Legitimating the Philippines as a language learning space: Transnational Korean youth's experiences and evaluations

2018 ◽  
Vol 22 (2) ◽  
pp. 216-232 ◽  
Author(s):  
In Chull Jang
Keyword(s):  
Language Learning ◽  
The Philippines ◽  
Learning Space

Reflection on Learner-Led Study Abroad Events in a SAC from Three Perspectives: A Learner, an Administrative Staff Member, and an Advisor

Relay Journal ◽  
2020 ◽  
pp. 66-79
Author(s):  
Mizuki Shibata ◽  
Chihiro Hayashi ◽  
Yuri Imamura
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Support System ◽  
Staff Member ◽  
Administrative Staff ◽  
Multiple Reflections ◽  
Learning Space ◽  
Japanese University ◽  
Staff Members

This paper reports on a case study of learner-led study-abroad events in the language learning space at a Japanese University. We present multiple reflections on the events from different perspectives: the event organizer (student), an administrative staff member, and a learning advisor working at the center. We also introduce the support system that a group of administrative staff members and learning advisors are in charge of helping learners to hold their events. Moreover, throughout our reflections, several factors that made the learner-led study-abroad events sustainable and successful are demonstrated.

scholarly journals Design and Management of a Self-Access Language Learning Space Integrated into a Taught Course

2016 ◽  
pp. 136-151
Author(s):  
Sahar Alzahrani ◽  
Vicky Wright
Keyword(s):  
Language Learning ◽  
Instant Messaging ◽  
Virtual Learning Environment ◽  
Learning Needs ◽  
Learning Resources ◽  
Learning Space ◽  
Look Ahead ◽  
Online Tools ◽  
The Many ◽  
The University

This paper reports on the design and management of an online self-access language learning (SALL) space that was used with a group of Saudi medical students to complement classroom-based learning. The aim was to increase the opportunities for communication and language practice and, more specifically, to help develop the learners’ language learning autonomy (Little, 1999). In a pre-study, a questionnaire and a focus group were used to collect information about the students’ needs and interests in language learning. The design of this space was informed by the students’ feedback on their language learning needs and styles as recommended by Breen (1986) and Marsh (2012). Desire2Learn, a widely used virtual learning environment, was used to provide learners with an online self-access center because of the many features it has which would help learners to take control of their learning. The learning resources and online tools included instant messaging (IM), a news stream, access to a facilitator and other learning support, moderated discussions, videos, images, activities and quizzes, as well as links to external materials and to free self-access language learning resources. A description will be provided of how the materials, the tools, and the facilities were integrated within this space along with the justification for each of the elements. A look ahead to how this study could be extended for use with all learners enrolled in the medical scheme of the university will be discussed at the end of the paper.

Mobile Technology and Learner Autonomy in Language Learning

2015 ◽  
pp. 194-212 ◽  
Author(s):  
Zineb Djoub
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
English Teachers ◽  
Learner Autonomy ◽  
Classroom Context ◽  
Learning Space ◽  
Mobile Assisted Language Learning ◽  
New Learning ◽  
Learning Modes ◽  
Language Content

Mobile-Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes that go beyond the classroom context, offering them more flexibility, learning choices in terms of language content, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy. But how are English teachers using MALL? In the attempt to answer this question, a survey is carried out with a sample of 42 English teachers. The results show that the limited use of such devices is not likely to help the learners develop autonomy since it does not go beyond the objective of enhancing their knowledge of this language. This study also reveals learners' difficulties in using these devices, the skills needed, and the kind of support these teachers require. In light of these findings, a list of recommendations is suggested to enhance MALL.

Mobile Technology and Learner Autonomy in Language Learning

2015 ◽  
pp. 291-309
Author(s):  
Zineb Djoub
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
English Teachers ◽  
Learner Autonomy ◽  
Classroom Context ◽  
Learning Space ◽  
Mobile Assisted Language Learning ◽  
New Learning ◽  
Learning Modes ◽  
Language Content

Mobile-Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes that go beyond the classroom context, offering them more flexibility, learning choices in terms of language content, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy. But how are English teachers using MALL? In the attempt to answer this question, a survey is carried out with a sample of 42 English teachers. The results show that the limited use of such devices is not likely to help the learners develop autonomy since it does not go beyond the objective of enhancing their knowledge of this language. This study also reveals learners' difficulties in using these devices, the skills needed, and the kind of support these teachers require. In light of these findings, a list of recommendations is suggested to enhance MALL.

