Language learning via e-mail

1999 ◽  
Author(s):  
Kirsten Söntgens
Keyword(s):  
Language Learning ◽  
E Mail

Tandem language learning via e-mail: from motivation to autonomy

ReCALL ◽  
2000 ◽  
Vol 12 (2) ◽  
pp. 121-128 ◽  
Author(s):  
EMA USHIODA
Keyword(s):  
Language Learning ◽  
Empirical Data ◽  
Learning Experience ◽  
Small Body ◽  
Affective Learning ◽  
Learner Autonomy ◽  
Pedagogical Issues ◽  
Affective Dimension ◽  
Tandem Learning ◽  
E Mail

This paper examines the affective dimension of tandem language learning via e-mail. It begins by highlighting some of the obstacles to this mode of learning, including organisational and pedagogical issues as well as the particular issues confronting learners. Drawing on a small body of empirical data, it explores the interactions between these issues and what learners perceive to be intrinsically motivating about tandem learning. It concludes by suggesting that affective learning experience has a potentially powerful role to play in fostering the development of learner autonomy through the reciprocity on which successful tandem learning is founded.

Designing, implementing and evaluating a project in tandem language learning via e-mail

ReCALL ◽  
1998 ◽  
Vol 10 (1) ◽  
pp. 95-101 ◽  
Author(s):  
David Little ◽  
Ema Ushioda
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learner Autonomy ◽  
Pilot Phase ◽  
E Mail ◽  
Learning English

Tandem language learning is based on a partnership between two people, each of whom is learning the other's language. Successful tandem partnerships observe the principle of reciprocity (“tandem learners support one another equally’) and the principle of learner autonomy (“tandem partners are responsible for their own learning”) (Little and Brammerts 1996: 1 Off.). This paper begins by exploring some of the theoretical implications of tandem language learning in general and tandem language learning via e-mail in particular. It then reports on the pilot phase of an e-mail tandem project involving Irish university students learning German and German university students learning English.

CMC and Intercultural Learning

2011 ◽  
pp. 361-376 ◽  
Author(s):  
Martina Möllering ◽  
Markus Ritter
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Software Tools ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Intercultural Learning ◽  
Global Networks ◽  
Learning And Teaching ◽  
Threaded Discussion ◽  
E Mail

One key theme in the area of computer-assisted language learning has been the potential of computermediated communication (CMC) for the language learning process. Here, CMC refers to communication conducted through the medium of computers connected to one another in local or global networks. It requires specific software tools and can be either synchronous (e.g., chat, audio- or videoconferencing) or asynchronous (e.g., e-mail, threaded discussion lists). This chapter explores how CMC might contribute to language learning and teaching. Starting off with an overview of the development of research in this field, a model for the analysis of successful telecollaboration procedures and processes is used for the discussion of a German-Australian exchange.

Cell phones in task based learning - Are cell phones useful language learning tools?

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 71-84 ◽  
Author(s):  
PATRICK J. KIERNAN ◽  
KAZUMI AIZAWA
Keyword(s):  
University Students ◽  
Language Learning ◽  
Mobile Phones ◽  
Cell Phone ◽  
Cell Phones ◽  
Text Messages ◽  
Learning Tools ◽  
Warm Up ◽  
Post Test ◽  
E Mail

Cell phones are now widespread in many countries including Japan where we teach, and are particularly popular among university students. Although they can be a distraction in the classroom, functions such as Internet access and e-mail capability have transformed them into sophisticated communication tools. But are they also potentially useful in language learning? While task-based approaches (Nunan, 1989) adapted to desktop e-mail are now a growing area of research in CALL (Greenfield, 2003; Gonzalez-Lloret, 2003), cell phones have yet to receive much attention. This paper reports on a classroom research project aimed at evaluating the use of mobile phones as tools for classroom learning. Freshman university students in intact EFL classes (2 elementary classes, 2 lower intermediate) were first surveyed regarding their cell phone use and pre-tested to assess their knowledge of certain target learning structures. Following this they were subdivided into three groups: (a) using cell phone text messages, (b) using computer e-mail, and (c) speaking. The learners were paired, trained with warm-up tasks, and given two further sets of tasks to complete (one in class and the other at home). The target vocabulary appeared in the initial narrative task. All messages sent while doing the tasks were saved for analysis. The speaking task pairs were recorded and samples were transcribed for comparison. Finally learners took a post-test the following week to assess short-term learning gains. This project drew attention to a number of potential advantages of mobile phones as well as highlighting some limitations, but overall suggested that mobile phones represent a language learning resource worthy of further investigation.

