scholarly journals Implementing online discussion forums based on principled approaches

2020 ◽  
pp. 347-352
Author(s):  
Heather Woodward ◽  
Andrew Warrick
Keyword(s):  
Language Learning ◽  
Chat Room ◽  
Discussion Forums ◽  
Online Classroom ◽  
Japanese University ◽  
Teaching Context ◽  
Mobile Assisted Language Learning ◽  
Online Discussion Forums ◽  
University Life ◽  
L2 Development

For three months, Japanese university learners (N=40) utilized the YoTeach! application by Pedagogic and Active Learning Mobile Solutions (PALMS) Project, PolyU as a part of their English discussion class. Researchers re-purposed the application, which originally was designed to be an online classroom backchannel, as an asynchronous, pre-task activity so that learners could exchange ideas about homework topics (e.g. university life, foreign customs) for their discussion. Researchers chose a backchannel chat room rather than a discussion forum to accommodate the learners’ spoken interactions rather than formal discussion. To foster interactions, researchers implemented the YoTeach! application based on principles in the field of second language (L2) development and Mobile-Assisted Language Learning (MALL) from Doughty and Long (2003) and Stockwell and Hubbard (2013). Using learners’ and researchers’ reflection journals, we consider ways we can connect and adapt the principles to our teaching context.

scholarly journals Low-tech MALL for EFL intensive class among university students in remote areas

2021 ◽  
Vol 6 (1) ◽  
pp. 116-125
Author(s):  
Shofiyatul Hasanah ◽  
Parahita Pradipta
Keyword(s):  
Language Learning ◽  
Mobile Phone ◽  
Data Transfer ◽  
Online Classroom ◽  
Classroom Activities ◽  
Mobile Assisted Language Learning ◽  
Social Classification ◽  
Depth Interview ◽  
Teachers And Students ◽  
Document Review

Covid-19 pandemic situation has forced EFL teachers and students to create innovation in online classroom activities. Through a case study at one of private universities in Indonesia, this research aim at exploring the implementation of mobile phone used in learning process in low tech Mobile Assisted Language Learning (MALL). The data were collected from observation, in-depth interview, and document review. The findings reveal that mobile phone has an imperative role in concocting student to be full-fledge community, stimulating the feeling of perception, unexceptional mindfulness and teaching of socio-political and social classification. Further, mobile phone and its supporting materials in students’ tools rely upon whether there is appropriate security to keep the device, stockpiling of internet data package, wellsprings of electric supply, gracefully of each provider signal, availability to flexibility access in various areas, especially mountainous to remote area. Regarding the challenges, the students experienced multi-layer intricacies: (a) learning facilities including absence of speed data transfer capacity, (b) students’ awareness and proficiency in English, and (c) techno pedagogical insight over lecturers. This study implies that enhancement on the student capacity at low tech level of learning through mobile phone provide meaningful learning assistance, particularly in term of efficiency during classroom activities

Reading Online and Offline

2013 ◽  
Vol 3 (4) ◽  
pp. 25-32
Author(s):  
Jeong-Bae Son
Keyword(s):  
Language Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Discussion Forums ◽  
Online Reading ◽  
Electronic Texts ◽  
Advantages And Disadvantages ◽  
Study Materials ◽  
Online Discussion Forums ◽  
Teachers Perspectives

Reading online is different from reading offline. Are language teachers’ strategies for reading electronic texts and reading printed texts different? Do language teachers have different attitudes toward reading printed texts and reading electronic texts, particularly web-based reading materials? Several groups of in-service language teachers enrolled in a postgraduate course on computer-assisted language learning offered by an Australian university were asked to respond to these questions in online discussion forums. This article presents data from the discussion forums and investigates the teachers’ perspectives on online reading, while exploring the differences between online reading and offline reading and the advantages and disadvantages of the two forms of reading. Findings indicate that many teachers liked to download and print study materials for both physical and academic reasons. While most teachers preferred to read online for accessing study materials, they preferred to print out copies for more detailed reading of journal articles. These results have implications for language teacher education and professional development in e-learning environments.

scholarly journals Affordances na interação online de aprendizes de inglês na modalidade Educação a Distância

2020 ◽  
Vol 73 (1) ◽  
pp. 183-204
Author(s):  
Andreia Turolo da Silva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Virtual Learning Environment ◽  
Three Dimensions ◽  
Discussion Forums ◽  
Gap Filling ◽  
Online Discussion Forums ◽  
Research Findings ◽  
Technological Affordances

The main objective of this research was to describe the mechanisms for engagement with affordances that help to sustain written interpersonal interactions of students in online discussion forums of a virtual learning environment while they were learning English as a foreign language. The notion of affordance was discussed in this study according to three dimensions: (i) environmental, (ii) technological, and (iii) linguistic, associating a pragmatic theory to the latter (GREENO, 1994; VAN LIER, 2000; LAMY & HAMPEL, 2007). The research findings showed that the environmental and technological affordances contributed to the construction of students’ presence as well as of a learning community. New forms of online interactions afforded new forms of language learning, especially by the movement of relexicalization and gap-filling.

The Current State of MALL in Japanese Universities

2021 ◽  
Vol PCP2020 (1) ◽  
pp. 30
Author(s):  
Edo Forsythe
Keyword(s):  
Language Learning ◽  
Student Perceptions ◽  
Recent Literature ◽  
Media Content ◽  
Practical Application ◽  
Japanese University ◽  
Mobile Assisted Language Learning ◽  
Current State ◽  
Language Classrooms ◽  
Video Creation

It has been almost 20 years since Thornton and Houser (2002) investigated the potential of using cellphones in Japanese university language classrooms. Since then, thousands of research articles have demonstrated the practical, theoretical, and pedagogical foundations of mobile-assisted language learning (MALL) in Japanese educational contexts. This chapter is a review of recent literature in the field of MALL, specifically focusing on the use of iPods, iPads, and smartphones in language learning. The research from the previous seven years reviewed herein includes studies about the use of video creation, social media, content instruction, and student perceptions of MALL. The intent of this chapter is to provide an overview of current MALL practices in use in Japanese educational contexts with ideas for research-based, practical application and to provide suggestions for continued research in this field.

Reflection on Learner-Led Study Abroad Events in a SAC from Three Perspectives: A Learner, an Administrative Staff Member, and an Advisor

Relay Journal ◽  
2020 ◽  
pp. 66-79
Author(s):  
Mizuki Shibata ◽  
Chihiro Hayashi ◽  
Yuri Imamura
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Support System ◽  
Staff Member ◽  
Administrative Staff ◽  
Multiple Reflections ◽  
Learning Space ◽  
Japanese University ◽  
Staff Members

This paper reports on a case study of learner-led study-abroad events in the language learning space at a Japanese University. We present multiple reflections on the events from different perspectives: the event organizer (student), an administrative staff member, and a learning advisor working at the center. We also introduce the support system that a group of administrative staff members and learning advisors are in charge of helping learners to hold their events. Moreover, throughout our reflections, several factors that made the learner-led study-abroad events sustainable and successful are demonstrated.

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