scholarly journals How computer assisted language learning literacy is conceptualized in research? The road thus far

Aula Abierta ◽  
2021 ◽  
Vol 50 (2) ◽  
pp. 577-584
Author(s):  
Fatemeh Nami
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Review Of Literature ◽  
The Road ◽  
Teaching Language ◽  
Effective Integration

For effective integration of any tool including digital technologies into their daily practices of teaching, language teachers need to develop their understanding of such technologies and develop their pedagogical knowledge to draw on them. In other words, they require relevant computer assisted language learning (CALL) literacy. While research on professional, technical, and digital literacies is growing, CALL literacy has not been adequately addressed in second and foreign language learning research. The present article features a comprehensive review of literature on the concept of digital and CALL literacy and offers implications for research in this regard.

Culture-Based Language Learning ObjectsL A CALL Approach for a Ubiquitous World

2011 ◽  
pp. 1978-1996
Author(s):  
Niki Lambropoulos ◽  
Martha Christopoulou ◽  
Kosmas Vlachos
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Objects ◽  
Social Contexts ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Grey Zone ◽  
The United Kingdom ◽  
Open Nature

This chapter presents culture-based language-learning objects (CLLOs) in computer-assisted language learning (CALL), supported by user-centered interaction design.CLLOs’ design has been drawn on (a) social constructivist pedagogical theories, (b)self-organised strategies in social contexts, and (c) Scandura’s structural analysis andGange’s instructional events.This chapter discusses culture-based language-learningprinciples and the rationale on which the construction and use of CLLOs are foundedon. It also makes suggestions about the ways CLLOs can be constructed by second/foreign language (L2) teachers. A CLLO example was designed and presented for thecontext of the Greek Diaspora in the United Kingdom (UK). Furthermore, this chapterintroduces the combination of norm-based and culture-based language learning inCALL, the grey zone as the distance between second and foreign language learning,the open nature in Learning Objects with the use of forums or chats. Lastly, it suggestsCLLOs networks use in the age of ubiquitous computing.

scholarly journals Application of Multimedia Technology in Vocabulary Learning for Engineering Students

2017 ◽  
Vol 12 (01) ◽  
pp. 21 ◽  
Author(s):  
Xue Shi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Engineering Students ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Multimedia Technology ◽  
Individualized Learning ◽  
Teaching Language ◽  
Assisted Instruction

The study of vocabulary is essential in learning a second language. The traditional way of foreign language learning only allows students to learn what the teacher chooses to teach. Knowledge is force-fed by the teacher to the students, but this way cannot meet the needs of the students and society. The development of multimedia technology meets the demands for new ways of teaching language. The purpose of this study is to test whether it is effective to use computer-assisted instruction (CAI) in individualized learning and whether multimedia CAI techniques can improve vocabulary learning and memory. According to analysis of the experimental data, CAI-supported vocabulary learning is more effective than traditional methods. The results show that, through CAI, knowledge can be learned faster and retained longer in the students’ memory.

scholarly journals Collocational Relations in Japanese Language Textbooks and Computer-Assisted Language Learning Resources

2011 ◽  
Vol 1 (1) ◽  
pp. 85-98
Author(s):  
Irena SRDANOVIĆ
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Systems ◽  
The Other ◽  
Japanese Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Resources ◽  
Language Resources

In this paper, we explore presence of collocational relations in the computer-assisted language learning systems and other language resources for the Japanese language, on one side, and, in the Japanese language learning textbooks and wordlists, on the other side. After introducing how important it is to learn collocational relations in a foreign language, we examine their coverage in the various learners’ resources for the Japanese language. We particularly concentrate on a few collocations at the beginner’s level, where we demonstrate their treatment across various resources. A special attention is paid to what is referred to as unpredictable collocations, which have a bigger foreign language learning-burden than the predictable ones.

scholarly journals Computer Assisted Language Learning Integration Challenges in Saudi Arabian English as a Foreign Language Classes: The Case of EFL Teachers at Tabuk University

2020 ◽  
Vol 11 (4) ◽  
pp. 474-489
Author(s):  
Manssour Habbash
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Teaching Methodology ◽  
Computer Assisted Language Learning ◽  
Foreign Language Teachers ◽  
Language Classes ◽  
Efl Teachers ◽  
The University

Recent decades have witnessed unprecedented growth in the educational technology industry. Such significant developments have made Computer Assisted Language Learning an indispensable constituent of the teaching methodology in English as a Foreign Language classes. Meanwhile, several studies report that English as a Foreign Language teachers in many parts of the world is in shortage of skills required for Computer Assisted Language Learning integration in their classes and teaching methods. In view of the variances in different parts of the world as to the status of Computer Assisted Language Learning integration, the current study aims at exploring challenges that English as a Foreign Language teachers, at the University of Tabuk, Saudi Arabia, are assumed to confront in employing Computer Assisted Language Learning as an integral constituent in their classroom teaching methodology. With this end, the study is carried out in light of the question ‘Are the EFL teachers able to integrate CALL applications effectively in their classroom teaching methodology?’ The study employs a mixed-methods research design in which quantitative and qualitative approaches are used in both data collection and analysis. The required data for analysis was collected by using a questionnaire of Likert items that were distributed to a convenient random sample of EFL teachers working at the English language Institute (ELI) at the University of Tabuk. Quantitative data were analyzed statistically with the support of excel and SPSS whereas qualitative data were analyzed in light of invitational theory proposed by Purkey and Novak (1992). The results of the analysis are significant in drawing inferences that help in making valid conclusions and decisions for designing and developing suitable teacher professional development programs for successful integration of CALL in their EFL classrooms.