scholarly journals Introduction: Promoting Engagement with Language Learning Spaces: How to Attract Users and Create a Community of Practice

2016 ◽  
pp. 297-300
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
Community Of Practice ◽  
Language Learner ◽  
Learning Spaces ◽  
Learning Space ◽  
Good Balance ◽  
Considerable Success ◽  
Number Of Factors

The three institutions featured in this instalment have all shown considerable success in raising user numbers in recent years. In order to attract users to a language learning space (LLS), a number of factors need to be present. Potential users need to be aware of the existence of the space itself, and know its location. They need to have some knowledge of its functions, and feel that it has the potential to fulfil at least one of their needs as a language learner (Heigham, 2004). Then, they need to feel inspired enough to step into the unknown and have the confidence to enter and engage with staff and other users (Gillies, 2010). The space needs to have a welcoming atmosphere, and the interactions the learners have should provide them with a good balance of success and challenge in order to convince them to return and become regular users.

scholarly journals The motivational evolution in EFL to ESL shift: A case of two Korean education migrants in Manila

2018 ◽  
Vol 9 (2) ◽  
pp. 797-805
Author(s):  
Selwyn Cruz ◽  
Haroun Mohammed Al Balushi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Possible Selves ◽  
Learning Experience ◽  
The Philippines ◽  
Extrinsic Factors ◽  
Motivational System ◽  
Korean Education ◽  
South Korean ◽  
Grounded Theory Method

The study stemmed from a continuing interest in the change in motivation of L2 learners who experience contextual shift using the possible selves framework (Dornyei, 2005). Specifically, it investigated the changes in the L2 motivational system of two South Korean university students in the Philippines. Using grounded-theory method, the two students were interviewed about their language learning experience prior and during the study abroad context. The findings demonstrated that the environment shift had influenced changes in their L2 motivational system. Although the learners' learning profiles were not identical, evident traces of positive motivation were present in their individual narrations. Furthermore, their L2 goals, perception on English language learning and the target community are what contributed to the changes in their L2 motivational system. The participants' statements also featured several traditional intrinsic and extrinsic factors that influenced their L2 self-images at varying levels. Moreover, the changes in the participants’ ideal L2 self as a competent English user appeared to be temporary because of the uncertainties that their national duties pose to their professional ambitions. The study also demonstrates the existence of L2 self in Korean learners.

scholarly journals Rainbows amid Downpours: University Students’ Goals in Learning English during Digital Experiments

2021 ◽  
Vol 3 (2) ◽  
pp. 87-95
Author(s):  
Cathy Mae Dabi Toquero ◽  
Swen Joshryll C. Acebes ◽  
Jaizele B. Melitante ◽  
Nikki T. Tuble
Keyword(s):  
University Students ◽  
Language Learning ◽  
The Philippines ◽  
State University ◽  
Authentic Assessments ◽  
Pedagogical Skills ◽  
Research Findings ◽  
The University ◽  
Academic Implications ◽  
Learning English

University students are susceptible to the constantly shifting online milieu during the pandemic. Linguistic isolation can present more difficulties as students lack authentic social communication in classes online. This study examined the hopes and goals of university students in their English learning course during emergency remote learning. Third Year Pre-Service teachers of a state university in the Philippines served as participants in this study. Through content analysis of 28 student-responses of the English Modules, the research findings demonstrate the significance of hopes and goals of the university students in learning English during the pandemic. Amidst the digital experiments, students portray hopes and goals of developing their pedagogical skills in English and broadening their linguistic skills despite linguistic isolation. Students' goals in the course are to improve their language skills, develop in-depth knowledge in English, achieve better grades, and become effective potential teachers.   As they aim to achieve those goals amid metaphorical downpours, university students reflect on the purpose of the course to equip them for lifelong learning that may develop ethical value, morality, and sense of vocation in their chosen profession. Despite having to confront the difficulties of learning online, their hopes and aspirations spark a burning desire to engage in intellectual and linguistic battles in learning English during pandemic and post-pandemic. Academic implications include for teachers to integrate authentic assessments for experiential language learning and for students to sketch a visual career plan outlining how students may achieve their goals as future educators.

scholarly journals Building a Picture of Usage Patterns in a Language Learning Space: Gathering Useful Quantitative and Qualitative Data

