Enhancing online language learning as a tool to boost employability

2017 ◽  
pp. 127-135
Author(s):  
Sol Escobar ◽  
Susanne Krauß
Keyword(s):  
Language Learning ◽  
Online Language Learning

Current Trends in Online Language Learning

2011 ◽  
Vol 31 ◽  
pp. 19-35 ◽  
Author(s):  
Robert J. Blake
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Language Instruction ◽  
Language Games ◽  
Computer Assisted ◽  
Mediated Communication ◽  
Online Language Learning ◽  
Second Language Development ◽  
Computer Mediated ◽  
Virtual Classes

Online language learning (OLL) can take place in Web-facilitated, hybrid, or fully virtual classes. These formats are beginning to attract serious attention from the language profession and, in particular, the field of computer-assisted language learning (CALL). This article traces recent studies of online learning and then focuses in on its application to language learning through tutorial CALL, social computing, and games for language learning. I strive to show that tutorial CALL and computer-mediated communication can complement each other in the service of modern language instruction, along with the inclusion of language games. Although assessment studies of OLL remain sparse, the evidence is steadily mounting that shows that these new formats can provide learning environments conducive to successful second language development when properly integrated into the curriculum.

scholarly journals An Investigation of Mediational Process in Social Learning During Online Language Learning

2021 ◽  
Vol 11 (5) ◽  
pp. 240-249
Author(s):  
Ira Syaqira Sukimin ◽  
Noor Hanim Rahmat ◽  
Mok Soon Sim ◽  
Mazlen Arepin ◽  
Nur Sherina Zainal Abidin ◽  
...  
Keyword(s):  
Social Learning ◽  
Language Learning ◽  
Online Language Learning ◽  
Mediational Process

Online Language Learning

2020 ◽  
pp. 140-159
Author(s):  
Anastasia Olga Tzirides
Keyword(s):  
Social Networks ◽  
Language Learning ◽  
Learning Process ◽  
Linguistic Diversity ◽  
Human Mobility ◽  
Digital Technologies ◽  
Learning Management Systems ◽  
Learning Tools ◽  
Online Language Learning ◽  
Digital Learners

This chapter addresses two forces in contemporary societies. The first is that societies today are characterized by cultural and linguistic diversity and increasing human mobility. In this complex setting, language learning has acquired more significance, with the need to communicate worldwide. Secondly, our society is experiencing dramatic technological advancements, one of which pertains to online learning. In this era of ubiquitous learning, where the use of learning management systems, mobile applications, social networks, and other digital technologies can underpin learning, it is necessary to re-address language learning. This overview will categorize the types of online language learning tools and practices that are emerging and prevalent and it will analyze their instructional approaches in the use of the technology. Ιt will also focus on the digital learners that access them having as an ultimate goal to understand the characteristics and needs of the contemporary global, multilingual, and digital learners and how these can be addressed in the learning process.

Engagement and Teamwork in Chinese as a Foreign Language and Culture Curriculum Development for Teacher Education

2018 ◽  
pp. 637-657
Author(s):  
Tingting Wang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Task Engagement ◽  
Design Team ◽  
Design Based Research ◽  
Language And Culture ◽  
Curricular Development ◽  
Online Language Learning ◽  
Teaching Context ◽  
Problems Of Practice

This study explores how task engagement principles could be integrated into the design of online foreign language and culture instruction. It employs a design-based research (DBR) approach, which combines research and instructional design during curricular development. With the intent of solving problems of practice in an existing teaching context, a design team worked in this study to refine an online Chinese as a foreign language and culture module. Through the design process, the team explored how task engagement principles could be integrated into seven online language-learning units and how collaboration and interaction among the researchers and designers could support the implementation of the design. This study underscores the importance not only of designing engaging online language tasks but also of working with expert others to accomplish this goal.

Adapting to Virtual Third-Space Language Learning Futures

2011 ◽  
pp. 524-538
Author(s):  
Astrid Gesche
Keyword(s):  
Language Learning ◽  
Learning Communities ◽  
Virtual Environment ◽  
Teaching And Learning ◽  
Third Space ◽  
Foreign Language Learning ◽  
Information Privacy ◽  
Pedagogical Practice ◽  
Ethical Dimension ◽  
Online Language Learning

This chapter provides a basis for thinking about the dynamics and boundaries of foreign language learning in virtual learning communities of the future. It is suggested that their members increasingly create and operate in so called Virtual Third Spaces. Teaching and learning in these environments requires an adaptive pedagogy that goes beyond mere enthusiasm and technophilia to render them successful. Adaptations in pedagogical practice are proposed in three categories: (1) affective, (2) cognitive, and (3) operational. Consideration is given to the roles of both the learner and educator. Attention is also drawn to an important ethical dimension pertinent for the online virtual environment, but seldom mentioned in the language learning literature: data and information privacy. The chapter concludes by imagining some online language learning futures.

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