21 The Self-Concept and Language Learning: Future Research Directions

2014 ◽  
pp. 403-407
Author(s):  
Michael Magid ◽  
Kata Csizér
Keyword(s):  
Language Learning ◽  
The Self ◽  
Self Concept ◽  
Future Research ◽  
Research Directions ◽  
Future Research Directions

scholarly journals Distance learning of foreign languages

2006 ◽  
Vol 39 (4) ◽  
pp. 247-264 ◽  
Author(s):  
Cynthia White
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Future Research ◽  
Research Directions ◽  
Learning And Teaching ◽  
Online Technologies ◽  
Future Research Directions ◽  
Teaching Learning ◽  
The Way

This article provides a critical overview of the field of distance language learning, challenging the way in which the field is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Early sections focus on issues of concept and definition and both theoretical and pedagogical perspectives on the field. Emphasis is placed on evident shifts from a concern with structural and organisational issues to a focus on transactional issues associated with teaching/learning opportunities within emerging paradigms for distance language learning. The next section reviews choices and challenges in incorporating technology into distance language learning environments, foregrounding decisions about technology made in particular sociocultural contexts, the contribution of ‘low-end’ technologies and research directions in developing new learning spaces and in using online technologies. The investigation of learner contributions to distance language learning is an important avenue of enquiry in the field, given the preoccupation with technology and virtual learning environments, and this is the subject of section six. The two final sections identify future research directions and provide a series of conclusions about research and practice in distance language learning as technology-mediated interactions increasingly come to influence the way we think about the processes of language learning and teaching.

Perceived Physical Competence in Children with Mental Retardation: Modification of a Pictorial Scale

1990 ◽  
Vol 7 (4) ◽  
pp. 338-354 ◽  
Author(s):  
Dale A. Ulrich ◽  
Douglas H. Collier
Keyword(s):  
Mental Retardation ◽  
Achievement Motivation ◽  
Self Concept ◽  
Future Research ◽  
Systematic Research ◽  
Physical Competence ◽  
Research Directions ◽  
Self Perceptions ◽  
Future Research Directions ◽  
Motivation To Participate

Self-perceptions of competence are thought to mediate a person’s motivation to participate and persist in tasks under optimally challenging conditions. Little systematic research has been conducted related to the self-perceptions of physical competence in children with mental retardation and the influence on achievement motivation in this domain. Various models of self-concept are reviewed, followed by a discussion of self-concept and special populations. Preliminary data are presented on a modified pictorial scale of perceived physical competence for use with 7- to 12-year-old students with mild mental retardation. Future research directions are proposed related to achievement motivation, perceived competence, and mental retardation.

The Role of the Feedback Environment in Self-Development

2020 ◽  
Author(s):  
Montana L. Drawbaugh ◽  
John E. Gianelloni ◽  
Paul E. Levy
Keyword(s):  
Employee Development ◽  
The Self ◽  
Future Research ◽  
Feedback Environment ◽  
Research Directions ◽  
Self Development ◽  
Developmental Opportunities ◽  
Future Research Directions ◽  
Practical Implications

Many organizations have moved away from taking sole responsibility for employee development. Instead, they offer a variety of developmental opportunities, place the impetus on employees to take advantage of these opportunities, and encourage them to seek out other developmental activities when needed. This trend highlights both the importance of employees taking responsibility to engage in self-development efforts as well as the need to investigate factors that predict such self-development. In this chapter, the authors take the stance that supervisors play a key role in facilitating self-development of employees and, in particular, argue that a favorable supervisor feedback environment can empower employees to engage in self-development efforts. To set a foundation for this discussion, the authors begin by defining self-development and differentiating it from similar constructs. Subsequently, they define the feedback environment and outline the existing research in this area. They then bridge these two areas of literature and discuss how the feedback environment relates to the self-development of employees, highlighting a few key theoretical and empirical works supporting this relationship along the way. Finally, the authors offer practical implications for organizations as well as numerous future research directions for scholars.

scholarly journals Combined Effects of Self Tuning Model and Innovation Capability on Digital Innovation: A study of German Pharmaceutical Firm

2021 ◽  
Vol 1 ◽  
pp. 15-27
Author(s):  
Georgia Moschogianni
Keyword(s):  
The Self ◽  
Interactive Effects ◽  
Future Research ◽  
Innovation Capability ◽  
Digital Innovation ◽  
Research Directions ◽  
Self Tuning ◽  
Future Research Directions ◽  
Managerial Level ◽  
The Relationship

Digital innovation is a buzzword for organizations in the current era to gain a competitive advantage. Grounded in the theory of entrepreneurship, this study investigates the interactive effects of innovation capability and the Self Tuning Model on digital innovation. The data was collected from 410 managerial level employees of German pharmaceutical companies using an online email survey. The results revealed that innovation capability moderated the relationship between the Self Tuning model elements and digital innovation. The study attempted to answer several unanswered questions in the digital innovation field by suggesting policy and future research directions for scholars and practitioners.

scholarly journals Augmented and Mixed Reality in Language Learning

2021 ◽  
Vol 4 (2) ◽  
pp. 28
Author(s):  
Panagiotis Panagiotidis
Keyword(s):  
Language Learning ◽  
Technological Progress ◽  
Mixed Reality ◽  
Language Education ◽  
Future Research ◽  
Research Directions ◽  
Technological Developments ◽  
Future Research Directions ◽  
The Cost ◽  
Network Technologies

The use of Extended Reality technologies in education, and especially in language learning, has attracted the interest of language experts for the last 15 years. However, the recent technological progress as well as the simultaneous dramatic reduction of the cost of the necessary hardware has led to an impressive growth of the XR market, creating, thus, new perspectives concerning the adoption of XR technologies in education. The educational XR market is also growing very fast, not only thanks to the offer of innovative applications, but also due to technological developments in network technologies. Advances in wireless and cellular networks can make XR experiences more immersive and more accessible to local and remote users. This paper aims to present the current developments in the field of utilization of Augmented (AR) and Mixed Reality (MR) technologies in language education and to explore their future perspectives. Towards this end, AR/MR technologies, the theoretical bases of their use in language education, as well as the available for each technology hardware and software solutions are presented in more detail. Examples of AR/MR technologies in language learning applications, as well as the conclusions drawn from the literature review concerning the benefits and limitations AR/MR applications in language learning will also be presented. Finally, market data and future research directions will be discussed, in order to identify the perspectives of these technologies in language learning.

