Ubiquitous learning analytics in the context of real-world language learning

2015 ◽  
Author(s):  
Kousuke Mouri ◽  
Hiroaki Ogata ◽  
Noriko Uosaki
Keyword(s):  
Language Learning ◽  
Real World ◽  
Learning Analytics ◽  
Ubiquitous Learning ◽  
World Language

How well does Statistical Learning Address the Challenges of Real-World Language Learning?

2018 ◽  
pp. 689-713
Author(s):  
Lucia Sweeney ◽  
Rebecca L. Gómez
Keyword(s):  
Individual Differences ◽  
Natural Language ◽  
Language Learning ◽  
Statistical Learning ◽  
Cognitive Processes ◽  
Real World ◽  
Learning Ability ◽  
World Language ◽  
Word Forms ◽  
Transitional Probabilities

How well does statistical learning address the challenges of real-world language learning? This chapter presents progress in the domain of statistical learning since Saffran et al. (1996) conducted their seminal work. It highlights the extension of statistical learning to acquisition of natural language, and reviews investigations of how infants and adults segment words from speech, acquire word forms, and form abstract grammatical categories through tracking of transitional probabilities and non-adjacent dependencies. It also focuses on research demonstrating the influence of individual differences on statistical learning ability along with neuroimaging studies that reveal cognitive processes supporting statistical learning. The chapter ends by suggesting avenues of research that would further extend the application of statistical learning to natural language acquisition.

scholarly journals Language is less arbitrary than one thinks: Iconicity and Indexicality in real-world language learning and processing

2020 ◽  
Author(s):  
Margherita Murgiano ◽  
Yasamin Motamedi ◽  
Gabriella Vigliocco
Keyword(s):  
Language Learning ◽  
Real World ◽  
Language Use ◽  
Eye Gaze ◽  
World Language ◽  
Sign Languages ◽  
Face To Face ◽  
Growing Body ◽  
Multimodal Cues

In the last decade, a growing body of work has convincingly demonstrated that languages embed a certain degree of non-arbitrariness (mostly in the form of iconicity, namely the presence of imagistic links between linguistic form and meaning). Most of this previous work has been limited to assessing the degree (and role) of non-arbitrariness in the speech (for spoken languages) or manual components of signs (for sign languages). When approached in this way, non-arbitrariness is acknowledged but still considered to have little presence andpurpose, showing a diachronic movement towards more arbitrary forms. However, this perspective is limited as it does not take into account the situated nature of language use in face-to-face interactions, where language comprises categorical components of speech and signs, but also multimodal cues such as prosody, gestures, eye gaze etc. We review work concerning the role of context-dependent iconic and indexical cues in language acquisition and processing to demonstrate the pervasiveness of non-arbitrary multimodal cues in language use and we discuss their function. We then move to argue that the online omnipresence of multimodal non-arbitrary cues supports children and adults in dynamically developing situational models.

scholarly journals EFL Teachers as Designers of Ubiquitous Learning Experiences

2019 ◽  
Author(s):  
Nadjat Khenioui
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Digital Technology ◽  
Learning Experiences ◽  
Innovative Technology ◽  
Net Generation ◽  
Ubiquitous Learning ◽  
Materials Development ◽  
New Perspective ◽  
Teaching Learning

Ubiquitous learning, also known as U-learning, refers to the learner’s ability to learn at any place at any time. This paper argues that U-learning represents a new perspective in terms of pedagogy. The main contributor to this process is foremost the teacher, who has to adhere to the ever-changing language learning/teaching scenery. This study aims at setting the fundamentals of materials development at the intersection of two major areas of contemporary education, namely the needs of the ‘net generation’ students and the educational potential of the evolving social web and digital technology. It seeks to answer the following questions: What is digital technology and how does it lead to U-learning? What is web 2.0 and how does it affect classroom pedagogy, practice, and the design of quality teaching/learning materials? How does it help teachers improve their practice and materials development procedures? And how can teachers transform today’s innovative technology into ubiquitous learning experiences, promoting learner autonomy, regardless of any geographical or institutional boundaries? We will illustrate the whole procedure with a framework for web 2.0 integration that identifies the crucial features underpinning the extramural, ubiquitous learning experiences, in which learners can engage.

scholarly journals The Birth of Applied Linguistics

2008 ◽  
Vol 35 (3) ◽  
pp. 342-384 ◽  
Author(s):  
Andrew R. Linn
Keyword(s):  
Intellectual History ◽  
Real World ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Planning ◽  
Spoken Language ◽  
Discourse Communities ◽  
World Language ◽  
Teaching Reform ◽  
Linguistic Historiography

Summary The major claim of this article is that there is an independent and clearly defined chapter in the development of linguistics, beginning in the 1880s, which represents the birth of modern applied linguistics, and which has been overlooked in linguistic historiography because of the comparative marginalisation of applied linguistics in the literature. This is the Anglo-Scandinavian School, a phrase its members used to describe themselves. Pioneers within phonetics, these linguists applied their phonetic knowledge to a range of ‘real world’ language issues, notably language-teaching reform, orthographic reform, language planning, and the study of the spoken language. As well as presenting the ideas of the Anglo-Scandinavian School and how they were developed, this article interrogates the notion of a school in intellectual history and proposes that it may in fact be more fruitful to view intellectual history in terms of discourse communities.

