scholarly journals The Use of Mobile Apps in Learning English Language

2020 ◽  
Vol 3 (3) ◽  
pp. 1363-1370
Author(s):  
Maryam Ameri
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
New Technologies ◽  
Mobile Apps ◽  
Process Technology ◽  
Learning Skills ◽  
Use Of Technology ◽  
Effective Use

Throughout and out of college, the use of technology has become an integral part of the learning process. Technology helps teachers to adapt lessons in the classroom, thereby improving the learning process, English as a second language/international. This paper discusses different attitudes which help English language learners by using technologies to increase their learning skills. Researcher indicates that the effective use of new technologies improves learners’ language learning skills.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

An Investigation of Chinese Older Adults' Self-Directed English Learning Experience Using Mobile Apps

2019 ◽  
Vol 9 (4) ◽  
pp. 51-71
Author(s):  
Yangting Wang ◽  
M. Sidury Christiansen
Keyword(s):  
Older Adults ◽  
English Language Learners ◽  
Language Learning ◽  
Transformational Learning ◽  
English Language ◽  
Mobile Apps ◽  
Learning Experience ◽  
English Learning ◽  
Self Directed Learning ◽  
Chinese Older Adults

A majority of research on mobile-assisted language learning focuses on traditional English language learners: thus, little attention has been paid to older adult learners. The purpose of the study is to explore the learning experiences of Chinese older adults using the free and popular English learning mobile apps, Duolingo/Hello English, Baicizhan, and Liulishuo, in a self-directed learning (SDL) context. A 17-week sequential mixed-methods study was designed. 55 older adults from age 45 to 85 participated. The informed grounded theory was used and Saldana's coding techniques for qualitative analysis. Quantitative data were analyzed using descriptive statistics and paired sample t-tests. Findings demonstrate that older adults persisted in learning using mobile apps for 17 weeks and increased their vocabulary significantly. Finally, a transformational learning model called MISAPP was created based on the empirical data and the SDL theory.

scholarly journals New technologies and new literacies in the english classroom: a study

2019 ◽  
Vol 14 (31) ◽  
pp. 168-186
Author(s):  
Silene Cardoso
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
English Language ◽  
Teaching Practice ◽  
New Technologies ◽  
General View ◽  
Online Questionnaire ◽  
Use Of Technology ◽  
Nuevas Tecnologías

ABSTRACT This article presents and briefly discusses some results of a survey conducted as part of a study on multiple literacies and the use of technology in English as a Foreign Language (EFL) classroom. An online questionnaire has been sent to English teachers of the third cycle and secondary education in Portugal with the aim to investigate their perceptions on the use of new technologies, particularly Web 2.0 tools, in their teaching practice. This article focuses particularly on the results from the questions related to materials and digital tools frequently used, teachers’ general view on the use of technology, as well as the digital and critical literacies approach. It has been found that although technology seems to be part of the teaching practice of this group of teachers – and although further research is necessary to deeply understand the actual use of technology in this particular scenario – it can be assumed that suitable guidance, training and further development of appropriate materials for teachers and students are necessary to facilitate and better integrate new technologies in the EFL classroom.   Keywords: New technologies and language learning. Multiliteracies. Digital literacies. Critical thinking. English language teaching. RESUMO Este artigo apresenta e discute brevemente alguns resultados de uma pesquisa realizada como parte de um estudo sobre múltiplas literacias e o uso da tecnologia na aula de inglês como língua estrangeira (English as a Foreign Language – EFL) (Cardoso, 2017). Um questionário online foi enviado a professores de inglês do terceiro ciclo e secundário, em Portugal, com o objetivo de investigar as perceções e as opiniões deles a respeito do uso das novas tecnologias, especialmente dos recursos da Web 2.0, em sua prática profissional. O presente artigo enfoca particularmente os resultados obtidos das perguntas relacionadas à frequência de uso de materiais e recursos, à visão dos professores sobre o uso da tecnologia, assim como à abordagem das literacias digitais e críticas. Embora a tecnologia pareça fazer parte da prática discente desse grupo de professores, e ainda que pesquisas adicionais sejam necessárias para entender melhor o uso real dessa tecnologia nesse cenário em particular, é possível dizer que são necessárias algumas medidas para que a integração significativa e eficaz das novas tecnologias nas salas de aula de EFL, tais como, orientações adequadas e treinamento aos professores, e maior desenvolvimento de materiais apropriados. Palavras-chave: Novas tecnologias e ensino de línguas. Multiliteracias. Literaturas digitais. Pensamento crítico. Ensino de língua inglesa.   RESUMEN Este artículo presenta y discute brevemente algunos resultados de una investigación realizada como parte de un estudio sobre múltiples literacias y el uso de la tecnología en la clase de inglés como lengua extranjera (Card., 2017). Un cuestionario en línea fue enviado a los profesores de Inglés Graduado de secundaria y, en Portugal, con el fin de investigar las percepciones y sus opiniones sobre el uso de las nuevas tecnologías, especialmente capacidades Web 2.0 en su práctica profesional. El presente artículo se centra particularmente en los resultados obtenidos de las preguntas relativas a la frecuencia de uso de materiales y recursos, a la visión de los profesores sobre el uso de la tecnología, así como al abordaje de las literas digitales y críticas. Aunque la tecnología parece formar parte de la práctica discente de este grupo de profesores, y aún si son necesarias investigaciones adicionales para entender mejor el uso real de esta tecnología en este escenario en particular, es posible decir que son necesarias algunas medidas para que la integración significativa y eficaz de las mismas nuevas tecnologías en las aulas de EFL, tales como orientación adecuada y capacitación a los profesores, y el desarrollo de materiales apropiados. Palabras clave: Nuevas tecnologías y enseñanza de lenguas. Multilenuales. Literaturas digitales. Pensamiento crítico. Enseñanza de lengua inglesa. DOI: http://dx.doi.org/10.22169/revint.v14i31.1523

