scholarly journals Exploring the Role of Technology through Collaborative Learning in Ecuadorian Language Education

2017 ◽  
Vol 2 (10.1) ◽  
pp. 1-11
Author(s):  
Heidi Marlen Marriott Toledo ◽  
Jose Miguel Campuzano Díaz
Keyword(s):  
Second Language ◽  
Collaborative Learning ◽  
Latin American ◽  
Language Education ◽  
Developed Countries ◽  
Future Research ◽  
Second Language Education ◽  
Use Of Technology ◽  
Efl Classrooms

In order to resemble the real world outside the classroom, more and more institutions find it essential to implement technology into their teaching practices as learners make great use of it in their daily lives and are expected to use it in their future careers. As a consequence, the role of technology in second language education has become the focus of several studies in the last years. These studies have resulted in the finding of multiple benefits such as the increase of learners™ motivation, an approach to authentic and meaningful communication, among others. Unfortunately, most of the studies on the use of technology in second language education have been performed in developed countries (e.g. Japan, Australia, USA), which become the perfect scenario to conduct a sound research due to all of the elements these settings count on. Therefore, it becomes essential to determine whether these models can be implemented in Latin American settings and how feasible these will be due to the limited resources which public institutions usually rely on.  This paper aims to review past research on the implementation of technology of EFL classrooms. Due to the broad scope, the use of technology implies and reluctance of more traditional instructors to include it, this literature-based research was limited to studies combining a technological feature with collaborative learning, another strong teaching approach in second language education. As a result, many advantages were found to the potential replication of these models in the Ecuadorian EFL classroom. Similarly, some criteria were developed to properly assess their feasibility for a more accurate outcome of the potential effectiveness of these models in the Ecuadorian EFL classrooms. Gruba and Hinkelman™s (2012) four considerations in the development of blended approaches to language learning were used as a reference to evaluate previous studies according to our needs. To conclude, some recommendations were made for future research on the topic.

Verstaanbaarheid als interactioneel en contextgebonden fenomeen

2021 ◽  
Vol 26 (2) ◽  
pp. 147-170
Author(s):  
Ellen Simon ◽  
Chloé Lybaert
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Language Education ◽  
Future Research ◽  
Content Type ◽  
Context Sensitive ◽  
Second Language Education ◽  
Communicative Success ◽  
And Migration

Abstract As a result of growing mobility and migration flows, the number of non-native speakers of Dutch in Belgium and the Netherlands have gradually increased over the past decades and so have the number of people enrolled in Dutch as a Second Language education. While there is huge variation in the profiles of these non-native speakers, they almost exclusively have in common that their Dutch sounds, in some way and at some stage, accented. In line with worldwide trends in foreign language teaching, the pronunciation goal in Dutch as a Second Language education has shifted from native-like to intelligible. Indeed, the notion of intelligibility has become prominent in language teaching and assessment. In this paper, we discuss the complexity of this notion and set it off against related terms like ‘comprehensibility’ and ‘foreign accent’. Through a literature review, we argue that intelligibility is an interactional and context-sensitive phenomenon: it is as much a responsibility of the speaker as it is of the listener or conversational partner(s) in general, whose attitudes will have an impact on the intelligibility and thus on the conversational flow and communicative success. After reviewing literature on the intelligibility of Dutch as a Second Language, we end by formulating some promising lines for future research.

The Role of Mobile Technologies in Impacting Learner Autonomy in an EFL Context

2021 ◽  
Vol 11 (3) ◽  
pp. 56-73
Author(s):  
Ali Abbas Falah Alzubi
Keyword(s):  
Second Language ◽  
Mobile Devices ◽  
Empirical Studies ◽  
Learner Autonomy ◽  
Mobile Technologies ◽  
Future Research ◽  
Publication Type ◽  
Efl Context ◽  
Use Of Technology

