scholarly journals The Impact of Xeropan An Online Application Assisting Language Learning on the Processes of Foreign Language Learning

TEM Journal ◽  
2021 ◽  
Author(s):  
István Thékes ◽  
Orsolya Szilvássy
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Positive Impact ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
Online Application ◽  
Pedagogical Intervention ◽  
Integration Of Technology ◽  
Long Time ◽  
The Impact

Examining the relationship between technology and the success of language acquisition and the integration of technology into language instruction has been around of a long time by now. In this current study, the impact of a pedagogical intervention is presented grounded on Xeropan, a gamified language learning application. It was found that Xeropan application has a positive impact on language learning processes. There was a visible improvement in language learners, and at the level of some tasks, it was indicated that there was a significant improvement as a result of the developmental intervention using Xeropan. It was also pointed out that students are content to work with Xeropan and find that it has a positive effect on them. Further conclusions are drawn.

scholarly journals The Impact of Xeropan: An Online Application Assisting Language Learning on the Processes of Foreign Language Learning

2021 ◽  
Vol 4 (4) ◽  
pp. 624-643
Author(s):  
Istvan Thekes
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Positive Impact ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
Online Application ◽  
The Road ◽  
Long Time ◽  
The Impact

Examining the relationship between technology and the success of language acquisition and the integration of technology into language instruction has been around of a long time by now. The development of technology can essentially change how languages are taught. Nevertheless, it is only in the last few years that the road has opened up for new language learning opportunities. In this current study, the impact of a pedagogical intervention is presented grounded on Xeropan, a gamified language learning application. In addition to assessing the impact of the app, a questionnaire was also applied to find out how efficient language learners find language learning with the application. Based on the original aim of the literature and the study, answers were sought as to how Xeropan influences the English language learning process, how student users find Xeropan in terms of efficiency and motivation, and how self-regulated motivation correlates with use of Xeropan. It was found that Xeropan application has a positive impact on language learning processes. There was a visible improvement in language learners, and at the level of some tasks, it was indicated that there was a significant improvement as a result of the developmental intervention using Xeropan. It was also pointed out that students are content to work with Xeropan and find that it has a positive effect on them. Further conclusions are drawn.

National Standards: Research into practice

2012 ◽  
Vol 45 (4) ◽  
pp. 515-526 ◽  
Author(s):  
Eileen W. Glisan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Course Design ◽  
Foreign Language Learning ◽  
Language Education ◽  
The United States ◽  
Foreign Language Education ◽  
Language Instruction ◽  
National Standards ◽  
The Impact

The Standards for Foreign Language Learning in the 21st Century (SFLL) (National Standards in Foreign Language Education Project [NSFLEP]), originally published in 1996, were envisioned by many as the panacea for providing a new and exciting direction for foreign language education in the United States. The perceived impact of these National K-16 Student Standards has been witnessed throughout more than a decade by scholarly works that have acknowledged their role as ‘a veritable change agent’ (Sharpley-Whiting 1999: 84), ‘a vision for foreign language education in the new century’ (Allen 2002: 518), and, more recently, as ‘a blueprint and framework for change’ (Terry 2009: 17). The research that has been done on the Standards since their inception has attempted to provide concrete ways for the field to embrace this new framework and thereby realize a Standards-based curriculum and perhaps even revolutionize language education. This work has consisted largely of (1) implementational research (both with and without experimental design) that proposes specific strategies for addressing the Standards in planning, teaching, and assessment (Schwartz & Kavanaugh 1997; Abbott & Lear 2010); (2) survey research that analyzes self-reported information regarding teachers' pedagogical beliefs about the Standards and ways in which they claim to be addressing Standards in their classrooms (Allen 2002; ACTFL 2011), and (3) White papers that disseminate opinions and insights by leaders in the field regarding the impact that the Standards are having in areas such as language instruction, curriculum and course design, and educational policy (Sharpley-Whiting 1999; Donato 2009; Glisan 2010).

scholarly journals The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability

2018 ◽  
Author(s):  
Kamel Boustani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Statistical Tests ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
New Words ◽  
The Impact

