scholarly journals Foreign Language Learning via Mobile Devices during a Language Immersion Program

2021 ◽  
Vol 4 (1) ◽  
pp. 51
Author(s):  
Eleni Mavropoulou ◽  
Panagiotis Arvanitis
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Quantitative Research ◽  
Foreign Language Learning ◽  
Language Immersion ◽  
Portable Devices ◽  
Daily Lives ◽  
Immersion Program ◽  
Mobile Assisted Language Learning

The progress of technology and the complete integration of its products in our daily lives is now a reality. In addition to this, more and more young children now own their personal mobile devices, most of which have a connection to the internet. These new portable devices offer unlimited possibilities to their users, yet they also create more and more challenges in the field of learning. Inevitably, Mobile-assisted language learning (MALL) as a subcategory of Mlearning is also affected. The purpose of this paper is to present students' perceptions on the use of an application in the process of learning French as a foreign language. To this end, we developed an application for mobile devices in real teaching conditions, which respects the principles of the Common European Framework of Reference for Languages (CEFR). Experimental quantitative research was carried out in order to explore the students' experience concerning the application as a portable learning tool, completely integrated into the course. The target group we addressed was international students from various countries in Europe, Asia and America, who were taught French during a language immersion program, as part of a language stay in Saint Raphaël in France.

scholarly journals "Let's date!" A 360-degree video application to support foreign language learning

2019 ◽  
pp. 39-44
Author(s):  
Anke Berns ◽  
Iván Ruiz-Rube ◽  
José Miguel Mota ◽  
Juan Manuel Dodero ◽  
Edson Castro ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Mobile App ◽  
Language Immersion ◽  
Mobile Assisted Language Learning ◽  
Video Application ◽  
Language Competencies

New technologies are changing the way of learning foreign languages. However, one of the main challenges for software developers and mobile assisted language learning designers remains the creation of learning environments for students’ language immersion in and outside the classroom. This paper describes the design and evaluation of a VR-based mobile app called Let’s date!. The app enables Common European Framework of Reference for languages (CEFR) A1 level German language learners to interact with an immersive environment and to practise several language skills. The results have proven that the use of 360° videos based on realistic situations and combined with a conversational agent is suitable to reinforce students’ foreign language competencies.

scholarly journals MALL tools tried and tested

2019 ◽  
pp. 252-256
Author(s):  
Bruce Lander ◽  
Valentina Morgana ◽  
Jaime Selwood ◽  
Tim Knight ◽  
Robert Gettings ◽  
...  
Keyword(s):  
Social Issue ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Applications ◽  
Foreign Language Learning ◽  
Short Paper ◽  
Mobile Assisted Language Learning ◽  
Pedagogical Issue ◽  
General Size

In 2013, Stockwell and Hubbard published an article on emerging principles in Mobile Assisted Language Learning (MALL). In that article, they mentioned three issues that could perhaps impede learning in the domains of the physical, pedagogical, and pyscho-social. The physical issue they imply, refers to the general size of screens, which at the time were deemed small, or not big enough to have an impact on learning. The pedagogical issue involved with MALL, according to Stockwell and Hubbard (2013), is to ensure that tasks introduced with mobile tools are suited to the affordances of the devices. They questioned the need for mobile devices for language learning and whether tasks that were being introduced were suitable and worthwhile and not simply replicating what could normally be done without them, with pen and paper for example. The psycho-social issue they refer to implies that the primary function of mobile devices is generally regarded as one for “personal and social purposes, as opposed to work or study purposes” (Stockwell & Hubbard, 2013, p. 4). In this short paper, we would like to argue this point by introducing seven tools currently available for free on mobile applications that can be adapted to foreign language learning in several ways.

scholarly journals Early Bilingual Education Moving Towards The Dual Language Immersion Program. An Upcoming Reality Also In Gjirokastra

2011 ◽  
Vol 3 ◽  
Author(s):  
Zamira Kote
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Primary Schools ◽  
Dual Language ◽  
Foreign Language Learning ◽  
Language Immersion ◽  
Teaching Process ◽  
Dual Language Immersion ◽  
Immersion Program