This article reviews previous research conducted on the role of mobile devices that support learner autonomy (LA) in English is a foreign/second language (EFL) context from 2010 to 2021 based on a number of criteria that included research design, publication type, period, field of study, and use of technology. Mainly, the review examined design features of the empirical studies on mobile technologies and learner autonomy (LA) in EFL contexts and the ways mobile technologies impact LA. A coding sheet was used to analyze the papers (N = 23) having met the selection criteria in terms of education form and level, instrumentation, location, context, gender, use of technology, English as a foreign/second language (EFL) skills, and learning impact. It was revealed that all of the examined studies were conducted in Asia and Europe. Also, most of the studies had male and female participants. In addition, most studies on utilizing mobile devices to impact LA were investigated in higher education informally. Moreover, literature has paid more attention to reading and writing skills, vocabulary/grammar skills, and EFL in general. Finally, the analysis showed that mobile devices played a vital role in impacting LA in EFL contexts in a positive sense. Future research gaps and recommendations are suggested based on the findings of this review.

scholarly journals Social Robots for Language Learning: A Review

2018 ◽  
Vol 89 (2) ◽  
pp. 259-295 ◽  
Author(s):  
Rianne van den Berghe ◽  
Josje Verhagen ◽  
Ora Oudgenoeg-Paz ◽  
Sanne van der Ven ◽  
Paul Leseman
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Reading Skills ◽  
Age Groups ◽  
Language Education ◽  
Social Robots ◽  
Future Research ◽  
Robot Assisted ◽  
Second Language Education

In recent years, robots have increasingly been implemented as tutors in both first- and second-language education. The field of robot-assisted language learning (RALL) is developing rapidly. Studies have been published targeting different languages, age groups, and aspects of language and using different robots and methodologies. The present review presents an overview of the results obtained so far in RALL research and discusses the current possibilities and limitations of using social robots for first- and second-language learning. Thirty-three studies in which vocabulary, reading skills, speaking skills, grammar, and sign language were taught are discussed. Beside insights into learning gains attained in RALL situations, these studies raise more general issues regarding students’ motivation and robots’ social behavior in learning situations. This review concludes with directions for future research on the use of social robots in language education.

scholarly journals The Role of Teachers in Task-Based Language Education

2016 ◽  
Vol 36 ◽  
pp. 164-181 ◽  
Author(s):  
Kris Van den Branden
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Education ◽  
Research Literature ◽  
Second Language Education ◽  
Teacher As Researcher ◽  
Scant Attention ◽  
Pedagogical Literature

ABSTRACTBoth in the research literature on tasks and second language learning and in the pedagogical literature on task-based language teaching (TBLT), the role of the teacher has received scant attention. In this article, the role of the teacher in TBLT is approached from three perspectives: (a) the teacher as mediator of the students’ language development, contributing to the effectiveness of TBLT as a pedagogical approach to second language education; (b) the teacher as a key figure in the implementation of TBLT, and thus as a change agent in the innovation of second language education; and (c) the teacher as researcher, and thus as an active contributor to the development and further refinement of TBLT as a researched pedagogy.

The Use of Network-Based Virtual Worlds in Second Language Education

2019 ◽  
pp. 1-25 ◽  
Author(s):  
Mark Peterson ◽  
Qiao Wang ◽  
Maryam Sadat Mirzaei
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Virtual Worlds ◽  
Language Production ◽  
Language Education ◽  
Future Research ◽  
Second Language Education ◽  
Research Areas ◽  
Primary Focus ◽  
Target Languages

This chapter reviews 28 learner-based studies on the use of network-based social virtual worlds in second language learning published during the period 2007-2017. The purpose of this review is to establish how these environments have been implemented and to identify the target languages, methods used, research areas, and important findings. Analysis demonstrates that research is characterized by a preponderance of small-scale studies conducted in higher education settings. The target languages most frequently investigated were English, Spanish, and Chinese. In terms of the methodologies adopted, analysis reveals the majority of studies were qualitative in nature. It was found that the investigation of learner target language production, interaction, and affective factors represent the primary focus of research. Although positive findings relating to the above areas have been reported, the analysis draws attention to gaps in the current research base. The researchers provide suggestions for future research.

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