scholarly journals An overview of popular website platforms and mobile apps for language learning

2021 ◽  
pp. 9-35
Author(s):  
Anna Bączkowska
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Mobile Apps ◽  
Self Regulation ◽  
Personal Knowledge ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Self Directed Learning ◽  
Current Trends ◽  
Directed Learning

This paper aims at providing a survey of the most popular online educational platforms and mobile apps for language learning. It gives an overview of the development and current trends in what is generally labelled computer-assisted language learning (CALL) with reference to select pedagogical theories; in particular, those embedded in the theoretical framework of broadly defined constructivism, as well as select learning processes, including self-regulation, self-directed learning, personal knowledge management and the concept of learner autonomy. Following this theoretical backdrop, the analysis of 30 educational platforms for language learning is presented, which were evaluated against several criteria, such as accessibility, revised Bloom et al.’s taxonomy of learning outcomes, language levels, typology of exercises, etc.

scholarly journals Foghlaim ríomhchuidithe teanga-chliste agus teicneolaíocht na hurlabhra: Féidearthachtaí do theagasc/d’fhoghlaim na Gaeilge

2020 ◽  
Vol 27 ◽  
Author(s):  
Neasa Ní Chiaráin
Keyword(s):  
Language Learning ◽  
Speech Synthesis ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Self Directed Learning ◽  
Trinity College Dublin ◽  
Directed Learning ◽  
Text To Speech Synthesis ◽  
Learning Platforms ◽  
Synthetic Voices

Tá an córas sintéiseach téacs-go-hurlabhra, ABAIR (www.abair.ie), á fhorbairt sa tSaotharlann Foghraíochta agus Urlabhra i gColáiste na Tríonóide le roinnt blianta anuas agus tá na guthanna sintéiseacha ar fáil anois sna trí mhórchanúint – Canúint na Mumhan (baineann agus fireann), Canúint Connacht (fireann) agus Canúint Uladh (baineann). Tá obair thaighde ar siúl sa tSaotharlann le blianta beaga anuas chun féachaint ar na feidhmeanna ar féidir a bhaint as na guthanna seo. Tá an páipéar seo dírithe ar an úsáid a d'fhéadfaí a bhaint astu i réimse Fhoghlaim Ríomhchuidithe Teangacha-Chliste (FRT-Chliste) agus go háirithe ar an úsáid a d'fhéadfaí a bhaint astu i bhforbairt ardán a cheadódh don fhoghlaimeoir idirghníomhaíocht phearsanta a dhéanamh leis an ríomhaire, rud a chabhródh le foghlaim fhéinriartha na Gaeilge. Léirítear féidearthachtaí na teicneolaíochtaí seo i gcomhthéacs an ardáin phíolótaigh, An Scéalaí, atá á fhorbairt faoi láthair. Text-to-speech synthesis systems are being developed as part of the ABAIR initiative (www.abair.ie), in the Phonetics and Speech Laboratory in Trinity College Dublin. Synthetic voices are now available in the three major dialects - Munster (female and male), Connacht (male) and Ulster (female). This paper gives an overview of the Irish synthetic voices and focuses on their use in the context of Intelligent Computer-Assisted Language Learning (iCALL) and in particular their use in the development of interactive language learning platforms for the self-directed learning of Irish. The potential of this technology is demonstrated in the context of a new iCALL platform, An Scéalaí (‘the Storyteller’), currently under development.

scholarly journals CALL, Self-access, and Autonomous Learning

2018 ◽  
Author(s):  
Jorge Benavides
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategy ◽  
Autonomous Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Approach ◽  
Self Directed Learning ◽  
Directed Learning ◽  
High Motivation

The idea of autonomous learning through a process of self-access learning is a very powerful one since CALL (Computer-Assisted Language Learning) can provide environments which could cope with a large variety of learning possibilities and learning styles. The autonomous computer user is free to choose his own course, topics, and work at his own pace. However, in this approach, high motivation may not necessarily mean learning efficiently. The student may not be very good at selecting his own learning strategy, especially at initial stages. This problem could be alleviated if the introduction of learning autonomy, through self-access learning, is done as a process where the learner is being trained to progressively go from an externally-directed-learning approach to a self-directed learning approach.