One of the most pivotal challenges that learners may face, during foreign language learning, is building a reliable lexicon. Insufficient vocabulary knowledge may put serious obstacles in the foreign language learning process. Thus, students need to equip themselves with different strategies to cope with these difficulties. Translation equivalence (TE) is one of these strategies. Since the success or failure of any vocabulary learning strategy depends on two main factors: developing the learners’ vocabulary knowledge and the extent of difficulty or ease with which the learner acquires new words, this research aims at investigating the impact of this strategy on EFL learners’ vocabulary knowledge and word learnability. 258 Tunisian 9th graders participated in this project. Two vocabulary recognition tests, one using translation equivalence and the other using only-English strategies, were used to test the hypotheses. Different statistical tests and techniques were employed to analyze data. Findings showed that TE has a positive impact on learners’ vocabulary knowledge and revealed that students, at this level of proficiency, learn vocabulary through translation better than any other strategy using only English.

scholarly journals Profiling language learners in hybrid learning contexts: Learners’ perceptions

2017 ◽  
Vol 25 (1) ◽  
pp. 61
Author(s):  
Pekka Lintunen ◽  
Maarit Mutta ◽  
Sanna Pelttari
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Language Learners ◽  
Online Survey ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
Learning Technologies ◽  
Digital Learning ◽  
Digital Competence

<p>This article discusses formal and informal foreign language learning before university level. The focus is on beginning university students’ perceptions of their earlier learning experiences, especially in digital contexts. Language learners’ digital competence is a part of their everyday lives, but its relationship to learning in and outside educational settings is still relatively seldom studied. The article discusses learning in formal and informal (i.e., hybrid) contexts and digital learning profiles −that is, a learner’s own personalized style in acquiring language competence by creating affordances in personalized digital or mobile learning environments− in primary and secondary education identified in a language learning survey. The results are based on an online survey sent to all beginning university students majoring in languages at a Finnish university (N= 87/192), which was complemented by a short narrative task (N=47) a few months later focusing on earlier education and the use of language learning technologies. The results suggest that the use of technologies seems to differ between extramural and in-school language learning. The learners were well aware of various possibilities to create affordances for learning, and their own involvement increased with age. Most participants had positive attitudes towards the use of technologies to enhance language learning, but critical views emphasized the importance of inspiring contact teaching. Three different digital learning profiles were identified: a digiage learner, a hybrid learner, and an in-school learner. These can be useful when planning differentiated foreign language instruction.</p>

scholarly journals The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability

2018 ◽  
Author(s):  
Kamel Boustani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Statistical Tests ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
New Words ◽  
The Impact

One of the most pivotal challenges that learners may face, during foreign language learning, is building a reliable lexicon. Insufficient vocabulary knowledge may put serious obstacles in the foreign language learning process. Thus, students need to equip themselves with different strategies to cope with these difficulties. Translation equivalence (TE) is one of these strategies. Since the success or failure of any vocabulary learning strategy depends on two main factors: developing the learners&rsquo; vocabulary knowledge and the extent of difficulty or ease with which the learner acquires new words, this research aims at investigating the impact of this strategy on EFL learners&rsquo; vocabulary knowledge and word learnability. 258 Tunisian 9th graders participated in this project. Two vocabulary recognition tests, one using translation equivalence and the other using only-English strategies, were used to test the hypotheses. Different statistical tests and techniques were employed to analyze data. Findings showed that TE has a positive impact on learners&rsquo; vocabulary knowledge and revealed that students, at this level of proficiency, learn vocabulary through translation better than any other strategy using only English.

The Impact of Grammatical Aspects on Cognition Level in Foreign Language Learning Process

2018 ◽  
pp. 112-126
Author(s):  
Nur Cebeci
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Prospective Teachers ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Word Formation ◽  
Foreign Language Learners ◽  
The Impact ◽  
The Brain

Linguistics as the study of the nature of languages has a visible impact on various fields such as education, language teaching, philosophy, computer science, and anthropology. However, the nature of language is a broad idea, which makes it hard to give a clear, simple definition. One of the most fundamental assumptions is the rule-governed feature of the human language interrelated with pronunciation, word formation, and grammatical construction. The aim of this chapter is to discuss how the rules of the language have an impact on foreign language learning process and how it affects foreign language learners' storing and processing the language in the brain. In doing so, some predetermined samples of lexical items and formal structures of language are analyzed in terms of the foreign language learners' cognition as prospective teachers of English in the teacher training process.

