
Mobile Devices ◽  
Second Language Learning ◽  
Cognitive Styles ◽  
Digital Technologies ◽  
Technology Enhanced Learning ◽  
Ubiquitous Learning ◽  
Multimedia Software ◽  
Enhanced Learning

Digital technologies are transforming formal educational practices that extend across space and time, blurring the traditional boundaries of learning in school and out of school. Multimedia software as well as most online materials delivered via combination of different media caters to learners with different cognitive styles. Technology-enhanced learning promotes active and ubiquitous learning, location-based learning, and the generation of learning communities. L2 learners with mobile devices have the advantage of interacting with peers anytime and anywhere.

scholarly journals Technology-Enhanced Language Learning (TELL): A Review of Resourses and Upshots

2015 ◽  
Vol 54 ◽  
pp. 73-87 ◽  
Author(s):  
Afsaneh Ghanizadeh ◽  
Azam Razavi ◽  
Safoura Jahedizadeh
Keyword(s):  
Language Learning ◽  
Positive Impact ◽  
Language Instruction ◽  
Technology Enhanced Learning ◽  
Pedagogy And Curriculum ◽  
And Gender ◽  
Gender Groups ◽  
Enhanced Learning ◽  
Affective Domains ◽  
Positive Effect

The purpose of this paper is to investigate the effectiveness of using technology in improving learning in general and language learning in particular. To do this, a review of recent studies in technology-enhanced learning with a specific focus on technology-enhanced language learning (TELL) was conducted. It was revealed that using different kinds of technology can have positive impacts on students’ progress in different educational contexts in general. These benefits are multidimensional and comprehensive encompassing cognitive, metacognitive, and affective domains of learning. In the case of language learning, the same results were obtained. The findings showed that technology-based language instruction can be used effec­tively as teacher-delivered instruction. It was also indicated that technology can have a positive effect on language learning when its potential capacities are incorporated into pedagogy and curriculum. Besides, it was demonstrated that students’ listening, writing, speaking, and reading skills were enhanced and the technology was seen to have positive impact on sub-skills such as grammar and vocabulary learning. Problem solving as one of the most significant strategies in language learning was also improved. Generally speaking, utilizing technology in the EFL/ESL context provided enjoyable environment for students to learn English. These benefits and consequences are not restricted to any specific age and gender groups.

Grand Challenges in Technology Enhanced Learning

2014 ◽  
Author(s):  
Frank Fischer ◽  
Fridolin Wild ◽  
Rosamund Sutherland ◽  
Lena Zirn
Keyword(s):  
Technology Enhanced Learning ◽  
Grand Challenges ◽  
Enhanced Learning

scholarly journals English Teachers’ Preparedness in Technology Enhanced Language Learning During Covid-19 Pandemic – Students’ Voice

2020 ◽  
Vol 7 (2) ◽  
pp. 57
Author(s):  
Komilie Situmorang ◽  
Dwi Yulianto Nugroho ◽  
Santa Maya Pramusita
Keyword(s):  
Nursing Students ◽  
Language Learning ◽  
Digital Literacy ◽  
English Teachers ◽  
Technology Enhanced Learning ◽  
Digital Assessment ◽  
Short Period ◽  
Teachers And Students ◽  
Digital Classroom ◽  
Enhanced Learning

Students’ voices matter because they tell us different perspectives of what happens in the classroom. This study focused on the students’ voices of the English Teachers’ technical and digital preparedness in technology-enhanced language learning. The study was designed in a descriptive quantitative method using a 4-point Likert scale questionnaire. This study recruited 105 nursing students to voice their teachers’ preparedness in the technology technology-enhanced learning during the pandemic. The result indicated the respondents’ voice expressed that their English teachers positively transformed along with the time. Teachers were found to be positively prepared in digital literacy, digital classroom, and digital assessment after a short period. Implications suggest that teachers and students adopt remote learning as it will soon be the new normal in Language Teaching.

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