scholarly journals Reaping the benefits of using Twitter in advanced language learning

2015 ◽  
Vol 7 ◽  
Author(s):  
Stacia Beverley Johnson
Keyword(s):  
High School ◽  
Language Learning ◽  
Language Learners ◽  
Digital Literacy ◽  
New Literacies ◽  
Student Interaction ◽  
Constructivist Theory ◽  
Proficiency Level ◽  
Language Classes ◽  
Social Constructivist Theory

The need to use and integrate digital literacy tools is critical in the current landscape of advanced language learning. Microblogging (e.g. Twitter) is one such tool that fosters student interaction and collaboration among language learners. This article will conceptualize the practice of tweeting, in relation to social constructivist theory and to new literacies, in senior high school language classes using CEFR’s B1 and B2 proficiency level tasks. The perceived benefits of using Twitter for language learning will be listed. Guides to getting educators started with Twitter, suggestions for tweet tasks and connections for CEFR C1 and C2 advanced language learners will also be included.

scholarly journals EFL Learners’ Learning Styles and Self-regulated Learning: Do Gender and Proficiency Level Matter?

2021 ◽  
Vol 12 (4) ◽  
pp. 616-623
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mohammad Shaker Khoshroudi
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Self Regulation ◽  
Moderator Variable ◽  
Efl Learners ◽  
Self Regulated Learning ◽  
Proficiency Level ◽  
Regulated Learning

The present study attempted to investigate the interdependence of self-regulated learning and language learning styles among three levels of language learners. Their gender and language proficiency level were also taken into consideration to find out the interaction between these variables. To carry out the study, the subject was selected based on the multi-stage sampling procedure. From five universities, 200 EFL learners studying TEFL, Literature, and Translation were randomly selected. Based on their scores on the TOEFL test, the participants were divided into beginner, intermediate, and advanced levels. From each level, 30 subjects were randomly selected. The research instruments were used to collect the required data for the study. After analyzing the data, the results showed a significant relationship between the EFL learners’ learning styles and their self-regulation. It was disclosed that the higher the learners’ scores on language learning styles were, the more self-regulated they were. When gender was taken into account as a moderator variable, no significant correlation between language learners’ learning styles and their gender was detected. It was found that both male and female learners were self-regulated in the same way. In addition, EFL learners’ proficiency level significantly made a difference in their self-regulation; however, it did not affect their learning styles.

scholarly journals Navigating institutional teaching culture in implementing language ePortfolios

2017 ◽  
Vol 47 (1) ◽  
pp. 116-136
Author(s):  
Theresa Schenker ◽  
Suzanne Young ◽  
David Malinowski
Keyword(s):  
Language Learners ◽  
Digital Literacy ◽  
Personal Development ◽  
Language Skills ◽  
Private University ◽  
Faculty Training ◽  
Technological Support ◽  
Teaching Culture ◽  
Language Classes ◽  
University Level

Our article presents the case of ePortfolio use for university-level language learners in foreign, second, and heritage (L2) language classes. It outlines the multi-year initiative of a language center in a private university in the Northeastern U.S. to introduce and support the use of ePortfolios in language classes across its campus. The article takes the form of a narrative in two parts, and in two voices. First, the authors outline the rationale, stages of planning, faculty training initiatives, and technical considerations from the vantage point of the language center’s ePortfolio initiative. The second narrative portrays how this ePortfolio initiative took shape in one semester of an Advanced German course. There, the instructor experimented with ePortfolios to showcase students’ language skills and intercultural achievements, while cultivating their digital literacy. We argue that the potential for students to take ownership over their ePortfolios as tools for deeper academic and personal development resides significantly with their instructor’s pedagogical assumptions and approaches. Further, we suggest that language learners’ sustained and deeper use of ePortfolios can be best supported not by a single classroom instructor acting alone, but through coordinated pedagogical, administrative, and technological support across the institution.

