scholarly journals Technology in the Language Classroom: How Social Media is Changing the Way EFL is Taught

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Hamza Alshenqeeti
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Past ◽  
Efl Teacher ◽  
Language Classroom ◽  
Language Classrooms

This paper explores how technology, and specifically the application of social media, in the English as a foreign language (EFL) classroom is changing how language is taught. The paper begins with a depiction of computer-assisted language learning (CALL) and how technology has generally been employed in EFL classrooms in the past few decades. This critical appraisal, which provides the context for the paper, assesses how successfully technology has been viewed in relation to language teaching and learning and how it has developed up to the present day. The focus then moves to social media apps and mobile technology as a contemporary form of CALL. The discussion considers the ways in which social media is used in language classrooms and more importantly the things it can offer the EFL teacher and learner. Importantly, the paper concludes by proposing ways in which these types of technologies can be better incorporated across cultures and contexts to promote EFL teaching and learning.

On using intelligent computer-assisted language learning in real-life foreign language teaching and learning

ReCALL ◽  
2011 ◽  
Vol 23 (1) ◽  
pp. 4-24 ◽  
Author(s):  
Luiz A. Amaral ◽  
Detmar Meurers
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Intelligent Computer ◽  
Activity Design ◽  
Language Teaching And Learning

AbstractThis paper explores the motivation and prerequisites for successful integration of Intelligent Computer-Assisted Language Learning (ICALL) tools into current foreign language teaching and learning (FLTL) practice. We focus on two aspects, which we argue to be important for effective ICALL system development and use: (i) the relationship between activity design and restrictions needed to make natural language processing tractable and reliable, and (ii) pedagogical considerations and the influence of activity design choices on the integration of ICALL systems into FLTL practice.

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

scholarly journals Virtual Classrooms in Brazil: teachers' difficulties and anxieties towards technology in language learning

2003 ◽  
Vol 3 (2) ◽  
pp. 115-132
Author(s):  
Andréa Machado de Almeida Mattos
Keyword(s):  
Language Learning ◽  
Teacher Development ◽  
Empirical Studies ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Virtual Classrooms ◽  
Language Classroom ◽  
Language Classrooms ◽  
Global Understanding ◽  
Learning Data

Many researchers, nowadays, have been enthusiastic in promoting the advantages of introducing technology in the language classroom, but few have been worried with the problems and anxieties that result from changes in a long-lasting culture such as the culture of language learning. This paper aims at discussing the problems faced by teachers who have been working with technology in their language classrooms. The research design was based on theoretical and empirical studies both in the areas of Computer Assisted Language Learning and Teacher Development. The main objective of this paper is, thus, to achieve a global understanding of the teachers' anxieties in relation to the virtual environment of language learning. Data was gathered through interviews with the teachers, leading to a qualitative analysis of the findings.

scholarly journals Using Computer-assisted Language Learning in Classrooms: What Does Research Say about Teachers' Beliefs and Practices?

2019 ◽  
Vol 9 (6) ◽  
pp. 723
Author(s):  
Zainab Alsuhaibani
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Beliefs And Practices ◽  
Equal Importance ◽  
Teachers Beliefs ◽  
Language Classrooms ◽  
Beliefs About Technology

The last decades have witnessed the introduction of Information and Communication Technologies (ICTs) into the field of education. This introduction has brought in major changes in the traditional view of language teaching and learning. Accordingly, the implementation of technology through Computer-Assisted Language Learning (CALL) and its success has become of particular interest. However, the success of CALL implementation does not merely depend only on economic investments. In fact, teachers play a major role in using technology successfully in classrooms (Galvis, 2012). Thus, it is important to investigate teachers' beliefs about CALL implementation and see whether they practically practice their beliefs in classrooms. Of equal importance is to investigate and question why some teachers do not practice their beliefs. This paper attempts to shed light on teachers' beliefs and practices of CALL implementation in classrooms. First, teachers' beliefs are defined and their importance and formation process are presented.  Then, teachers' beliefs about CALL implementation in language classrooms are discussed along with the factors that affect them. A discussion of whether teachers' beliefs about technology entail their actual practice is then provided. Finally, barriers hindering teaches' practices of technology in language classrooms are explained.

scholarly journals Ethnographic approaches to developing intercultural competence through intercultural interactions in the higher education context in China

2020 ◽  
pp. 11-36
Author(s):  
Yi’an Wang ◽  
Liyang Miao
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Classroom ◽  
Language Classrooms ◽  
Intercultural Interactions