scholarly journals The Differences between English and Russian Language Teachers' Attitudes towards CALL

2021 ◽  
Vol 8 (10) ◽  
pp. 147
Author(s):  
Ali Asghar Ahmadishokouh ◽  
Fatemeh Samadi
Keyword(s):  
Language Learning ◽  
English Language ◽  
New Technologies ◽  
Russian Language ◽  
Language Teachers ◽  
Computer Assisted ◽  
Use Of Technology ◽  
Significant Difference ◽  
Actual Use ◽  
Teachers Attitudes

Teachers play an important role in the implementation of Computer Assisted Language Learning(CALL) into language classes and their attitudes have proved to be significant predictors of using technology in their classes. In other words, Teachers’ attitudes are considered as a major factor that influences the use of new technologies in the educational settings. Thus, their attitudes toward computer can play an important role in the acceptance and actual use of technology in teaching in general and language teaching in particular. A review of the literature shows many examples of student voice reports, but not enough studies have conducted on teachers’ attitudes towards CALL. This study was an attempt to address the possible differences between the English and Russian language teachers' attitudes towards incorporating CALL  into their teaching professions. To this end a number of 53 English teacher and 52 Russian language teachers participated in the study. They were asked to fill  the  E & L teachers' attitude toward CALL questionnaire.The collected data was analyzed using SPSS 22 through running independent sample T- test. The result indicated that there is a significant difference between English and Russian teachers' attitude towards CALL. Moreover, it was concluded that English language teachers have more positive views towards incorporating CALL into their teaching.

The Integration of Popular Culture in K-12 and Higher Education English Language Curricula

2022 ◽  
pp. 276-295
Author(s):  
Brittany Ann Garling ◽  
Ashley Steele Heiberger
Keyword(s):  
Higher Education ◽  
English Language Learners ◽  
Popular Culture ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Background Information ◽  
Teaching Approaches ◽  
Use Of Technology ◽  
K 12

In this chapter, the authors present the approaches and benefits of integrating popular culture into the English language learning classroom. They provide background information on classroom use of technology and popular culture as well as student demographics. This chapter addresses counterarguments against the inclusion of popular culture for literacy development and explains why the advantages outweigh the concerns. Also discussing the teaching approaches that are supported by the incorporation of popular culture, the authors provide reasons and examples of effective curricula, including lessons, materials, and topics. The authors base their argument on research as well as personal experience to claim that the incorporation of popular culture will support linguistically and culturally responsive teaching approaches and will promote student engagement, connections, and motivation in ways that support learning for English language learners in both K-12 and higher education settings.

scholarly journals THE USE OF E-PORTFOLIO TO DEVELOP ENGLISH LANGUAGE LEARNERS' AUTONOMY AND INDEPENDENCE

2017 ◽  
Vol 60 (4) ◽  
pp. 155
Author(s):  
Oksana I. Ivanova
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
English Language ◽  
Learning Experience ◽  
Educational Institutions ◽  
Technical Problems ◽  
Promising Tool ◽  
Teachers And Students