Contextualized MALL in Target and Non-Target Countries

2019 ◽  
pp. 170-191
Author(s):  
Anat Cohen ◽  
Orit Ezra
Keyword(s):  
Language Learning ◽  
Real World ◽  
Real Life ◽  
Evaluation Index ◽  
Learning Orientation ◽  
Evaluation Tool ◽  
Mobile Assisted Language Learning ◽  
Generic Language ◽  
Life Context ◽  
Target Country

Mobile-assisted language learning (MALL) is known to be conducive to contextualized language learning. However, the literature lacks an understanding of context. Nor is there a quantitative evaluation tool. The chapter's dependent contextualized variables were the following: real-world context level (one's place), real-life context level (one's life), and device mobility (place diversity). The independent variables were target/non-target country (Taiwan/Israel) and language learning orientation (dedicated/generic). In the target country, the spoken language is the studied language. Dedicated/generic language learning orientation represents the existence/non-existence of pedagogy within activities. Fifty-three Chinese L2 students involved in 296 activities and 519 events were interviewed. Using device mobility and an evaluation index developed to measure real-world/real-life context levels, MALL was found more contextualized in Taiwan only in generic activities. The findings refine our understanding of the benefits of studying in the target country. The index can be used in future studies.

World Language Learning

2018 ◽  
pp. 1-22
Author(s):  
Rachel Burns ◽  
Donald Rubin ◽  
Michael A Tarrant
Keyword(s):  
Deep Learning ◽  
Student Engagement ◽  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
World Language ◽  
Factorial Anova ◽  
World Languages ◽  
Post Test ◽  
Mixed Factorial Anova

Research on the impacts of study abroad participation on world language proficiency indicates positive and significant associations between sojourning abroad and students' self-reported language skills. In recent years, student engagement and “deep-learning” have been found to exert powerful effects on student learning outcomes. However, the extent to which student engagement serves as a pathway to mediate and enhance the impact of study abroad on language learning has not been examined. This chapter uses pre- and post-test surveys and applies experiential learning theory (ELT) to model gains in language proficiency for students who studied world languages abroad versus on-campus. Results of mixed factorial ANOVA and regression path analysis indicate that students who studied world languages abroad experienced significantly greater gains in deep-learning and world language proficiency than students who studied world languages on-campus. This chapter is among the first to connect student deep-learning and engagement to world language learning.

A Comparative Study of Platforms for Multi-User Virtual Environments

2011 ◽  
pp. 137-170
Author(s):  
Arda Tezcan ◽  
Debbie Richards
Keyword(s):  
Foreign Language ◽  
Comparative Study ◽  
Language Learning ◽  
Virtual Environments ◽  
Virtual Worlds ◽  
Real World ◽  
Foreign Language Learning ◽  
Fields Of Study ◽  
The Right ◽  
Minimal Effort

Multi-User Virtual Environments (MUVEs) have been found to be engaging and provide an environment in which the elements of discovery, exploration and concept testing, fundamental to the field of science, can be experienced. Furthermore, MUVEs accommodate lifelike experiences with the benefit of the situated and distributed nature of cognition; they also provide virtual worlds to simulate the conditions that are not doable or practicable under real world circumstances making them very relevant to many other fields of study such as history, geography and foreign language learning. However, constructing MUVEs can be expensive and time consuming depending on the platform considered. Therefore, providing the most appropriate platform that requires minimal effort, cost and time will make MUVE deployment in the classroom faster and more viable. In this chapter, the authors provide a comparative study of prominent existing platforms for MUVEs that can be used to identify the right balance of functionality, flexibility, effort and cost for a given educational and technical context. A number of metrics are identified, described and used to enable the comparison. Platform assessment was done in four main metric groups: communication and interaction, characters, features and education. Communication and interaction metrics are used to assess how the communication and interaction is done within the examined platform. Character metrics are employed to measure avatar and agent affordances. Features metrics are defined to compare what the platform offers in terms of technology. Lastly, education metrics are used to identify the value of the associated platform for educational purposes.

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