With the recent developing trend of redefining ‘culture’ across disciplines in intercultural and foreign language education (Corbett, 2003; Shaules, 2007; Spencer-Oatey & Franklin, 2010), it is widely agreed that culture requires a broader definition to improve the teaching and learning of it. Wilkinson (2012) suggests “a redefinition of culture in anthropological rather than aesthetic terms” (p. 302) to ensure that intercultural and language learning leads to Intercultural Competence (IC). Others (Buttjes, 1991; Risager, 2006) also note the importance of anthropological conceptualization when culture is taught in foreign and/or second language classrooms, because motivation to learn the language is increased. Byram (1991) similarly emphasized the need to include active ‘cultural experience’ in the foreign language classroom, and provided examples including cooking and geography lessons, in which students learn about the food and geography of the country whose language they are studying. A crucial element in research within the anthropology field is ethnography. Thus, to achieve a fuller understanding of culture “as the full gauntlet of social experience that students of foreign languages both learn and participate in” (Wilkinson, 2012, p. 302), including Holliday's (2004) concept of ‘small culture’, students should take on the role of ethnographer too; ethnography practices, in a variety of forms, have become central to intercultural approaches to culture and language teaching and learning (Corbett, 2003).

Toward a new normal in foreign language classrooms

2022 ◽  
Author(s):  
Hsuan-Ying Liu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Language Education ◽  
Computer Assisted ◽  
World Language ◽  
New Normal ◽  
Language Classrooms ◽  
Remote Learning

Abstract Although Computer-Assisted Language Learning (CALL) is relied upon heavily in these disruptive times due to the COVID-19 pandemic, little is known about committed learners’ reactions to CALL as they actively voiced their questions and concerns during crisis-prompted remote learning. Employing a qualitative research method, findings reveal that their attitudes toward remote learning were ambivalent. While they viewed online tools as useful learning resources, they also expressed hesitation in adopting them. Meanwhile, they welcomed innovative ad hoc curriculum quickly developed by the instructor; however, the innovative curriculum was also viewed as less organized. These findings shed light on pedagogical implications for world language education in higher education and urge researchers to further investigate how remote language teaching and learning would affect committed students during the new normal times as foreign language enrollments continue to decline.

scholarly journals Developing cross-cultural communicative competence via computer-assisted language learning: the case of pre-service ESL/EFL teachers

2011 ◽  
Vol 9 (3) ◽  
Author(s):  
Abdelilah Salim Sehlaoui
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Relevant Literature ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
National Council ◽  
Efl Teacher ◽  
Computer Based ◽  
Efl Teacher Education

A review of the relevant literature strongly suggests that many, if not most, English as a Second or Foreign Language (ESL/EFL) teacher education programmes typically utilize concepts of culture and strategies for teaching and learning that are open to some cogent, but constructive, critiques from the perspective of critical educational theory. In addition, according to Wise (1995), throughout the last ten years the National Council for Accreditation of Teacher Education has required that colleges of teacher education must integrate technology into their curricula. In fact, ESL/EFL teacher education programmes are increasingly incorporating computer-based technologies and software into their curricula. However, this integration is often done in ways that seem to leave unquestioned the potential cultural and hegemonic ramifications of such technology (see, for example, Bowers, 1988; Jones, 1995; Morton, 1996; Murray, 1997; Sehlaoui, 1999).DOI:10.1080/0968776010090306 

scholarly journals An Exploration of the Relationship between Modern Foreign Language (MFL) Teachers and Computer Assisted Language Learning (Call)

2020 ◽  
Vol 9 (4) ◽  
pp. 1-9
Author(s):  
Louise Hanna ◽  
David Barr ◽  
Helen Hou ◽  
Shauna McGill
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Foreign Languages ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Research Subjects ◽  
The Uk ◽  
The Relationship

A study was carried out with 33 teachers of Modern Foreign Languages (MFL) to obtain information on the interaction of classroom professionals with Computer Assisted Language Learning (CALL) and digital technologies in Second Language (L2) education. MFL teachers were recruited through Facebook groups in the UK. Research subjects were asked to fill out a questionnaire with CALL-specific statements. Significantly, participants recognised a gap in practice versus the expectation of CALL in the MFL classroom. Overall, participants were shown to be interested adopted and daily users of CALL who appreciated its ease and importance for teaching and learning in L2 pedagogy.

scholarly journals EFL STUDENTS’ EXPERIENCES IN LEARNING CALL THROUGH PROJECT BASED INSTRUCTIONS

2017 ◽  
Vol 28 (2) ◽  
pp. 170
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The World ◽  
Efl Students ◽  
Integrate Technology

Various initiatives led by Ministries of Education and related entities in many countries around the world have encouraged teachers not only to integrate technology in their teaching practices but also to employ various sound teaching methods that allow learners to be actively involved in the teaching and learning process. As a response to these issues, this qualitative study delves closely into students’ perspectives on the implementation of Project Based Learning (PBL) activities in an Introduction to Computer Assisted Language Learning (ICALL) course. Thirty students participated in the study by submitting reflective notes that answer four questions concerning the implementation of PBL in the course. Approached through the lens of content analysis paradigms, the data analysis results showed the students’ positive responses to the employment of PBL in exploring potential technology for language teaching and learning purposes. Implications for ICALL course designs particularly in English as a Foreign Language (EFL) higher education context and directions for further research were also discussed. 

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