Affordances and challenges of teaching language skills by virtual reality: A systematic review (2010–2020)

2021 ◽  
pp. 204275302110365
Author(s):  
Akbar Bahari
Keyword(s):  
Virtual Reality ◽  
Language Learning ◽  
Language Skills ◽  
Educational Technologies ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Software Developers ◽  
Teaching Language ◽  
Skills Learning ◽  
Listening And Speaking

The emergence of newer educational technologies provides opportunities for computer-assisted language learning practitioners and software developers to capitalize on the affordances for the second language (L2) learning purposes. This article explored and brought together the reported affordances and challenges of virtual reality to teach the L2 receptive and productive skills by reviewing seventy-five peer-reviewed articles published from 2010 to 2020. The results revealed an imbalanced trend of research on language skills learning by virtual reality tools and affordances in favor of listening and speaking skills compared to reading and writing skills. The obtained data were tabularized in terms of language skills. The results were visualized by hierarchical database formats. Pedagogical implications of the study inform teachers about affordances available to teach L2 skills in educational virtual reality environments toward a more digitally enhanced L2 pedagogy. Theoretical implications of the study inform researchers about the challenges that need to be addressed.

scholarly journals The Effects of the Multimedia ‘English Discoveries’ Program on the Learning of Five Different Language Skills with High School Students

2018 ◽  
Author(s):  
Jorge Benavides
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Language Skills ◽  
Traditional Classroom ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
School Students ◽  
Oral Production ◽  
Teachers And Students ◽  
High Level

This study determines the effects of the application of multimedia technology -Computer-Assisted language learning (CALL) in the development of five language skills using ‘English Discoveries’. It shows that the effects of multimedia materials for language learning are not necessarily better as a whole, but different from those obtained in traditional classroom work. Only two of the five variables showed significant differences in favor of the use of Multimedia: pronunciation and oral production. However, grammar showed opposite results. The teachers’ and students’ reactions suggest the need to adapt their roles to the new context in the future use of CALL and multimedia. The high level of acceptance of this type of materials by the students shows the need for more research and better adaptation of activities to the new context.

scholarly journals Developing Language Skills and Building Characters through Literature

2021 ◽  
Author(s):  
Fatchul Mu’in
Keyword(s):  
Language Learning ◽  
Language Skills ◽  
Literary Work ◽  
Language Instruction ◽  
Literary Works ◽  
Learning And Teaching ◽  
Teaching Language ◽  
Teaching Of Reading ◽  
Character Building ◽  
Listening And Speaking

Literature is a creative and imaginative work; it records human lives or experiences using a language as its medium. Literary works as a medium rather than a goal or an end in the language instruction will be revealed. There are four language skills to be developed in the process of language instruction. These four language skills are: listening, speaking, and reading as well as writing. This paper will elaborate the aspects: (a) some reasons and strategies for a language educator to utilize the literary works in language learning and teaching, (b) benefits of the various genres of literary works towards the language teaching, (c) using literary works in the teaching of reading and writing, (d) using literary works in teaching listening and speaking, (e) advantages of learning the literary works in nation character building, and (f) suggested activities of the literary work-based teaching language skills for character building.

Chinese voices in portuguese: call needs for the oral skills learning

2020 ◽  
Vol 22 (3) ◽  
pp. 46-64
Author(s):  
Adelina Castelo
Keyword(s):  
Language Learning ◽  
Recognition System ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Special Importance ◽  
Online Questionnaire ◽  
Proficiency Level ◽  
Chinese Learners ◽  
Skills Learning ◽  
Oral Skills

This study aims at identifying which CALL (Computer-assisted Language Learning) materials should be made available to the Chinese learners of Portuguese as a Foreign Language (PFL) for them to improve their oral skills in a more autonomous way. Adopting an approach of needs analysis and clients’ views inquiry, it is based on an online questionnaire completed by 418 Chinese volunteer participants who were learners of PFL. The participants’ perceptions about (a) their own difficulties in pronunciation and oral understanding and (b) the CALL materials needed to address these oral skills were analysed in three ways: as a whole; according to the participants’ proficiency level in PFL; according to their geographical region. The results allowed to reflect on the relevance of using these inquiries and to propose a prioritisation list for the creation of new CALL materials, list that gives special importance to the tasks perceived as the most difficult by the participants (distinction of voicing, liquids and vowel height, understanding of text and word) and to the CALL types of materials considered the most needed (word recognition system, recorded rhymes, poems, tongue twisters, songs or texts with written transcription). 

