scholarly journals Tablets in second language learning: learners’ and teachers’ perceptions

2019 ◽  
pp. 340-344
Author(s):  
Amira Shouma ◽  
Walcir Cardoso
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Thematic Analysis ◽  
Second Language Learning ◽  
Qualitative Approach ◽  
Teachers Perceptions ◽  
Data Collection And Analysis ◽  
Language Classrooms ◽  
Willingness To Use ◽  
Esl Learners

This study explores the perceptions of English as a Second Language (ESL) learners and teachers on using tablets in their language classrooms, focusing on the device’s four inherent affordances: learnability, usability, motivation, and willingness to use the technology. Adopting a quantitative and qualitative approach for data collection and analysis, our findings revealed overall positive perceptions from both ESL learners and their teachers on all four measures adopted (all above 3.4/5); these results were also corroborated by our thematic analysis of the interviews.

scholarly journals Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom

2021 ◽  
Author(s):  
Momoye Sugiman
Keyword(s):  
Second Language ◽  
Cultural Identity ◽  
Language Learning ◽  
Second Language Learning ◽  
Publicly Funded ◽  
Esl Teachers ◽  
Esl Programs ◽  
Esl Learners ◽  
Depth Interviews ◽  
Esl Classroom

In this paper, I focus on the affective atmosphere of the Adult English as a Second Language (ESL) classroom. I argue that a humanistic learning approach can be a form of strategic resistance against the bureaucratization and standardization of publicly funded ESL programs for adult newcomers in Canada. Given the growing, top-down trend in our economically driven and technologically dependent society, there is a need to humanize the Canadian ESL classroom as a space for empathy and critical thinking. Through a literature review and semi-structured, in-depth interviews with former ESL learners and former ESL teachers, this paper reveals the psychological and political complexities of second language learning and cultural identity, as well as the pivotal role that an ESL teacher can play during the first few years of settlement. In this context, I also critique the racialized linguistic hierarchy embedded in Canada’s multiculturalism policy and exclusionary immigration and language policies.

The provision and uptake of different types of recasts in child and adult ESL learners

2010 ◽  
Vol 33 (3) ◽  
pp. 26.1-26.22
Author(s):  
Rhonda Oliver ◽  
Ellen Grote
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Conversational Interaction ◽  
Adult Esl ◽  
Language Research ◽  
Different Types ◽  
Facilitative Role ◽  
Esl Learners ◽  
The Impact

The role of conversational interaction in second language research has increasingly been seen as playing a facilitative role in second language learning. As such there have been a number of studies focussing on different types of interaction, including feedback such as recasts, and their potential role in second language learning. In this study, using Sheen’s (2006) taxonomy, we compare various types of recasts delivered to child ESL learners. Further, we examine two variables: context (teacher-fronted classrooms versus pair work, including NNS-NNS and NNS-NS dyads) and age (the results of this study with children are compared with the results from Sheen’s (2006) study of adults) and the impact these factors have on this form of feedback. We also examine the opportunity for, and the actual uptake that may follow these recasts, for child ESL learners. The findings suggest that age and context make a difference, both in relation to the provision of recasts (in terms of their type and characteristics), as well as in relation to their uptake, though to a lesser extent. Context also influences the opportunity for uptake afforded to child learners. The theoretical and pedagogical implications of these results are outlined at the conclusion of this paper.

scholarly journals An Evaluation of Chatbots as Software Aids to Learning English as a Second Language

2008 ◽  
Vol 13 ◽  
pp. 2
Author(s):  
David Coniam
Keyword(s):  
Second Language ◽  
Speech Recognition ◽  
Language Learning ◽  
Second Language Learning ◽  
Command Line ◽  
Esl Learners ◽  
The Way ◽  
Learning English ◽  
Esl Classroom

<p>'Chatbot' programs are pieces of software that can hold a conversation, or interact, in English. This paper explores the potential of chatbots for ESL (English as a Second Language) learning from a pedagogical perspective. From the command-line days of Eliza, chatbots have matured considerably – to the point where many chatbots now involve an avatar interface, with speech recognition also becoming available as a feature. The paper evaluates six chatbots currently available either online or for purchase. The evaluation examines chatbots from the perspective of their interfaces as a human-looking or sounding partner to chat with, as well as their usability as pieces of software suitable for ESL learners. To put some of these issues in perspective and provide insights into their use, the paper also reports on the use of some chatbots in<br />the ESL classroom. The paper concludes with an analysis of chatbots currently available, noting that while chatbots have matured considerably since the early days of Eliza, they still have a long way to go before they can interact with students in the way that researchers such as Atwell (1999) envisage.</p>

scholarly journals Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom

2020 ◽  
pp. 881-902
Author(s):  
Valentina Morgana ◽  
Prithvi N Shrestha
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Positive Impact ◽  
Mobile Technologies ◽  
Action Research Project ◽  
Teachers Perceptions ◽  
Learning And Teaching

Recent research indicates that mobile technologies can support second language learning. However, studies focused on the use of the iPad and teaching in schools is still scarce. This study reports on an action research project that investigated the use of the iPad in the English as a foreign language (EFL) context in an Italian school. The study sought to investigate learners' and teachers' perceptions of mobile learning through the use of the iPad. The data was collected through a survey (N=41), classroom observations (N=4), interviews (N=20), and recorded teacher meetings (N=5). Results show a positive impact on student motivation and on the approach to second language learning tasks. We found that within the duration of the study students and teachers became increasingly independent in the use of the iPad for English language learning and teaching. This study provides educators with hints on how to start integrating mobile devices to perform specific language learning/teaching tasks.