scholarly journals Learning English Online: Endless Discovery

2018 ◽  
Vol 3 (1) ◽  
pp. 13-14
Author(s):  
Summer Peixoto
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
New Technologies ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
New Developments ◽  
Current Trends ◽  
Arduous Task ◽  
Learning English

Keeping up with current trends and new developments in the realm of Computer-assisted Language Learning often invokes two opposite reactions. For those who juggle multiple projects, it may often seem like an arduous task with no clear, direct and visible benefit. “Why do I need to do this” might become a repeated mantra. For others, pursuing technology advancements may seem to be like it is simply part of the process; professional development is a teaching necessity. For teachers working in our Learning English Online lab (LEO), the pursuit of new technologies, knowledge, and professional development is a never ending, often curious and surprising, process of discovery

scholarly journals Understanding Self-Regulated Learning: Thoughts from Attending the Self-Regulated Learning Symposium in Shimonoseki

2014 ◽  
pp. 460-465
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
Curriculum Design ◽  
Performance Monitoring ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Directed Learning ◽  
And Performance

As a learning advisor who has been working in self-access learning for six years, I consider myself to be familiar with the field of learner autonomy and self-directed learning, drawing on the work of Henri Holec (1981), David Little (1991), Phil Benson (2011), Anita Wenden (1998) and others in my advising practice, curriculum design projects and research. From time to time in my work, I have come across the concept of self-regulation, as opposed to self-direction, and have had the opportunity to attend several presentations on the subject, where I have found myself in a familiar-sounding yet ultimately different universe. Some of the constructs used were familiar to me, but the terms used to describe them (such as forethought and performance monitoring instead of planning and reflection), and the researchers most referenced (typically Zimmermann and Schunk (2011) as opposed to Holec or Benson) were notably different. I was thus eager to take part in the symposium at Shimonoseki City University, Yamaguchi, entitled Self-Regulation in Foreign Language Learning: Shared Perspectives, to learn more about it. The symposium ran for two days, with only one presentation room, which meant that every participant was able to attend all the presentations. This and the relatively small size (around 40 participants over the weekend) created a friendly and supportive atmosphere, conducive to discussion and the sharing of ideas.

scholarly journals Self-directed learning as related to learning strategies, self-regulation, and autonomy in an English language program: A local application with global implications

2018 ◽  
Vol 8 (2) ◽  
pp. 445-469
Author(s):  
Melissa Williamson Hawkins
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Research University ◽  
English Language ◽  
Self Regulation ◽  
Self Directed Learning ◽  
Language Program ◽  
Self Regulated Learning ◽  
Educational Environments ◽  
Directed Learning

English language tutoring and/or self-access centers are services commonly offered as curricular support to English language program students in educational environments worldwide. This paper argues that the theory of self-directed learning (SDL) from the field of adult education should be considered alongside the equally-important areas of language learning strategies, learner autonomy, and self-regulated learning in the setup of these types of tutoring/self-access academic support centers. The proposition is examined by applying it to a particular case in an English language program of a major research university in the southeastern United States. The paper explicates the commonly-known theory of SDL (Grow, 1991) and relates it to models by put forward by Nakata (2010) and Oxford (2011, 2107). Empirical evidence from studies on encouraging SDL for English language study is summarized from a range of research projects conducted worldwide, and the author concludes by offering implications for educators in any institution-based, adult English language program. 

Computer assisted group project activities in a beginners’ Japanese foreign language class

2003 ◽  
Vol 17 ◽  
pp. 44-59 ◽  
Author(s):  
Sayuki Machida
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Group Dynamics ◽  
Computer Assisted ◽  
Self Directed Learning ◽  
Group Project ◽  
Language Class ◽  
Directed Learning ◽  
Questionnaire Surveys ◽  
Project Data

