scholarly journals ReDesigning intercultural exchanges through the use of augmented reality

2019 ◽  
pp. 157-162
Author(s):  
Stella Hadjistassou ◽  
Maria Iosifina Avgousti ◽  
Petros Louca
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Zone Of Proximal Development ◽  
Language Teachers ◽  
Learning Needs ◽  
Proximal Development ◽  
Disruptive Students ◽  
The Uk

While the debate on breakthrough technologies has focused on inept, dexterous, and socially transforming technologies such as Artificial Intelligence (AI) assistants and robot dexterity, in second/foreign language learning, particular emphasis is placed on AI, Augmented Reality (AR) and Virtual Reality (VR). This study takes a closer look at the role of three newly developed AR applications in promoting a better understanding of complex concepts such as the Zone of Proximal Development (ZPD), strategies in dealing with disruptive students, and an immigrant’s perspective in moving to a foreign country with no knowledge of the language(s) spoken in that country. The AR applications were developed and implemented during intercultural exchanges among students enrolled in academic institutions in the UK and Cyprus. The aim was to develop AR applications that were geared toward the learning needs of future language teachers and examine what students could achieve through the use of these applications during goal-driven tasks and activities.

Leveraging Mobile Games for Place-Based Language Learning

2013 ◽  
pp. 27-45
Author(s):  
Christopher L. Holden ◽  
Julie M. Sykes
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Mobile Technologies ◽  
Mobile Games ◽  
Future Goals ◽  
Learning Contexts ◽  
Continued Use ◽  
Educational Potential

This paper builds on the emerging body of research aimed at exploring the educational potential of mobile technologies, specifically, how to leverage place-based, augmented reality mobile games for language learning. Mentira is the first place-based, augmented reality mobile game for learning Spanish in a local neighborhood in the Southwestern United States. This paper explores both the complexities and benefits of integrating mobile games in second and foreign language learning contexts. Relevant background issues are discussed and the Mentira project is described, including an exploration of the setting, narrative, gameplay, and curriculum. Initial findings and future goals are explored. Gameplay, the importance of ’place’ for language learning, is discussed and the role of student buy-in. The paper concludes with future considerations for the continued use of mobile games projects for language learning as well as other disciplines.

scholarly journals Using Technology for Foreign Language Learning: The Teacher’s Role

2021 ◽  
Vol 3 (2) ◽  
pp. 23-28
Author(s):  
Tünde Nagy
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Technology Use ◽  
Creative Thinking ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Traditional Teaching ◽  
Advantages And Disadvantages ◽  
Traditional Teaching Methods

The spread of information technology has changed the role of language teachers considerably. Being a good educator and an expert in their field are not enough anymore, but teachers are expected to be modern, which means, to possess the ability to design interactive classes (often by using digital tools) and use teaching methods that engage students in a creative way. Today it is a general requirement for teachers to know their way around technology and to possess the know-how of implementing it in a way that fosters language learning. To this purpose teachers need to take into account all facets of technology use, including the advantages and disadvantages of technology-mediated tasks, their usefulness for language learning (e.g. if they are related to the topic of the lesson, are challenging enough for students), helpful resources for students, etc. Technology is regarded as a supplementary instrument to traditional teaching methods that can impact students’ motivation to learn in a positive way, provided it is used for activities that are in line with their needs and expectations. Task-based activities are considered to be especially useful in this regard, allowing students to practice their language skills in an authentic context and also develop creative thinking and problem solving abilities. Web 2.0 technologies (e.g. software programs for creating quizzes and polls, language learning websites, chat programs, wikis, etc.) offer a variety of valuable resources both for activities in the classroom and for practice at home.

Students’ Strategic Reactions to the Role of Native Language as a Medium of Instruction in English Classrooms

2016 ◽  
Vol 7 (4) ◽  
pp. 716 ◽  
Author(s):  
Soheila Kabiri Samani ◽  
Mehry Haddad Narafshan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Research ◽  
Foreign Language Learning ◽  
Code Switching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
English Classrooms ◽  
Speaking Skill

Code-switching is the use of two languages simultaneously or interchangeably and is commonly seen with hesitation in foreign language learning classes. Hence, second or foreign language teachers and researchers have been concerned in decreasing the level of code-switching in the EFL classes. Therefore, this study aimed at investigating students’ attitude towards teachers’ code-switching. In order to conduct the study, the quantitative research method was used. The data was collected from a sample of 219 students (male and female, with different age level) who were selected randomly for the purpose of the study. Through a questionnaire, the students’ attitude was investigated. The results revealed that students held a positive attitude towards teacher’s code-switching. More than half of the students believed teachers had better code-switching to enhance students' understanding. In addition, they believed that code-switching was more useful to teach grammar and writing skills as compared with teaching speaking skill.