Going glocal: The impact of CLIL on English Language Learners’ multilingual Identities and Attitudes in the Balearic Islands

2017 ◽  
Vol 5 (1) ◽  
pp. 5-30 ◽  
Author(s):  
Estefania López-Deflory ◽  
Maria Juan-Garau
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Positive Impact ◽  
Balearic Islands ◽  
Minority Languages ◽  
Attitudes And Beliefs ◽  
The Impact

AbstractLanguages are a defining identity component, intrinsic to all individuals and societies. Identities are not fixed but ever fluctuating, hence the process of learning a second or foreign language may entail a negotiation of shifting identities, modifying positioning, attitudes and beliefs. Departing from this premise, in multilingual contexts the potential of education in shaping multilingual identities should be addressed.This study contrasts the attitudes of two groups of secondary education students (n=73), partaking in two different language learning programmes in the Balearic Islands (formal instruction in English as a Foreign Language –EFL, and Content and Language Integrated Learning –CLIL), where the introduction of English as a medium of instruction may be perceived as a threat to the unbalanced coexistence of Spanish and Catalan as the majority and minority languages, respectively. A 31-item questionnaire quantified the values ascribed to multilingualism, Spanish, Catalan, and English, the internationalisation of the latter, and the perception of the classroom as a genuine community of language practice. Qualitative data were collected through an essay eliciting students’ metalinguistic reflection on the position of different languages in their future imagined communities.The results shed light on the relevance of teaching methodologies in the development of identities, ascertaining the positive impact of integrative approaches such as CLIL on the construction of summative multilingualism.

Applied Linguistics and the Psychology of Instruction – A Case for Transfusion?

1979 ◽  
Vol 1 (2) ◽  
pp. 91-115 ◽  
Author(s):  
M. A. Sharwood Smith
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Psychological Theory ◽  
Language Instruction ◽  
Second Language Instruction ◽  
Applied Psychology ◽  
Theory Of Language ◽  
Learning And Instruction

It has become increasingly evident in recent years that what is by convention termed ‘applied linguistics’, in that it has to do with foreign language learning and instruction, should be as much applied PSYCHOLOGY as applied linguistics to say nothing of other possible types of application. Still, it is by no means unfortunate that linguistics has established itself as the primary discipline since it is, after all, LANGUAGE that is being taught and learned. It is admittedly symptomatic of this, dare one say, historical bias in applied linguistics that a good theory of language applied with a minimal knowledge of psychological theory (plus, one hopes a large amount of common sense) is probably more generally regarded as acceptable than a way of working based on a sound knowledge of psychology and only a brief acquaintance with linguistics. However it would be extremely unwise to presume that by applying just linguistics to problems of second language instruction or learning one had all that one needed as far as sources (content and techniques) are concerned. This would be to ignore all past and present theorising and experimentation within the field of instructional and learning psychology. The bias needs to be corrected.

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

Welfare Use in Japan: Trends and Determinants

2007 ◽  
pp. 88
Author(s):  
Wataru Suzuki ◽  
Yanfei Zhou
Keyword(s):  
Time Series ◽  
Longitudinal Data ◽  
Time Series Data ◽  
Positive Impact ◽  
Series Data ◽  
Negative Effects ◽  
Long Time ◽  
Welfare Use ◽  
The Impact

This article represents the first step in filling a large gap in knowledge concerning why Public Assistance (PA) use recently rose so fast in Japan. Specifically, we try to address this problem not only by performing a Blanchard and Quah decomposition on long-term monthly time series data (1960:04-2006:10), but also by estimating prefecturelevel longitudinal data. Two interesting findings emerge from the time series analysis. The first is that permanent shock imposes a continuously positive impact on the PA rate and is the main driving factor behind the recent increase in welfare use. The second finding is that the impact of temporary shock will last for a long time. The rate of the use of welfare is quite rigid because even if the PA rate rises due to temporary shocks, it takes about 8 or 9 years for it to regain its normal level. On the other hand, estimations of prefecture-level longitudinal data indicate that the Financial Capability Index (FCI) of the local government2 and minimum wage both impose negative effects on the PA rate. We also find that the rapid aging of Japan's population presents a permanent shock in practice, which makes it the most prominent contribution to surging welfare use.

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