Exploring 3D Immersive and Interactive Technology for Designing Educational Learning Experiences

2018 ◽  
pp. 1088-1106
Author(s):  
Min Liu ◽  
Simon Su ◽  
Sa Liu ◽  
Jason Harron ◽  
Cynda Fickert ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Language Learning ◽  
Learning Experiences ◽  
Interactive Technology ◽  
Future Research ◽  
Technology In Education ◽  
Research Directions ◽  
Technology Tools ◽  
Future Research Directions

The purposes of this chapter are three-fold: to (a) review the research on 3D immersive and interactive technology (or virtual reality, VR) conducted so far for educational purposes both in the earlier years of the technology and in more recent years, (b) discuss a few VR technology tools available today, and (c) describe three scenarios in science, mathematics, and language learning to demonstrate how the current VR technology can be designed for education. In addition, primary challenges of using 3D immersive and interactive technology in education are also discussed along with future research directions. The intent of this chapter is to provide ideas and insights for researchers and designers who are interested in applying the VR technology in education.

Web 2.0 for Language Learning

2013 ◽  
Vol 3 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Tian Luo
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Research Data ◽  
Future Research ◽  
Research Directions ◽  
Web 2.0 Tools ◽  
Analysis Techniques ◽  
Research Findings ◽  
Future Research Directions ◽  
Review Study

This literature review study explores 43 empirical research studies that report on the integration of Web 2.0 tools into language learning and evaluate the actual impact of their use. In particular, this review aims to identify the specific Web 2.0 tools integrated in the educational settings, theoretical underpinnings that are commonly used to frame the research, methodologies and data analysis techniques that scholars employ to analyze their research data, the benefits and challenges scholars spotted in their research findings, the pedagogical implications in using Web 2.0 for language learning and future research directions that scholars offer from their research.

Exploring 3D Immersive and Interactive Technology for Designing Educational Learning Experiences

2016 ◽  
pp. 243-261 ◽  
Author(s):  
Min Liu ◽  
Simon Su ◽  
Sa Liu ◽  
Jason Harron ◽  
Cynda Fickert ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Language Learning ◽  
Learning Experiences ◽  
Interactive Technology ◽  
Future Research ◽  
Technology In Education ◽  
Research Directions ◽  
Technology Tools ◽  
Future Research Directions

The purposes of this chapter are three-fold: to (a) review the research on 3D immersive and interactive technology (or virtual reality, VR) conducted so far for educational purposes both in the earlier years of the technology and in more recent years, (b) discuss a few VR technology tools available today, and (c) describe three scenarios in science, mathematics, and language learning to demonstrate how the current VR technology can be designed for education. In addition, primary challenges of using 3D immersive and interactive technology in education are also discussed along with future research directions. The intent of this chapter is to provide ideas and insights for researchers and designers who are interested in applying the VR technology in education.

Supporting the Development of Writing Abstraction with Technology

2014 ◽  
pp. 363-385
Author(s):  
Kevin M. Oliver ◽  
Ruie J. Pritchard
Keyword(s):  
Web 2.0 ◽  
The Self ◽  
Digital Tools ◽  
Future Research ◽  
Communication Tools ◽  
Research Directions ◽  
Sensory Stimuli ◽  
Multiple Modes ◽  
Future Research Directions ◽  
Past Experiences

This chapter overviews the concept of writing abstraction as conceptualized by Moffett (1992a) as two progressions writers must learn to negotiate. In the first progression on audience, students learn to make verbalizations to the self, then write informally to peers who understand the student's language, then formally to distant others who require more abstract or culturally accepted conventions. In the second progression on topic, students learn to write about sensory stimuli experienced, then to retell past experiences, and finally to propose more abstract generalizations and theory. To help students develop the capacity for writing across these continua, the authors recommend emerging communication tools and networks for accessing and writing to increasingly distant others, as well as emerging Web 2.0, multimedia, and research tools for capturing and writing about experiences or conceptualizing generalizations and theory. The chapter closes by noting future research directions in writing across audience and multiple modes with digital tools.

Web 2.0 for Language Learning

2014 ◽  
pp. 1071-1088
Author(s):  
Tian Luo
Keyword(s):  
Data Analysis ◽  
Web 2.0 ◽  
Language Learning ◽  
Research Data ◽  
Future Research ◽  
Research Directions ◽  
Web 2.0 Tools ◽  
Research Findings ◽  
Future Research Directions ◽  
Review Study

This literature review study explores 43 empirical research studies that report on the integration of Web 2.0 tools into language learning and evaluate the actual impact of their use. In particular, this review aims to identify the specific Web 2.0 tools integrated in the educational settings, theoretical underpinnings that are commonly used to frame the research, methodologies and data analysis techniques that scholars employ to analyze their research data, the benefits and challenges scholars spotted in their research findings, the pedagogical implications in using Web 2.0 for language learning and future research directions that scholars offer from their research.

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