scholarly journals Mobile-assisted learning and higher-education ESP: English for physiotherapy

2018 ◽  
Vol 60 (1) ◽  
pp. 81-94
Author(s):  
Lin Elinor Pettersson
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Experience ◽  
New Technology ◽  
Specific Area ◽  
Human Anatomy ◽  
Mobile Assisted Language Learning ◽  
Language Technology ◽  
Language Classroom

Abstract The popularity of Mobile-assisted language learning has increased significantly in recent years, and language teachers are still exploring different ways of introducing new technology into the language classroom. Up to the moment, this has mainly been achieved through the use of mobile language-learning applications (Grimshaw et al. 2017). We wanted to push the use of applications in the classroom of English for Specific Purposes further by introducing a human anatomy application in the context of English for physiotherapy in higher education. We believe that the use of an application for a specific area provides the opportunity to enrich the learning experience and take language-learning outcomes to a different level as students are granted a unique occasion of applying knowledge acquired in a specialist area in the language classroom. An intervention proposal was designed for the subject English for physiotherapy (University of Málaga, Spain) bringing together mobile-assisted language learning with a task-based approach to suit constructivist learning processes and accommodate different learning styles and rhythms. We followed five guiding principles on mobile-assisted language learning (Stockwell & Hubbard 2013) to design three tasks for autonomous and collaborative learning using the application 3D4 Medical Essential Anatomy. A preliminary survey was carried out using Lime Survey to measure under-graduate physiotherapy students’ attitudes towards the use of a human anatomy application to learn English and to predict possible challenges (language, technology, cost or storage capacity). The results support our belief as the obtained data indicates that students perceived the use of a human anatomy application as an interdisciplinary tool for both educational and professional purposes and were willing to purchase an application to learn English for physiotherapy.

scholarly journals Learners’ Perceptions of the Use of Mobile Technology in a Task-Based Language Teaching Experience

2016 ◽  
Vol 9 (12) ◽  
pp. 120 ◽  
Author(s):  
Simone L. Calabrich
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Web Search ◽  
Learning Experience ◽  
Teaching Experience ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Language Classroom ◽  
Language Schools

<p class="apa">This research explored perceptions of learners studying English in private language schools regarding the use of mobile technology to support language learning. Learners were first exposed to both a mobile assisted and a mobile unassisted language learning experience, and then asked to express their thoughts on the incorporation of mobile devices into the language classroom. The mobile assisted tasks involved learners posting a review online based on a real past experience, as well as using web-search engines to gather enough information to plan a hypothetical trip. Findings revealed overall positive attitudes amongst the students surveyed. Arguments in favour of the incorporation of mobile technology in the language classroom included: the possibility of having access to a range of materials superior in both quality and quantity when using mobile devices to access the Internet, among others. However, a significant amount of scepticism towards Mobile Assisted Language Learning emerged. Arguments against suggested that the format of presentation, rather than the type of task, seemed to constitute a motivational factor that played a psychologically significant role to some of the learners.</p>

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

2021 ◽  
pp. 097215092110153
Author(s):  
Sudhir Rana ◽  
Amit Kumar Singh ◽  
Shubham Singhania ◽  
Shubhangi Verma ◽  
Moon Moon Haque
Keyword(s):  
Higher Education ◽  
Technological Development ◽  
Learning Experience ◽  
New Technology ◽  
Business Management ◽  
Teaching Efficacy ◽  
Influential Factors ◽  
Cross Sectional ◽  
Factors Influencing ◽  
Virtual Teaching

The present study revisits the Factors Influencing Teaching Choice (FIT-Choice) framework and explores what motivates business management academicians in teaching virtually. The revisit is based on a quantitative cross-sectional research design using 256 responses collected from in-service business management academicians teaching post-graduate business courses in India, through a structured questionnaire. The exercise of revisiting the FIT-Choice framework in the context of virtual teaching in business management courses led us to find four new variables, that is, task demand and expert career, teaching efficacy, knowledge assimilation and institutional utility value, as well as suggest revising teaching and learning experience, task returns and values. The results reveal that some additional factors motivating business academicians are teaching efficacy, content expertise, learning of new technology, futuristic growth and opportunities, alternative career opportunities and personal branding. The study provides suggestions to the apex bodies, regulators of higher education and institutions to take a call on motivational and influential factors while drafting the job requirements in business schools. Finally, the study emphasizes the importance of infrastructural and technological development required to be achieved by higher education institutions.

Using Kahoot! to Gamify Learning in the Language Classroom

RELC Journal ◽  
2021 ◽  
pp. 003368822110402
Author(s):  
Lucas Kohnke ◽  
Benjamin Luke Moorhouse
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Language Teachers ◽  
Student Response ◽  
Student Response System ◽  
Clear Understanding ◽  
Classroom Dynamics ◽  
Language Classroom ◽  
User Friendly ◽  
Language Content

Technology is increasingly being used to foster engagement, enhance classroom dynamics, promote autonomy and improve the student learning experience in language learning environments. Many teachers have begun to employ digital apps and tools (e.g. Mentimeter and GoSoapBox) as a more interactive alternative to traditional activities. One product that has been particularly popular due to its user-friendly interface and focus on motivation, enjoyment and competition is Kahoot! ( https://kahoot.com ) – a game-based student response system in which the teacher takes on the role of a game show host with the students as contenders. Kahoot! can enhance the language classroom by making the introduction of new content (e.g. definitions, tenses or collocations) and the consolidation of knowledge more interactive and visible, helping learners reach mastery of the language content. Although Kahoot! has been a popular platform since its launch in 2013, its utility in the language classroom has yet to be fully explored. Furthermore, to be used effectively, teachers need a clear understanding of its subject-specific affordance and limitations. Therefore, this review explores how language teachers can use Kahoot! to improve student engagement – and potentially academic performance – by gamifying learning. Notably, only the free version of Kahoot! is examined.