This article focuses on the issues of bilingual education in Gjirokastra, in the 9-year primary schools, as an important link in the process of foreign language learning by our children. Albania has quickly embraced the concept of early foreign language learning. A memorandum signed by the respective governments of Albania and Italy  in 2002 opened the way to a teaching process conducted in two languages, Italian and Albanian, in the upper cycle of the primary school and also in the high schools, so that half of the subjects would be taught in a foreign language. Through this paper we try to give our opinion why the implementation of this program of dual language immersion is necessary as an educational system based on pragmatic and functional concepts. The achievement of the dual language immersion program also in our schools, aims at a transmission of knowledge for a better internalization of the foreign language, and also at improving the perspectives of our students in the European labor market. The difficulties and the obstacles which might condition this process cannot diminish the advantages and benefits that the children studying in these schools where the teaching process will be conducted in two languages, will have over the children who will study a foreign language as a separate subject. The role of parents and  a highly qualified teaching staff are important factors in the success of this process.

EXAMINING THE RELATIONSHIP BETWEEN THE FOREIGN LANGUAGE ANXIETY AND STUDENTS’ LEARNING MOTIVATION TO FILIPINO FOREIGN LANGUAGE LEARNERS

2021 ◽  
Vol 9 (1) ◽  
pp. 645-658
Author(s):  
Sherrilyn B. Quintos
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Research ◽  
Foreign Language Learning ◽  
Learning Motivation ◽  
Foreign Language Anxiety ◽  
Foreign Language Learners ◽  
Filipino Students ◽  
Context Specific ◽  
The Relationship

This quantitative research study investigated the relationship between anxiety acquired through foreign language learning and learning motivation of Filipino students in Bataan Peninsula State University. Participants were identified through stratified random sampling. It adapted two sets of questionnaires: Foreign Language Classroom Anxiety Scale by Horwitz, et al. (1986) and Foreign Language Learning Motivation Questionnaire developed by Gonzales (2006). Results showed that anxiety and motivation have a significant relationship with each other. Higher level of learning motivations students set for themselves manifest higher chances for them to develop consciousness and anxiety over their academic performance. They see L2 learning essential in employment opportunities, effective communication, and exploring foreign culture. However, their sense of interest to the course is primarily driven by extrinsic motivations which are only influenced by external factors such as the need to take the subject to pass a requirement. In return, they grow anxious and fearful of the possible consequences of being unable to achieve learning expectations and self-goals. While it is true that age does not significantly affect the relationship of the two variables under examination, it was found that females are more likely to exemplify a receptive behavior in learning than males. It is of high suggestion to integrate different strategies in teaching foreign language to minimize anxiety tendencies and maximize students’ engagement in learning. Also, it is recommended to devise or adapt a more context-specific questionnaire that will deeply explore on the intrinsic and extrinsic motivations of students and the anxiety concomitant to it. Finally, further studies are highly encouraged to be conducted to further navigate the interplay of other contributing variables in their foreign language learning experiences.

scholarly journals Using mobile technologies for studying foreign languages

2018 ◽  
Vol 7 (3) ◽  
pp. 317-321
Author(s):  
Mariia Viktorovna Drygina
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Modern World ◽  
Mobile Assisted Language Learning ◽  
Process Visibility

In our modern world mobile devices play an important role in the learning process and provide more opportunities for access to educational resources. The use of mobile devices in the learning process is a promising direction that attracts researchers all over the world. Although mobile devices are widely used and they are accessible means of studying, they are still not perceived as means of foreign language learning. The use of mobile technologies will make it possible not only to induce the learning process visibility, divisiveness and interaction, but also to improve the quality of education, and to expand the possibilities for both students and teachers. The paper presents a systematic review of resources on the problem of mobile assisted language learning. The results of the research have shown that this method is widely used by researchers in Scandinavian countries. The classification has been made on the basis of the existing concept of mobile learning. In addition, the paper describes main technical, pedagogical and psychosocial factors which influence the development of modern resources for mobile learning of foreign languages.