Strategy Use by English-Major Jordanian Undergraduates

2010 ◽  
Vol 27 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Yousef M. Al-Shaboul ◽  
Sahail M. Asassfeh ◽  
Sabri S. Alshboul
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Language Proficiency ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Proficiency Level ◽  
English Major ◽  
Strategy Types ◽  
The Impact

AbstractResearch suggests that gender and perceived language proficiency level are among the factors that may impact the strategies language learners use. This study explored the impact of these variables on learning strategies used by 111 English-major Jordanian students. The instrument was Oxford's (1990) Strategy Inventory for Language Learning (SILL). The study revealed that females opt to use strategies more frequently than males. Results also showed that the higher the proficiency level, the more frequent the strategy use. Metacognitive strategies were the most prevalent among the different strategy types whereas memory strategies were the least deployed. These findings are discussed and implications are outlined.

scholarly journals Interactive Patterns of Language Learning Strategy

2018 ◽  
Author(s):  
Riana Agustin Tindjabate
Keyword(s):  
Language Learning ◽  
Learning Strategy ◽  
Constructivist Theory ◽  
Primary Data ◽  
English Speakers ◽  
School Students ◽  
Language Learning Strategy ◽  
Study Support ◽  
Social Constructivist Theory ◽  
Central Sulawesi

The purpose of this study was to find out secondary school students’ frequent choices of the IPs-LLS. The study was conducted as Sekolah Menengah Umum Gereja Kristen Sulawesi Tengah 2 Tentena (SMU GKST 2 Tentena), Central Sulawesi, with 75 students as the respondents. The primary data of this study was the students’ respondents on language learning strategy. In this study, all the respondents were asked to fill in the questionnaire containing of 50 questions concerning language learning strategy (LSS). Overall, the analysis results showed that the LLS were sometimes used by the students. However, there were two interactive patterns of the LSS that were reported frequently used, these were “I ask for correction when I talk” and “I ask for help from English speakers”. This study did not explore deeply the respondents’ meaning about which English speakers were. But, it revealed respondents’ needs towards other people when they learned English. To conclude, the findings of the study support the implementation of social constructivist theory in EFL classroom. It implies that English teachers should develop their strategy of teaching becoming more constructive and interactive.

scholarly journals Cinema as a didactic tool in the secondary school foreign language classroom: French

2021 ◽  
pp. 129-147
Author(s):  
Imad Boussif ◽  
Estefanía Sánchez Auñón
Keyword(s):  
High School ◽  
Secondary School ◽  
Empirical Study ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Daily Lives ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Teaching Unit

The seventh art forms an essential part of the students’ daily lives; additionally, it has been asserted that it is a highly advantageous didactic tool for high school foreign language learners. Thus, the purpose of this empirical study is twofold: to explore high school learners’ perception on the didactic exploitation of films in the French classroom, and to determine whether or not the cinema-based approach is as beneficial for high school French students as it seems. Accordingly, a cinema-based teaching unit was put into practice in two high school French classrooms and, afterwards, the thirty-five participants were asked to fill in a questionnaire in order to examine their views on this methodology and analyse its effects on their language learning process. The results obtained have revealed that high school French students have a very positive opinion on the cinema-based approach and that this method is motivating and helps learners to enhance their linguistic and sociocultural competences.

scholarly journals The Theatre in Language Learning (TiLL) Model

2009 ◽  
Vol III (1) ◽  
pp. 64-80
Author(s):  
Sean Aita
Keyword(s):  
Qualitative Research ◽  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Student Motivation ◽  
Second Language Learners ◽  
Role Play ◽  
Student Interaction ◽  
Professional Performance ◽  
Text Study

This article presents an outline of the Theatre in Language Learning (TiLL) model for second language learners, pioneered since 1966 by Vienna’s English Theatre in partnership with the Austrian Bundesministerium für Unterricht, Kunst und Kultur (BMUKK), linking text study, classroom based role play and professional performance with preshow and in-performance student interaction. It offers a reflection on the dramaturgy and practice of the Englisches Theater geht in die Schulen programme and explores how the model may impact upon student motivation in light of Ema Ushioda’s qualitative research in this field. The article is written from the perspective of a professional theatre practitioner reflecting on the context of theatre as pedagogy within an L2 environment. This article presents an outline of the Theatre in Language Learning (TiLL) model for second language learners, pioneered since 1966 by Vienna’s English Theatre in partnership with the Austrian Bundesministerium für Unterricht, Kunst und Kultur (BMUKK), linking text study, classroom based role play and professional performance with preshow and in-performance student interaction. It offers a reflection on the dramaturgy and practice of the Englisches Theater geht in die Schulen programme and explores how the model may impact upon student motivation in light of Ema Ushioda’s qualitative research in this field. The article is written from the perspective of a professional theatre practitioner reflecting on the context of theatre as pedagogy within an L2 environment.