This paper discusses the findings of a research study concerning the use of e-portfolios to develop learners' autonomy and independence, from the perspectives of teachers and students participating in this study. The findings demonstrate many of the benefits of e-portfolio practice regarding learners’ increased sense of ownership, teacher and peer feedback, enriched learning experience at both individual and technological levels, enhanced opportunity for self-improvement and increased awareness of the learning process. Despite many positive aspects of e-portfolios use, the study reveals some challenges facing students, teachers and support staff, mainly connected with technical problems and Internet access, and the necessity for teachers and learners to change their roles to become more independent in the learning process. The author concludes that e-portfolio is a promising tool to stimulate and challenge students to become independent and self-regulated learners that should be implemented in English language learning at higher educational institutions.

scholarly journals EXPLORING THE POTENTIALS OF TECHNOLOGY INTEGRATION FOR TEACHING LANGUAGE SKILLS: A LITERATURE REVIEW

2021 ◽  
Vol 4 (3) ◽  
pp. 488
Author(s):  
Isry Laila Syathroh ◽  
Evie Kareviati ◽  
Ayu Lestari ◽  
Nurlaila Fitria
Keyword(s):  
English Language Learners ◽  
Technology Integration ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Essential Element ◽  
Learning Abilities ◽  
Language Class ◽  
Use Of Technology ◽  
Integration Of Technology

The use of technology has become an essential element in teaching and learning process. Usually, each language class uses some type of technology tools that are used to support and enhance language learning. They are tools to help teachers facilitate their students' language learning. This research focuses on the role of technology in learning English as a foreign and second language. It addresses the significance of technology that allows English language learners to develop their learning abilities. In this paper, the researchers describe the term technology integration,  of technology, explain the use of technology in the language classroom, discuss the advantages and challenges of technology integration, and provide some suggestions for better use of these technologies to help learners develop their learning abilities.

scholarly journals Technology and English language learners: Can digital technology enhance the English language learning experience?

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Claire Lecocq
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Online Survey ◽  
English Language ◽  
Teaching Practice ◽  
Learning Experience ◽  
Traditional Practice ◽  
Ell Students ◽  
Use Of Technology

This article focuses on the topic of technology and its role in elementary classrooms. Specifically, technology's use in supporting English Language Learners is researched, yielding results that are important for those working in the field of education, including pre-service teachers. Questions that are acknowledged in this article include: How can ELL students’ learning be enhanced with the use of technology? What technologies are best for supporting language learning needs? What advantages and challenges may arise with the use of technology? Both online survey and interview methods are used to collect data which are analyzed and collated using Google Spreadsheets and the word cloud software, Tagxedo. Results from research show that technology can be very beneficial in supporting ELL students upon a number of conditions being met: 1. The technology is intuitive and user friendly. 2. The technology/program does not replace the role of the teacher. 3. Teachers feel comfortable using the technology themselves to best support the learner. This may mean more training for teachers in the field of technology is necessary.  4. The technology enhances the child’s learning, rather than replaces a traditional practice that is just as effective. This research highlights professional roles and responsibilities, an important aspect of teaching, and is significant for educators striving to improve their teaching practice.

EQUAL TECHNOLOGICAL OPPORTUNITIES FOR ENGLISH LANGUAGE LEARNERS

2019 ◽  
pp. 51-53
Author(s):  
K. LaPrairie
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Research Topic ◽  
Educational Policies ◽  
Use Of Technology ◽  
Effective Use ◽  
Technological Opportunities

The article reviews the problem and the need of equal technological opportunities for English language learners. The relevance of the research topic for effective use of technology for teaching and learning foreign language was substantiated based on the literature review. Teaching strategies and educational policies were analyzed and being studied.

scholarly journals Autobiographies: a Tool to Depict English Language Learning Experiences

2019 ◽  
Vol 18 ◽  
pp. 161-179
Author(s):  
Julia Posada-Ortiz ◽  
Eliana Garzón-Duarte
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
English Language ◽  
Strong Influence ◽  
English Language Learning ◽  
State University ◽  
Language Policies ◽  
National Program

This article contains a description of a research project carried out with a group of English Language Pre-service Teachers (ELPTs) of a state University in Bogotá, Colombia. The purpose of the study was to portray the experiences the ELPTs went through as English language learners, their feelings and insights as such. The main source to collect data was the autobiographies. The results show that the English language learners’ process of learning has a strong influence of the language policies connected to the National Program of Bilingualism. They also show that it is necessary to create a cumulative program of English for each phase of schooling in order to avoid overlapping and to provide a more motivating learning process.  

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