The provision and uptake of different types of recasts in child and adult ESL learners

2010 ◽  
Vol 33 (3) ◽  
pp. 26.1-26.22 ◽  
Author(s):  
Rhonda Oliver ◽  
Ellen Grote
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Conversational Interaction ◽  
Adult Esl ◽  
Language Research ◽  
Different Types ◽  
Facilitative Role ◽  
Esl Learners ◽  
The Impact

The role of conversational interaction in second language research has increasingly been seen as playing a facilitative role in second language learning. As such there have been a number of studies focussing on different types of interaction, including feedback such as recasts, and their potential role in second language learning. In this study, using Sheen’s (2006) taxonomy, we compare various types of recasts delivered to child ESL learners. Further, we examine two variables: context (teacher-fronted classrooms versus pair work, including NNS-NNS and NNS-NS dyads) and age (the results of this study with children are compared with the results from Sheen’s (2006) study of adults) and the impact these factors have on this form of feedback. We also examine the opportunity for, and the actual uptake that may follow these recasts, for child ESL learners. The findings suggest that age and context make a difference, both in relation to the provision of recasts (in terms of their type and characteristics), as well as in relation to their uptake, though to a lesser extent. Context also influences the opportunity for uptake afforded to child learners. The theoretical and pedagogical implications of these results are outlined at the conclusion of this paper.

scholarly journals Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom

2021 ◽  
Author(s):  
Momoye Sugiman
Keyword(s):  
Second Language ◽  
Cultural Identity ◽  
Language Learning ◽  
Second Language Learning ◽  
Publicly Funded ◽  
Esl Teachers ◽  
Esl Programs ◽  
Esl Learners ◽  
Depth Interviews ◽  
Esl Classroom

In this paper, I focus on the affective atmosphere of the Adult English as a Second Language (ESL) classroom. I argue that a humanistic learning approach can be a form of strategic resistance against the bureaucratization and standardization of publicly funded ESL programs for adult newcomers in Canada. Given the growing, top-down trend in our economically driven and technologically dependent society, there is a need to humanize the Canadian ESL classroom as a space for empathy and critical thinking. Through a literature review and semi-structured, in-depth interviews with former ESL learners and former ESL teachers, this paper reveals the psychological and political complexities of second language learning and cultural identity, as well as the pivotal role that an ESL teacher can play during the first few years of settlement. In this context, I also critique the racialized linguistic hierarchy embedded in Canada’s multiculturalism policy and exclusionary immigration and language policies.

scholarly journals Student-Teachers’ Perceptions of Second Language Teaching in the CBL Program: Identity Construction and Development

2017 ◽  
Vol 8 (4) ◽  
pp. 21 ◽  
Author(s):  
Shu-Fen Yeh
Keyword(s):  
Second Language ◽  
Identity Development ◽  
Language Learning ◽  
Student Teachers ◽  
Second Language Learning ◽  
Social Contexts ◽  
Learning Program ◽  
School Students ◽  
Teachers Perceptions ◽  
Learning And Teaching

In recent times, researchers of second language learning have suggested that second language learning is not simply a cognitive or linguistic issue, but is also a social, political, and cultural one (e.g., Atkinson, 2002; Firth & Wagner, 1997; Larsen-Freeman, 2007). Research on student-teachers’ identity (e.g., Atkinson, 2004; Day & Kington, 2008; Wenger, 1998) also stresses the importance of identity development to help students with setting goals and learning (e.g., Olsen, 2008). Therefore, this qualitative research aimed to investigate STs’ identity development and how identity transfers knowledge to facilitate the learning and teaching processes. This study applied a two-semester community-based learning program involving 40 university students and 50 elementary school students in Taiwan. It was found that negotiating multiple discourses in diverse social contexts is another dimension of learning sources for student-teachers’ understanding of personal values, increasing the awareness of social responsibilities, and fashioning their personal and pedagogical identities. 

scholarly journals Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom

2018 ◽  
Vol 8 (3) ◽  
pp. 29-49 ◽  
Author(s):  
Valentina Morgana ◽  
Prithvi N Shrestha
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Positive Impact ◽  
Mobile Technologies ◽  
Action Research Project ◽  
Teachers Perceptions ◽  
Learning And Teaching

Recent research indicates that mobile technologies can support second language learning. However, studies focused on the use of the iPad and teaching in schools is still scarce. This study reports on an action research project that investigated the use of the iPad in the English as a foreign language (EFL) context in an Italian school. The study sought to investigate learners' and teachers' perceptions of mobile learning through the use of the iPad. The data was collected through a survey (N=41), classroom observations (N=4), interviews (N=20), and recorded teacher meetings (N=5). Results show a positive impact on student motivation and on the approach to second language learning tasks. We found that within the duration of the study students and teachers became increasingly independent in the use of the iPad for English language learning and teaching. This study provides educators with hints on how to start integrating mobile devices to perform specific language learning/teaching tasks.

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