scholarly journals Uusia lukutaitoja rakentamassa

2018 ◽  
pp. 6-21
Author(s):  
Lotta Lehti ◽  
Pauliina Peltonen ◽  
Sara Routarinne ◽  
Veijo Vaakanainen ◽  
Ville Virsu
Keyword(s):  
Action Research ◽  
Language Learners ◽  
Digital Literacy ◽  
New Technologies ◽  
New Literacies ◽  
Applied Linguistics ◽  
Language Teachers ◽  
Societal Changes ◽  
Teachers Perspectives ◽  
Over Time

In 2017, the annual autumn symposium of the Finnish Association for Applied Linguistics (AFinLA) was organised in Turku. During the symposium, the theme of "Building new literacies" was approached from various perspectives. In this introduction to the 2018 AFinLA Yearbook, we outline three approaches to new literacies and introduce the contributions included in this volume. First, we discuss how approaches to literacy have changed over time and highlight the multifaceted nature of literacy. Second, we briefly outline some of the recent societal changes, especially digitalisation and globalisation,  that influence literacy requirements/demands. For instance, examining attitudes towards digital literacy and the use of new technologies in teaching is important both from language learners and language teachers' perspectives. Third, we present new approaches to literacy that highlight the interactional and multimodal aspects of literacy. We conclude with reflections on the theme from the perspective of transdisciplinary action research based on Daniel Perrin's essay included in the yearbook.

scholarly journals An Inquiry on Japanese Language Education in Indonesia: A focus on the curriculum and its’ implementation

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Mutia Kusumawati
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Language Learners ◽  
Language Education ◽  
Language Teachers ◽  
Japanese Language ◽  
School Students ◽  
Learning Abilities ◽  
Japan Foundation

The number of Japanese language learners in Indonesia has reached second place in the world (The Japan Foundation, 2015). However, Japanese language skills of learners in Indonesia are still very far behind from other countries, especially China and South Korea. Therefore, this study aims to discuss the causes of the lack of development on Japanese language learning abilities in Indonesia with the curriculum approach used. To answer these problems, author analysed data by The Japan Foundation, interviewed Japanese language teachers at one national high school in Bandung, and reviewed the curriculum that was being used. The results showed that most of Japanese language learners in Indonesia are at the secondary education level and mostly are high school students. However, the purpose of the Japanese language teaching curriculum in high schools in Indonesia does not require students to master Japanese to the upper level. Therefore, even though the number of Japanese language learners in Indonesia is large, but because the target of language acquisition is low, the Japanese language ability also tends to be low.

scholarly journals Japanese students' interaction using smartphone apps: a study of young learners in a private high school

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Jason Somerville
Keyword(s):  
High School ◽  
Social Interaction ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Mobile Devices ◽  
Teacher Educators ◽  
Student Interaction ◽  
Smartphone Apps ◽  
Mobile Assisted Language Learning ◽  
High School Classroom

The widespread use of mobile devices plays a significant role in our everyday lives and has changed the way we communicate and interact. Mobile-Assisted Language Learning (MALL) offers numerous opportunities for learning inside the classroom with mobile devices no longer seen as only social and gaming devices. Research shows that mobile device applications (apps) are now valuable tools which are used for education and language learning, in particular for promoting learner collaboration and social interaction. The purpose of this study is to discover how smartphones and apps can support greater student interaction. With an increased number of educational institutions, namely private junior and senior high schools in Japan embracing mobile technology into classroom pedagogy, this study investigates which smartphone repurposed apps are useful for encouraging interaction between students. The significance of this research is beneficial for learners, teacher-educators and app developers in advancing the benefits of social interaction in second language acquisition (SLA) utilising mobile devices. Through qualitative structured observation of participants in a Tokyo high school classroom, this study explores which smartphone apps are the most successful in encouraging interaction measured by frequency counts. The quantitative data reveal which apps are the most suitable for supporting greater social interaction and collaboration between learners. The implications derived from the findings support the argument that smartphones provide increased student-student interaction and collaboration.

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