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.

Language Learning Environments

2021 ◽  
Author(s):  
Phil Benson
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Conceptual Framework ◽  
Learning Environments ◽  
Second Language Learning ◽  
Do So

This book is the first in-depth examination of the application of theories of space to issues of second language learning. The author outlines a new conceptual framework for researching SLA that centres on the idea of 'language learning environments' and demonstrates that where people learn languages is equally as important as how they do so.

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.

The Language Learner's Environment as a Resource for Linguistic Input? A Review of Theory and Research

1994 ◽  
Vol 105-106 ◽  
pp. 69-116 ◽  
Author(s):  
Teresa Pica
Keyword(s):  
Second Language ◽  
Learning Environment ◽  
Language Learning ◽  
Learning Environments ◽  
Second Language Learning ◽  
Linguistic Input

Abstract This article reviews theory and research on the second language learning environment as a source of input to learners and the contributions made by speakers in learners' environment to their input needs and requirements. Discussion centers on connections between the formal and interactional properties of input which have been identified in research on learners and learning environments and theoretical claims about their contributions to second language 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 ICTs and Second Language Learning

RENOTE ◽  
2018 ◽  
Vol 16 (2) ◽  
Author(s):  
Ângela Musskopf ◽  
Débora Nice Ferrari Barbosa ◽  
Patrícia B. Scherer Bassani
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Present Article ◽  
Undergraduate Students ◽  
Second Language Learning ◽  
Writing Skills ◽  
Educational Resources ◽  
Teaching Methodologies ◽  
Digital Resources ◽  
Online Educational Resources

The present article aims to show the practices mediated by the use ofeducational digital resources developed with undergraduate students, which used three digital resources related to writing skills: a MOOC, the Text Inspector, and the Write and Improve. Furthermore, important discussions are made about the theories of Second Learning Acquisition and it’s teaching methodologies, highlighting the approaches using online educational resources. The results of the practices show that the undergraduate students saw improvement in their developed skills, which indicates that the use of technological resources can contribute to the process of learning.

scholarly journals The impact of enjoyment and anxiety on English-language learners’ willingness to communicate

2021 ◽  
pp. 91-111
Author(s):  
Elias Bensalem
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Second Language Learning ◽  
Positive Emotions ◽  
English Language ◽  
Willingness To Communicate ◽  
The Impact

Willingness to communicate (WTC) plays a pivotal role in second language learning (Clément et al., 2003; Kang, 2005;Yashima et al., 2004) because a high level of WTC may help learners achieve language proficiency (MacIntyre et al., 2003; Yashima et al., 2004). Therefore, MacIntyre et al. (1998, p. 547) asserted that the major goal of language learning should be WTC. Willingness to communicate in a foreign language is linked to a range of negative emotions (i.e., anxiety and boredom) and positive emotions (i.e., enjoyment and pride). Inspired by the shift from negative psychology to positive psychology in the field of second language learning, the present study aimed to investigate whether language enjoyment and anxiety are potential predictors of WTC. A group of 349 English as a foreign language (EFL) undergraduate students (female = 226, male = 123) enrolled at public Saudi Arabian universities were surveyed. Quantitative data were collected during one month. Descriptive analyses revealed above-average levels of WTC of theparticipants. Multiple regression analyses revealed that foreign language enjoyment (FLE) was a predictor of WTC but foreign language classroom anxiety (FLA) did not correlate significantly with students’ WTC. These results suggest higher levels of enjoyment may have neutralized the effects of anxiety on WTC, indicating the role of positive emotions. Implications for foreign language teachers are discussed.

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