2016 ◽  
pp. 412-425
Author(s):  
Katherine Thornton ◽  
Nao Noguchi
Keyword(s):  
Language Learning ◽  
Qualitative Data ◽  
Design Evaluation ◽  
Learning Space ◽  
Counting System ◽  
Evaluation Instruments ◽  
Usage Patterns ◽  
Experience Survey ◽  
Numeric Data ◽  
Rich Data

While evaluation of a language learning space can be a difficult undertaking, it is possible to design evaluation instruments that both satisfy institutional demands for numeric data and also provide useful information that can be used to improve the space. This paper reports on the implementation, one quantitative and one qualitative, of two evaluation instruments at a small and relatively new self-access centre in Osaka, Japan. The area counting system gives rich data about how students are using the space, while the user experience survey provides much valued learner voices on different aspects of the space and its mission. Examples are given from the findings and how this data can be utilised to enhance the space itself.

scholarly journals Language Learning Exposure and Grammatical Proficiency of Intermediate Pupils

2020 ◽  
Vol 3 (2) ◽  
pp. 73-74
Author(s):  
Marz Kimberly T. Salas ◽  
Ma. Judy B. Legaspi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Catholic School ◽  
The Philippines ◽  
Holistic Process ◽  
English Speaking ◽  
The Difference ◽  
The Relationship

The Philippines is recognized globally as one of the largest English-speaking nations. The majority of its population has at least some degree of fluency in the language. Filipinos are exposed to the heavy usage of English, not just in school but also in their everyday lives. Exposing elementary pupils to different language learning sources (home, friends, school, and media) can help them acquire the language more easily. Thus, the second-language acquisition is a holistic process, which means acquiring the second language is not confined within the four walls of the classroom. This paper describes the extent of language learning exposure and the level of grammatical proficiency of Grade 6 pupils of a Catholic school in Bacolod City. Similarly, it explores the difference in the pupils' extent of language learning exposure and level of grammatical proficiency. Also, it determines the relationship between language learning exposure and grammatical proficiency.   

scholarly journals The social networking service “Niconico Douga” as a virtual self-access learning space: An analysis of the language learning history of a Japanese language learner from Hong Kong ニコニコ動画が持つバーチャルなセルフアクセスラーニングスペースとしての機能に関する考察～香港出身の日本語学習者の言語学習史をもとに～

2018 ◽  
pp. 179-195
Author(s):  
Yoshio Nakai
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Community Of Practice ◽  
Language Learner ◽  
Japanese Language ◽  
Social Networking Service ◽  
Learning Space ◽  
Learning History ◽  
Virtual Self ◽  
The Social

This article explores a language learning experience of a JFL (Japanese as a Foreign language) learner from Hong Kong who uses the social networking service “Niconico Douga”. An analysis of her language learning history revealed that she not only utilized Niconico Douga as a resource bank for learning Japanese, but also that it functioned as a virtual self-access learning space. She learned Japanese language through watching and broadcasting live videos of playing computer games. Niconico Douga acts as a community of practice consisting of people who want to share and exchange information about playing digital games. She acquired Japanese language through practicing in the community of practice that allowed her to participate freely in special interest groups for playing digital games which offered the role models supporting her practice of broadcasting live videos of playing games. The features of Niconico Douga have a great potential for learning Japanese autonomously due to its accessibility and availability of resources. 本稿は、香港出身の日本語学習者Aさん（仮名）が行ったJFL環境下で独学による日本語学習に関する論考である。Aさんは香港では学校などでのフォーマルな日本語教育を受けた経験がなく、日本語に興味を持った中学生のころからニコニコ動画にアップロードされているゲームの実況動画やその生放送を用いて自力で日本語を学んできた。Aさんはゲームを楽しむ、あるいは攻略方法を知るという目的を持った人たちが集まる実況動画や生放送の中から自身に合ったものを選択し、そこでのやり取りを理解してコメントを発信したり、Aさん自身がゲーム実況の生放送をしたりすることを通して日本語を学んできた。Aさんにとって、ニコニコ動画という場は、ゲームに関する実践を通して日本語が学べる実践共同体であると同時に、自身の目的や日本語レベルに合った動画や生放送が見られる保管庫でもあるバーチャルなセルフアクセスラーニングスペースとして機能していたことが分かった。

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