A Short History of Computer-Assisted Language Learning (CALL)

2018 ◽  
pp. 1-28
Keyword(s):  
Language Learning ◽  
Language Skills ◽  
Future Perspective ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Short History ◽  
Key Concepts ◽  
History Of ◽  
The 1950S

This chapter discusses a brief history of computer-assisted language learning (CALL). First CALL and its key concepts are defined then a comprehensive but brief account of the history of CALL from the 1950s till the present is presented. The characteristics of each phase of CALL, the corresponding linguistic/psychological frameworks, technologies, activities and merits/demerits, and the role of the computer in instruction are elaborated. CALL research scope and its future perspective are portrayed and possible fields of research are introduced. In the end, a quick and brief guideline is provided on how to use CALL in teaching macro and micro language skills.

scholarly journals The Use of Aids for Teaching Language Components

2012 ◽  
Vol 2 (6) ◽  
pp. 136
Author(s):  
Ahmed Mohammed Alduais
Keyword(s):  
Language Learning ◽  
Teaching Approach ◽  
System Component ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Sound System ◽  
Teaching Language ◽  
Study Results ◽  
Grammatical Structures ◽  
Three Phases

Purpose: To present briefly the basic used phases when using aids to teach language components and also to outline the possible aids that could be used to support the teaching of each language component.   Method: Related literature about the teaching of language components and use of aids were thoroughly consulted. On the basis of this, the study did not include any data-collection, investigated hypotheses, or whatever! It is just a descriptive study. Results: The descriptive discussion of the above raised issue indicated that three phases are to be minimally considered when using aids to teach the sound system component: discrimination and recognition, repletion and/or imitation, and free-production; three phases also for grammatical structures, namely: mechanical-drills, meaningful-exercises, and communicative exercises; and three also for vocabulary: form, meaning, and contextual usage and collocations. Besides, the major possible aids for teaching each language component were outlined and followed with the use of conventional labs, radio and TV¾for teaching language components. The last part introduced computer-assisted language learning CALL, its uses and the advantages of using it for teaching language components in particular and language skills in general.   Conclusions: The use of aids whether they were conventional or modern is inexorably required so that language teachers can achieve what could have never been achieved through non-aid use teaching methods and/or strategies. Keywords: Language components, aids for teaching language components, , sound system, vocabulary, grammatical structures, computer-assisted language learning, aids-use teaching approach, non-aids-use teaching approach     

scholarly journals Developing Language Skills and Building Characters through Literature

2021 ◽  
Vol 5 (1) ◽  
pp. 225-233
Author(s):  
Fatchul Mu’in
Keyword(s):  
Language Learning ◽  
Language Skills ◽  
Literary Work ◽  
Language Instruction ◽  
Literary Works ◽  
Learning And Teaching ◽  
Teaching Language ◽  
Teaching Of Reading ◽  
Character Building ◽  
Listening And Speaking

Literature is a creative and imaginative work; it records human lives or experiences using a language as its medium. Literary works as a medium rather than a goal or an end in the language instruction will be revealed. There are four language skills to be developed in the process of language instruction. These four language skills are: listening, speaking, and reading as well as writing. This paper will elaborate the aspects: (a) some reasons and strategies for a language educator to utilize the literary works in language learning and teaching, (b) benefits of the various genres of literary works towards the language teaching, (c) using literary works in the teaching of reading and writing, (d) using literary works in teaching listening and speaking, (e) advantages of learning the literary works in nation character building, and (f) suggested activities of the literary work-based teaching language skills for character building

Flipped Instruction for Language Learning

2017 ◽  
pp. 131-144
Author(s):  
Hilda Galvez
Keyword(s):  
Second Language ◽  
Critical Thinking ◽  
Language Learning ◽  
Language Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Thought Processes ◽  
Flipped Instruction

The purpose of this chapter is to prepare teachers of English as a Second Language (ESL) to utilize flipped models of instruction to better prepare their students in content subjects. This chapter is relevant to educators, school districts, administrators, colleges, and universities. Flipped instruction enables students to engage in more critical thinking skills, while instructors guide their learning. Flipping instruction uses students' input and thought processes as opposed to the direct lectures. The flipped instruction uses technology, which has great potential to hold student's attention, while at the same time building critical thinking processes. Case studies of showing the success flipped instruction are available; however, there is a scarcity of flipped instruction research in the ESL classroom. ESL Computer Assisted Language Learning (CALL) affords students opportunities to explain, question, and develop their language skills as well as their own thinking.

Flipped Instruction for Language Learning

2016 ◽  
pp. 91-107 ◽  
Author(s):  
Hilda Galvez
Keyword(s):  
Second Language ◽  
Critical Thinking ◽  
Language Learning ◽  
Language Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Thought Processes ◽  
Flipped Instruction

The purpose of this chapter is to prepare teachers of English as a Second Language (ESL) to utilize flipped models of instruction to better prepare their students in content subjects. This chapter is relevant to educators, school districts, administrators, colleges, and universities. Flipped instruction enables students to engage in more critical thinking skills, while instructors guide their learning. Flipping instruction uses students' input and thought processes as opposed to the direct lectures. The flipped instruction uses technology, which has great potential to hold student's attention, while at the same time building critical thinking processes. Case studies of showing the success flipped instruction are available; however, there is a scarcity of flipped instruction research in the ESL classroom. ESL Computer Assisted Language Learning (CALL) affords students opportunities to explain, question, and develop their language skills as well as their own thinking.

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