Closing in on Vocabulary Acquisition

2011 ◽  
pp. 195-210 ◽  
Author(s):  
Carly J. Born ◽  
Andrea Lisa Nixon ◽  
Christopher Tassava
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Learning Strategies ◽  
Vocabulary Acquisition ◽  
Foreign Language Learning ◽  
Building Blocks ◽  
Language Fluency ◽  
Technological Intervention

Vocabulary acquisition is one of the critical building blocks in acquiring foreign language fluency. While a number of studies have focused on effective vocabulary learning techniques for second language learners, several confounding factors complicate the practical application of this research in a classroom. For instance, faculty, pressed for time and results, frequently find it too cumbersome to explore new variations in their teaching and opt for standard methods of providing students with vocabulary lists which the student are expected to study on their own using their own methods. This tactic falters when the students are unaccustomed to second language learning and have not yet identified effective learning strategies suited to their own learning styles. This chapter will discuss one attempt to resolve this problem through the use of mobile devices as digital flashcards. This technological intervention may address the need to help students study vocabulary more effectively and do so in practical, sustainable ways that do not increase work loads for faculty, students, or academic technical support staff. Based on the results from a small-scale study, the authors make recommendations about this pedagogical approach and the technology used, aiming toward the goal of creating a pedagogically sound and scalable application of mobile devices in foreign language learning.

Foreign Language Learning

2017 ◽  
pp. 137-158
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Language Learning ◽  
Global Education ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Learning Material ◽  
Mobile Assisted Language Learning ◽  
Language Class ◽  
Media Applications

This chapter reveals the overview of Computer-Assisted Language Learning (CALL) in foreign language learning; the overview of mobile technology in foreign language learning; the overview of Mobile-Assisted Language Learning (MALL); the overview of web-based language learning; Facebook applications in global education; social media applications in foreign language learning; and the significance of social media in foreign language learning. Through CALL, MALL, and social media applications, teachers and language learners can go online to read or listen to the learning material about different areas of interest, and can write or speak about what they have discovered, telling others in the foreign language class or other classes elsewhere in the world. Technology tools enable teachers to differentiate instruction and adapt classroom activities, thus enhancing the foreign language learning experience in global education.

Use of Smartphones for Self-Regulated Foreign Language Learning Activities

2020 ◽  
pp. 204-223
Author(s):  
Violeta Jurkovič
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Qualitative Methodology ◽  
English Language ◽  
Foreign Language Learning ◽  
Learning Activities ◽  
Language Competence ◽  
Mobile Assisted Language Learning ◽  
Foreign Language Acquisition

Smartphones can significantly affect the development of foreign languages in two distinct ways. Firstly, online informal learning of languages may result in naturalistic foreign language acquisition while mobile assisted language learning implies the use of smartphones following a conscious decision to engage in language learning activities that would result in the improvement of one's language competence. Based on quantitative and qualitative methodology applied on a sample of undergraduate students in Slovenia, the main objective of this chapter is to explore the use of smartphones for self-regulated English language learning activities beyond the language classroom.

Students’ Strategic Reactions to the Role of Native Language as a Medium of Instruction in English Classrooms

2016 ◽  
Vol 7 (4) ◽  
pp. 716 ◽  
Author(s):  
Soheila Kabiri Samani ◽  
Mehry Haddad Narafshan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Research ◽  
Foreign Language Learning ◽  
Code Switching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
English Classrooms ◽  
Speaking Skill

Code-switching is the use of two languages simultaneously or interchangeably and is commonly seen with hesitation in foreign language learning classes. Hence, second or foreign language teachers and researchers have been concerned in decreasing the level of code-switching in the EFL classes. Therefore, this study aimed at investigating students’ attitude towards teachers’ code-switching. In order to conduct the study, the quantitative research method was used. The data was collected from a sample of 219 students (male and female, with different age level) who were selected randomly for the purpose of the study. Through a questionnaire, the students’ attitude was investigated. The results revealed that students held a positive attitude towards teacher’s code-switching. More than half of the students believed teachers had better code-switching to enhance students' understanding. In addition, they believed that code-switching was more useful to teach grammar and writing skills as compared with teaching speaking skill.

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