Development of interactional competence

2012 ◽  
Vol 3 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Machiko Achiba
Keyword(s):  
Language Learning ◽  
Social Practice ◽  
Native Speakers ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Interactional Competence ◽  
Old Japanese ◽  
Native Speakers Of English ◽  
Over Time

This study explores the development of the interactional competence of an 8-year-old, Japanese learner of English over three cooking sessions with native speakers of English at her home during her period of residence in Australia. The study draws upon Vygotsky’s (1978) zone of proximal development in order to elucidate the L2 child’s process of acquiring interactional competence in this unfamiliar social practice (i.e., cooking-relevant talk). The analysis reveals marked changes in the child’s participation pattern over time, moving from making relevant minimal responses to more initiated, and autonomous participation. The child recycled some of the interlocutors’ utterances from the previous sessions, showing that the earlier cooking sessions provided her with a linguistic challenge and became a resource of language learning for her. She also made use of a textual resource (i.e., the recipe) as a scaffold to move toward more autonomous participation. In addition, the role of the recipe became less central as her participation became increasingly more independent.

scholarly journals The Role of English as a Foreign Language Teachers’ and Learners’ Emotions and Language Achievement and Success

2021 ◽  
Vol 12 ◽  
Author(s):  
Qian Huang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Language Achievement ◽  
Foreign Language Teachers

It is preserved that one of the noteworthy influential subjects of success and achievement is emotions, and enhancing emotions is dominant in promoting the language learning of students in the classroom. Although emotions are an integral part of the practices of both educators and students, their function has been sidelined due to the emphasis on intellectual instead of emotional scopes of foreign language learning. Therefore, the present theoretical review tries to refocus on the role of emotions of teachers and learners and their effects on language success and achievement. Successively, the effectiveness of verdicts for educators, students, syllabus designers, and future researchers are deliberated.

Irish and Scottish Gaelic

2009 ◽  
Vol 33 (1) ◽  
pp. 43-59 ◽  
Author(s):  
Seán Ó Riain
Keyword(s):  
Language Learning ◽  
Learning Needs ◽  
Scottish Gaelic ◽  
Current State ◽  
The Status ◽  
Government Work ◽  
Official Languages ◽  
The Uk ◽  
Positive Effect

This survey discusses the motives and consequences of the 13 June 2005 decision to include Irish among the EU’s official and working languages, and the 15 July 2008 decision to upgrade the status of languages recognised by law in the UK, such as Welsh and Scottish Gaelic. It also looks at the current state of Irish and Scottish Gaelic. Irish’s new EU status coincides with increased support at the top political level in Ireland. A tentative conclusion is that this happy coincidence could enhance the practical role of Irish, which in turn could exercise a knock-on positive effect on Scottish Gaelic. The continuing decrease in the use of Irish by young people in the Gaeltacht (Irish speaking regions), due to the unrelenting pressure of English, is a matter for deep concern, as is the failure of the authorities over many years to appreciate that language use, and not just language learning, needs to be planned. This may now be changing: expanded use of Irish in the electronic media, the structures put in place by the Official Languages Act of 2003, and Irish Government work on a 20-year strategic plan for Irish, together with continuing progress at EU level, give grounds for hope. To sum up: much has been done, but much remains to be done.

scholarly journals Võõrkeeleõpe kui sotsiaalne, sünergiline ja teadvustatud protsess

2014 ◽  
Vol 5 (3) ◽  
pp. 37-56
Author(s):  
Mari Kruse
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Self Reflection ◽  
Conscious Process ◽  
Role Of Teachers