scholarly journals The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners

10.28945/3703 ◽  
2017 ◽  
Vol 13 ◽  
pp. 037-057
Author(s):  
Kham Sila Ahmad ◽  
Jocelyn Armarego ◽  
Fay Sudweeks
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Vocabulary Acquisition ◽  
Learning Experience ◽  
Forced Migration ◽  
Future Research ◽  
Migrant Women ◽  
Structured Interviews ◽  
Mobile Assisted Language Learning ◽  
The Impact

Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting

Mobile-Assisted Language Learning

2016 ◽  
pp. 69-93 ◽  
Author(s):  
Katharine B. Nielson
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Mobile Technology ◽  
Second Language Learning ◽  
Learning Strategy ◽  
Language Instruction ◽  
Workplace Training ◽  
Mobile Assisted Language Learning ◽  
Language Learning Strategy ◽  
K 12

This chapter outlines practical findings from the emerging body of research on Mobile-Assisted Language Learning (MALL). After briefly situating the conversation within a framework of how best to use technology for language instruction, the chapter opens with a review of what we know about how to use mobile technology for language learning. Then, the discussion turns to how to best apply these findings in various instructional contexts, including K–12, higher education, and workplace training. By the end of the chapter, students will have both a solid understanding of how mobile technology can facilitate second language learning as well as concrete examples of how to develop and execute a mobile language learning strategy in various educational contexts.

Podcasting – Past, Present and Future

2011 ◽  
pp. 1-20 ◽  
Author(s):  
Lara Lomicka ◽  
Gillian Lord
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Future Trends ◽  
Language Classes ◽  
Language Classroom ◽  
Survey Results ◽  
K 12 ◽  
Published Research

This chapter explores current and potential pedagogical applications of academic podcasting in K-12 and higher education language learning classrooms. In order to fulfill the purpose of the chapter, it is composed of three primary sections: (1) Where we’ve been - a review of published research on podcasting; (2) Where we are - an investigation of what current teachers and researchers are doing with podcasting in their language classes based on survey results; and (3) Where we’re going - an assessment of future trends and applications. After reading the chapter, the reader should be eager to continue to explore the applications of academic podcasting in the language classroom.

Strategies to Transform the Foreign Language Classroom and Increase Learning Outcomes with the Flipped Model

2015 ◽  
pp. 60-73 ◽  
Author(s):  
Esperanza Granados-Bezi
Keyword(s):  
Higher Education ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Outcomes ◽  
Colleges And Universities ◽  
Higher Learning ◽  
Quality Of Higher Education ◽  
Language Classroom

The scaffolds of American colleges and universities can no longer protect our institutions from the winds of change that penetrate their walls and appear to be threatening their foundations. They also seem incapable of protecting faculties from persistent criticism due to unsatisfactory performance and reluctance to modify educational approaches to meet society's current demands. This chapter reviews some of the most common concerns pertaining not only to the quality of higher education in general but also to that of foreign language teaching in particular. It analyzes the reasons that there is a general sense of dissatisfaction with the results of traditional practices to language learning and discusses the benefits of implementing the flipped model to enhance the quality of instruction. In addition, it underlines the importance of adopting innovative technologies to increase language development in a world in which instructors are expected to be more productive and students have to reach higher learning outcomes.

scholarly journals Metalinguistic awareness in children with differing language learning experience

2013 ◽  
Vol 13 ◽  
pp. 81-108 ◽  
Author(s):  
Angela Tellier ◽  
Karen Roehr-Brackin
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Theoretical Research ◽  
Metalinguistic Awareness ◽  
Learning Difficulty ◽  
Language Classroom ◽  
L2 Learning ◽  
English Speaking ◽  
Explicit And Implicit Knowledge ◽  
Levelling Effect

Theoretical research concerned with the notion of second language (L2) learning difficulty has resulted in specific criteria that can be used to predict the learning difficulty of different languages in terms of both explicit and implicit knowledge. The characteristics of the constructed language Esperanto suggest that this language has lower explicit and implicit learning difficulty than other languages. It may therefore be a suitable ‘starter language’ for child L2 learning in the classroom. Specifically, we propose that Esperanto may facilitate the development of metalinguistic awareness and, as a consequence, boost children’s budding capacity for explicit learning. This would be particularly advantageous in the minimal-input setting of the average foreign language classroom. We present findings from an empirical study which compared 11 to 12-year-old English-speaking children who had learned Esperanto and a European L2 (N = 35) with children who had learned various combinations of European and non-European L2s (N = 168) in terms of their performance on a measure of metalinguistic awareness. No significant differences in overall level of metalinguistic awareness were identified, but the Esperanto group significantly outperformed the comparison group on one of the eleven metalinguistic tasks included in the measure. Moreover, the Esperanto group displayed a more homogeneous performance than the other groups of children. This suggests that learning Esperanto may have a lasting levelling effect, reducing differences between children with varying metalinguistic abilities.

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