Culture-Based Language Learning Objects

2011 ◽  
pp. 255-273
Author(s):  
Niki Lambropoulos ◽  
Martha Christopoulou ◽  
Kosmas Vlachos
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Interaction Design ◽  
Foreign Language Learning ◽  
Learning Objects ◽  
Social Contexts ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The United Kingdom ◽  
Learning Principles

This chapter presents culture-based language-learning objects (CLLOs) in computer-assisted language learning (CALL), supported by user-centered interaction design. CLLOs’ design has been drawn on (a) social constructivist pedagogical theories, (b) self-organised strategies in social contexts, and (c) Scandura’s structural analysis and Gange’s instructional events. This chapter discusses culture-based language-learning principles and the rationale on which the construction and use of CLLOs are founded on. It also makes suggestions about the ways CLLOs can be constructed by second/foreign language (L2) teachers. A CLLO example was designed and presented for the context of the Greek Diaspora in the United Kingdom (UK). Furthermore, this chapter introduces the combination of norm-based and culture-based language learning in CALL, the grey zone as the distance between second and foreign language learning, the open nature in Learning Objects with the use of forums or chats. Lastly, it suggests CLLOs networks use in the age of ubiquitous computing.

Culture-Based Language Learning ObjectsL A CALL Approach for a Ubiquitous World

2006 ◽  
pp. 22-43 ◽  
Author(s):  
Niki Lambropoulos ◽  
Martha Christopoulou ◽  
Kosmas Vlachos
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Objects ◽  
Social Contexts ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Grey Zone ◽  
The United Kingdom ◽  
Open Nature

This chapter presents culture-based language-learning objects (CLLOs) in computer-assisted language learning (CALL), supported by user-centered interaction design.CLLOs’ design has been drawn on (a) social constructivist pedagogical theories, (b)self-organised strategies in social contexts, and (c) Scandura’s structural analysis andGange’s instructional events.This chapter discusses culture-based language-learningprinciples and the rationale on which the construction and use of CLLOs are foundedon. It also makes suggestions about the ways CLLOs can be constructed by second/foreign language (L2) teachers. A CLLO example was designed and presented for thecontext of the Greek Diaspora in the United Kingdom (UK). Furthermore, this chapterintroduces the combination of norm-based and culture-based language learning inCALL, the grey zone as the distance between second and foreign language learning,the open nature in Learning Objects with the use of forums or chats. Lastly, it suggestsCLLOs networks use in the age of ubiquitous computing.

scholarly journals Addressing Cross-Linguistic Influence and Related Cultural Factors Using Computer-Assisted Language Learning (CALL)

2011 ◽  
pp. 582-598
Author(s):  
Danièle Allard ◽  
Jacqueline Bourdeau ◽  
Riichiro Mizoguchi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Cultural Factors ◽  
Computer Assisted ◽  
First Year ◽  
Computer Assisted Language Learning ◽  
Ontological Engineering ◽  
Learning Scenarios ◽  
First Year University

The goal of this research, a work in progress, is to address areas in second/foreign language acquisition prone to cross-linguistic influence, and to examine related cultural factors. More specifically, the authors aim to identify such areas, map available knowledge in this respect using ontological engineering methodology, and devise appropriate teaching strategies and learning scenarios to help overcome cross-linguistic influence with the help of computer-assisted language learning systems. The authors have been working mainly with Japanese-speaking students of English and first-year university English-speaking students of French. In this chapter, the authors describe culture in relation to foreign language learning, cross-linguistic influence, their cultural framework as well as ontological engineering methodology. They demonstrate their work with examples of the use of modals by Japanese students/speakers of English. They further provide an illustration of ontological modeling in addition to a basic simulation of how a CALL system based on an ontology could potentially work.

scholarly journals Computer Assisted Language Learning Integration Challenges in Saudi Arabian English as a Foreign Language Classes: The Case of EFL Teachers at Tabuk University

2021 ◽  
Author(s):  
Manssour Habbash
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Teaching Methodology ◽  
Computer Assisted Language Learning ◽  
Foreign Language Teachers ◽  
Language Classes ◽  
Efl Teachers ◽  
The University

Recent decades have witnessed unprecedented growth in the educational technology industry. Such significant developments have made Computer Assisted Language Learning an indispensable constituent of the teaching methodology in English as a Foreign Language classes. Meanwhile, several studies report that English as a Foreign Language teachers in many parts of the world is in shortage of skills required for Computer Assisted Language Learning integration in their classes and teaching methods. In view of the variances in different parts of the world as to the status of Computer Assisted Language Learning integration, the current study aims at exploring challenges that English as a Foreign Language teachers, at the University of Tabuk, Saudi Arabia, are assumed to confront in employing Computer Assisted Language Learning as an integral constituent in their classroom teaching methodology. With this end, the study is carried out in light of the question ‘Are the EFL teachers able to integrate CALL applications effectively in their classroom teaching methodology?’ The study employs a mixed-methods research design in which quantitative and qualitative approaches are used in both data collection and analysis. The required data for analysis was collected by using a questionnaire of Likert items that were distributed to a convenient random sample of EFL teachers working at the English language Institute (ELI) at the University of Tabuk. Quantitative data were analyzed statistically with the support of excel and SPSS whereas qualitative data were analyzed in light of invitational theory proposed by Purkey and Novak (1992). The results of the analysis are significant in drawing inferences that help in making valid conclusions and decisions for designing and developing suitable teacher professional development programs for successful integration of CALL in their EFL classrooms.

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