Kahekümnes sajand oli võõrkeeleõppe jaoks mõneti sama murranguline nagu muudes eluvaldkondades. Tehnika ja ühiskonna areng on loonud olukorra, milles väide „alati on nii tehtud” maksab vähe, kui seda ei põhjendata. Kui keeli on võimalik kodust lahkumata arvuti taga õppida, miks siis selleks klassis istuda? Ja kui kommunikatiivsusel põhinev õpe on ennast tõestanud edasiviivamana kui grammatikareeglite ning sõnade nimekirjade pähe õppimine, nagu varem tavaks oli, milline on siis grammatika ja sõnavara õppimise roll tänapäevases keeletunnis? Artiklis toon välja teadusuuringuid ja keeleteadlaste seisukohti, mis mõtestavad lahti võõrkeeleõpetaja rolli e-ajastul ja juhivad tähelepanu metalingvistilise arutelu edasiviivale rollile õppeprotsessis. Võõrkeele ja emakeele omandamises on olulised erinevused, nagu on erinevad ka lapse ja täis kasvanu kognitiivsed võimed ja vajadused. Grammatikareeglite ja semantika üle arutlemine tõstab teadlikkust ja annab õppijale vahendid ise tõhusamalt õppida.Abstract. Mari Kruse: Foreign language learning as a social, synergetic and conscious process. In foreign language learning, as in other fields of life, the twentieth century proved to be groundbreaking. The development of technology and society has taken us to a point where ”It has always been so” is no longer a valid argument unless supported by other grounds. If we can learn languages in the privacy of our own homes and at our own pace, why bother going to presential lessons? And if communicative language learning has proven to be so much more efficient than memorising of rules and word lists, as was customary earlier, what place do grammar and vocabulary learning have in contemporary language lessons? The article presents evidence from scientific research and linguists’ opinions that substantiate the role of foreign language teachers and call attention to the impelling force metalinguistic reasoning has in the process. There are significant differences between learning a first language and a foreign language; likewise children and adults differ in their cognitive capacities and needs. Reflecting on rules of grammar and semantics raises awareness and provides learners with a powerful tool to improve their learning.Keywords: foreign language learning, role of teachers, metalinguistic reasoning, intralingual comparison, attention, cognitive baggage, self-reflection

scholarly journals Rethinking of The Zone of Proximal Development: The Role of Parental Engagement in Children's Language Learning Skills

2022 ◽  
Author(s):  
Elham Akbari
Keyword(s):  
Parent Involvement ◽  
Language Learning ◽  
Skill Training ◽  
Foreign Language Learning ◽  
Zone Of Proximal Development ◽  
Parental Engagement ◽  
Control Group ◽  
Proximal Development ◽  
Parents Involvement ◽  
Children's Activities

Abstract The present research investigated the efficacy of parent engagement in children's learning and achievement in the English language. It is emphasized that adult guidance in foreign language learning cannot necessarily play an influential role in children's zone of proximal development (ZPD). It seems that parents or adults should enjoy relative linguistic skills, while in Vygotsky's theory, there is ambiguity over some concepts such as adult guidance characteristics.The statistical society consisted of sixty Iranian children ranging from 9 to 10, divided randomly into three groups of experimental 1, experimental 2, and control. Children received face-to-face education while Telegram was used for their parents. The research results showed significantly more learning, skill training, parent involvement, and shared activities between children and parents in the experimental1 and experimental 2 groups compared to the control group. Moreover, a positive correlation is found between parent involvement and children's achievement in all three groups. The results also showed that parents' involvement and teaching involvement, and language skills had the most influence on parents' involvement. Furthermore, teaching engagement to parents had the most significant influence on children's activities. In addition, children's activities and language skill training had the most influence on their learning.

The Role of Open Educational Resources in English Language Learning and Teaching

2013 ◽  
Vol 3 (2) ◽  
pp. 97-107 ◽  
Author(s):  
Dilek Altunay
Keyword(s):  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Open Educational Resources ◽  
Language Teachers ◽  
Educational Resources ◽  
Learning Theories ◽  
Learning And Teaching ◽  
Definition Of

This article discusses the role of Open Educational Resources (OER) in foreign language learning and teaching, focusing on the field of ELT. Firstly, the concept of OER is introduced in the article by providing the definition of OER, role of OER in education, and studies on OER. Then the role of the OER in language learning and teaching is explained in accordance with language learning theories, and examples of OERs for the field of ELT are provided for learners and teachers of English. Possible concerns regarding the creation and use of OER by language teachers and learners are also examined in the article. The article ends with future directions and a summary of the benefits of using OER in language learning and teaching.

Leveraging Mobile Games for Place-Based Language Learning

2011 ◽  
Vol 1 (2) ◽  
pp. 1-18 ◽  
Author(s):  
Christopher L. Holden ◽  
Julie M. Sykes
Keyword(s):  
Augmented Reality ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Mobile Technologies ◽  
Mobile Games ◽  
Future Goals ◽  
Continued Use ◽  
Educational Potential

This paper builds on the emerging body of research aimed at exploring the educational potential of mobile technologies, specifically, how to leverage place-based, augmented reality mobile games for language learning. Mentira is the first place-based, augmented reality mobile game for learning Spanish in a local neighborhood in the Southwestern United States. This paper explores both the complexities and benefits of integrating mobile games in second and foreign language learning contexts. Relevant background issues are discussed and the Mentira project is described, including an exploration of the setting, narrative, gameplay, and curriculum. Initial findings and future goals are explored. Gameplay, the importance of ’place’ for language learning, is discussed and the role of student buy-in. The paper concludes with future considerations for the continued use of mobile games projects for language learning as well as other disciplines.

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