This study examined the implementation of computer assisted group project activities in a beginners’ Japanese foreign language course. Questions to be investigated were whether or not the implementation of the activities facilitated the beginners’ learning and what other factors affected their learning through the project. Data on (a) the learners’ motivation toward Japanese learning and language learning using the computer, (b) their perceptions of their achievement, and (c) their reflections on the project-based activities, were collected by questionnaire surveys and through the subjects’ journals and reports. The analysis of the participants’ feedback demonstrated that the computer assisted group project activities were overall received positively and provided some, if not all, learners with an alternative approach for learning Japanese as a foreign language. Generally the more smoothly the group work went, the more the learners appear to have achieved through the activities. Three factors appeared to be crucial for the success of the activities: (1) self-directed learning; (2) group dynamics; and, (3) computer-related skills. These outcomes are rather encouraging for the use of projectbased activities as part of the course syllabus.

scholarly journals Self-directed Learning in Preparatory-year University Students: Comparing Successful and Less-successful English Language Learners

2016 ◽  
Vol 9 (7) ◽  
pp. 59
Author(s):  
Fatimah M. A. Alghamdi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Primary Objective ◽  
The Self ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Preparatory Year

<p>There is consensus among those involved in teaching English as a foreign language (EFL) in the Saudi educational context that students’ achievement in language learning is below expectations. Much research has been directed towards finding the reasons for low achievement amongst learners. However, very few studies have looked at parameters of learners’ agency and learners’ responsibility in the learning process. This study examines learners’ efforts at self-directed learning, measured with reference to a set of behavioral and metacognitive constructs. The primary objective is to diagnose efficiency problems in EFL learning and compare successful learners to those who fail to progress from one academic language level to the next. A secondary objective in this study is to find out if the General Aptitude Test (GAT) score is a predictor of success in language learning.</p><p>The findings reveal significant differences between successful learners and less-successful learners in aggregate self-directedness scores. However, while the analysis of the component constructs shows statistically significant differences between successful and less-successful learners in the self-management and study time measures, differences in the self-monitoring and motivation measures were non-significant. The lack of significant differences between some of the measures is attributed to the relative baseline similarity of the two groups. Moreover, the GAT measure yielded a counter-intuitive result; namely that less-successful learners had higher GAT scores than the successful ones, though the difference wasn’t statistically significant. The study concludes with implications for further research; for example, calling for a larger scale investigation of self-directedness, as well as other meta-cognitive strategies, and the possible relationship of these to GAT scores. Academic coaching of self-directedness and self-regulation strategies for college students is recommended.</p>

scholarly journals Learning English Online: Endless Discovery

2018 ◽  
Vol 3 ◽  
pp. 13
Author(s):  
Summer Peixoto
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
New Technologies ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
New Developments ◽  
Current Trends ◽  
Arduous Task ◽  
Learning English

Keeping up with current trends and new developments in the realm of Computer-assisted Language Learning often invokes two opposite reactions. For those who juggle multiple projects, it may often seem like an arduous task with no clear, direct and visible benefit. “Why do I need to do this” might become a repeated mantra. For others, pursuing technology advancements may seem to be like it is simply part of the process; professional development is a teaching necessity. For teachers working in our Learning English Online lab (LEO), the pursuit of new technologies, knowledge, and professional development is a never ending, often curious and surprising, process of discovery

scholarly journals Editorial

2014 ◽  
pp. 315-319
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Regulation ◽  
Opportunity To Learn ◽  
Foreign Language Learning ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Language Studies ◽  
Regulatory Strategies ◽  
Directed Learning

The idea for this special issue on self-regulation in foreign language learning arose from a symposium we held from December 7-8, 2013, at Shimonoseki City University. We convened the symposium with the support of a grant-in-aid for scientific research from the Japan Society for the Promotion of Science. This grant was awarded to help with the investigation of the use of supplementary learning materials designed to develop language learners’ self-regulatory strategies, a four year research project that is nearing conclusion. The aim of the symposium was not so much to showcase our own work, but to create an opportunity to learn from others and to share findings from practice and research. Through our participation at various conferences reporting on the results of our project, we had come to realize that there was significant interest in the application of self-regulated learning to foreign language studies, and, indeed, that there was a growing body of people engaged in research and educational practices related to this topic. We also noticed that many people involved in learner autonomy and self-directed learning were reporting findings similar to our own, so we were interested in achieving some sort of collaboration or discussion between educators working in these fields. The symposium brought up many issues which have influenced our own research and practices, and we hope that by sharing this with the wider community that the conversation will continue to grow.

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