Politeness, Intercultural Communication, E-Mails

2019 ◽  
pp. 45-70
Author(s):  
Elisabetta Pavan
Keyword(s):  
University Students ◽  
Language Learning ◽  
Intercultural Communication ◽  
Oral Communication ◽  
Controversial Issue ◽  
The Internet ◽  
University Staff ◽  
Key Issues ◽  
Definition Of ◽  
E Mail

In this chapter, the focus shifts from oral communication to written communication, considering the sometimes controversial issue of politeness in written intercultural communication. Firstly, a definition of politeness is discussed; secondly, some key issues related to the topic of intercultural communication are considered; and finally, intercultural e-mail communication is introduced. The aim is to understand how intercultural communication, mediated by the internet, can create compelling and sometime challenging conditions for additional language learning. For example, university students use e-mails a lot. Nonetheless, some issues, amongst which the level of formality when they address university staff, may vary, depending on their own national culture and on the training they receive on the use of this medium. As a result, intercultural clashes may occur. To facilitate foreign language teaching and communication, an instrument to assess politeness in intercultural e-mail communication in an intercultural context will be presented.

scholarly journals Online programming language—Learning management system

2018 ◽  
Vol 8 (3) ◽  
pp. 114-123
Author(s):  
Ramiz Salama ◽  
Ahmed Qazi ◽  
Mohamed Elsayed
Keyword(s):  
Language Learning ◽  
Social Life ◽  
Management System ◽  
Learning Management System ◽  
Online Classes ◽  
State Institutions ◽  
College And University ◽  
Course Materials ◽  
Learning Management ◽  
E Mail

Today, college and university students find themselves with the need more than getting a degree. Work and social life commitments make equal demands on their time. The option of taking online classes and studying on their own is a must. However, many state institutions are unable to accommodate all those who want to take classes on campus, escalating the demand for online learning. The aim of this project is development of learning management system (LMS). You can be as a teacher and upload your course materials to all students in our LMS. With our LMS, you are online every time, you can get messages from all students and teacher, without e-mail, just by your username in our system. Also, you can compile your code and share the result with others by social media links using REPL IT online compiler. So, our LMS provide all facilities for taking online course. Keywords: LMS, compiler, cloud EC2, route 53, easy engine, learn press.

A FAQ-Based e-Learning Environment to Support Japanese Language Learning

2014 ◽  
pp. 220-230
Author(s):  
Yuqin Liu ◽  
Chengjiu Yin ◽  
Hiroaki Ogata ◽  
Guojun Qiao ◽  
Yoneo Yano
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Knowledge Sharing ◽  
Japanese Language ◽  
E Learning ◽  
E Mail ◽  
Share Information

In traditional classes, having many questions from learners is important because these questions indicate difficult points for learners and for teachers. This paper proposes a FAQ-based e-Learning environment to support Japanese language learning that focuses on learner questions. This knowledge sharing system enables learners to interact and share information and knowledge through FAQ and e-mail. Teachers contribute answers to discussion among learners. The system also allows learners to discuss and collaborate, stimulating their motivation to study Japanese as a foreign language. All questions are stored in a FAQ database, allowing other learners to reuse resources, helping learners learn by themselves and reduce teacher workloads.

Impacts of Langauge Learning Based on Computer-Assisted Language Learning Instruction

2013 ◽  
Vol 479-480 ◽  
pp. 928-933 ◽  
Author(s):  
Yan Ling Hwang ◽  
Pei Wen Huang ◽  
Li Ping Hsu
Keyword(s):  
Language Learning ◽  
Real Life ◽  
Target Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Multiple Channel ◽  
Language Classroom ◽  
Learning Instruction ◽  
Teaching Instruction ◽  
E Mail

In order to enhance students' learning motivation, scholars have been investigating the best teaching instruction methods for learning English. The efficacy of multimedia has drawn great attention to this issue and is presumed, under the assumption of adding an additional channel of media to transmit a message, to dramatically enhance communication and comprehension.1Multimedia technology (such as TV, computers, networks, Youtube, E-mail, and interactive multimedia) aids the teaching technique of integrating real-life target language situations into the language classroom. In this particular setting, learners gradually develop their language skills by being exposed to genuine target language environments. Hartman indicated that the multiple-channel theory, involving at least two of the channels under consideration here, increases learners' language comprehension.2

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