scholarly journals “The SALC is mine!”: Supporting the Development of Learner Agency and Reconfiguration of Language Learning Environments Beyond the Classroom

2021 ◽  
pp. 319-340
Author(s):  
Mayumi Kashiwa
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Structured Interview ◽  
Self Reflection ◽  
Study Approach ◽  
Before And After ◽  
Learner Agency ◽  
Future Self ◽  
Strategic Advice ◽  
Mind Maps

This study explores the process of how a learner recognises the value of a Self-Access Learning Center (SALC) and takes charge of her own learning through self-reflection of her language learning environments beyond the classroom as well as her ideal future self-image as a motivational factor. A university student who majors in English drew a mind map as a tool to reflect on her learning activities beyond the classroom before and after engaging in various reflective activities. Employing a qualitative narrative case study approach, multiple data sources, which included two mind maps, written descriptions of them, and a follow-up semi-structured interview, were analysed from an ecological perspective. The findings show that the learner’s self-reflection on her learning environments beyond the classroom, as well as her stronger image of ideal future-self, guided her to step forward to take action to engage with the SALC to create a meaningful space to achieve her goals. The learner’s self-reflection on her engagement with the environments, strategic advice from her friends, and a clearer image of her ideal future self are seen as key factors for the development of her learner agency. The benefits of teachers including self-reflection during class time on learning beyond the classroom as an aid to develop learner agency are also outlined.

scholarly journals Quality Management Concerning Use of ICT in Higher Education Language Learning Environments: A Case Study in Turkey

2021 ◽  
Author(s):  
Başak Ercan ◽  
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Classroom Management ◽  
Language Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Ict Literacy ◽  
Ict Use ◽  
Integration Of Ict

Globalization and technology have changed educational settings, and information and communication technology (ICT) literacy has become inevitable in this new era of teaching and learning. ICT is believed to help to transfer educational environments into learner-centered ones and to enhance the quality of teaching learning and management in education. Over the last fifteen years, Turkish education system has been undergoing some reforms both in schools and universities, trying to equip education settings with at least a projector, a computer and Internet access. The survey presented in this article examines language teachers’ beliefs and attitudes towards ICT in teaching English at a state university. It aims to better understand the challenges teachers face in integrating ICT in teaching and learning and thus to search for the answer to the question ‘What are the main components of quality management in ICT use in higher education language learning settings?’. A semi-structured interview and focus group discussions were used to collect data. Twenty-eight teachers participated in the survey and the results showed that the majority of the participants had positive attitudes towards the integration of ICT in language learning environments; yet some of the teachers found the practice not that easy concerning finding the most suitable materials while preparing and delivering lessons. They also stated that their lack of classroom management skills, bad student behavior hindering learning and students’ lack of using ICT made the integration of ICT into education settings quite challenging and added that the lessons were quite short to implement ICT strategies appropriately. Another noteworthy result was that the majority of the teachers’ understanding of effective use of ICT in class seemed rather limited and unproductive. Therefore, the teachers were looking for support from the management to provide them with the required equipment and technical support when necessary. They also needed exchange of experience in learning of ICT skills in language teaching, which all showing that quality management in ICT use needs developing. Concerning all these, the researcher suggests ideas to improve the quality management in ICT use in language learning in higher education institutions.

scholarly journals Technology-enhanced formative assessment in higher education: A voice from Indonesian EFL teachers

2021 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Roghibatul Luthfiyyah ◽  
Aisyah Aisyah ◽  
Gunadi Harry Sulistyo
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Language Learning ◽  
Structured Interview ◽  
Information Communication ◽  
Study Approach ◽  
Efl Teachers ◽  
Assessment In Higher Education ◽  
Impact Of Technology ◽  
The Impact

The integration of information communication and technology in language teaching has been intensely examined in literature works. However, the study which explicitly investigates the advancement of technology for language assessment in higher education level is still underexplored, particularly in a formative assessment area. To fill that gap, the present study aims at investigating the perceptions of EFL teachers towards technology-enhanced formative assessment and how they implement it in the classroom. This study employs a qualitative case study approach. Of three participants from different universities were voluntarily participated in a semi-structured interview. The interview seeks to investigate the perceptions of teachers towards technology-enhanced assessment, the roles of technology in formative assessment, and the impact of technology on language learning. The findings reveal that EFL teachers view formative assessment as well as technology in a positive perception. They admit that technology is a practical tool that has multiple roles and it is deemed as useful and meaningful platform for assessing students. Finally, technology-enhanced formative assessment gives an impact on students� performance, particularly on language accuracy. The further implications are discussed in this paper.�

Dashboard for Analyzing Ubiquitous Learning Log

2016 ◽  
Vol 14 (3) ◽  
pp. 1-20 ◽  
Author(s):  
Erdenesaikhan Lkhagvasuren ◽  
Kenji Matsuura ◽  
Kousuke Mouri ◽  
Hiroaki Ogata
Keyword(s):  
International Students ◽  
Language Learning ◽  
Learning Environments ◽  
Learning Activities ◽  
Ubiquitous Learning ◽  
Self Reflection ◽  
Social Science History ◽  
Wide Range ◽  
History Of ◽  
Ubiquitous Learning Environment

Mobile and ubiquitous technologies have been applied to a wide range of learning fields such as science, social science, history and language learning. Many researchers have been investigating the development of ubiquitous learning environments; nevertheless, to date, there have not been enough research works related to the reflection, analysis and traces of learners' activities in the history of ubiquitous learning environment. Therefore this paper presents a research on the design and development of a dashboard function which proposes new opportunity for ubiquitous learning. The dashboard captures, analyzes and visualizes traces of learning activities in order to promote awareness and enables learners to reflect on their own activity and helps to recall what they have learned. An initial evaluation has been conducted with 14 international students. Results indicate that the dashboard is a useful tool for self-reflection on activities and recall what learners have learned by repeated quizzes.

Research and Teaching: Think Before (and After) You Speak: Practice and Self-Reflection Bolster Oral Communication Skills

2016 ◽  
Vol 045 (06) ◽  
Author(s):  
Eleanor Sterling ◽  
Adriana Bravo ◽  
Ana Luz Porzecanski ◽  
Romi Burks ◽  
Joshua Linder ◽  
...  
Keyword(s):  
Communication Skills ◽  
Oral Communication ◽  
Self Reflection ◽  
Research And Teaching ◽  
Before And After

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

International teleconferences in EGAP courses: preparing students for prospective professional situations

2021 ◽  
Vol 11 (1) ◽  
pp. 15-32
Author(s):  
Anila R. Scott-Monkhouse ◽  
Michal Tal ◽  
Maria Yelenevskaya
Keyword(s):  
Language Learning ◽  
Digital Literacy ◽  
Personal Development ◽  
English Language ◽  
Traditional Approach ◽  
Learning Experience ◽  
Israel Institute ◽  
Self Reflection ◽  
Active Involvement ◽  
Institute Of Technology

Abstract This paper describes a joint programme developed in 2018 by the University of Parma Language Centre (Italy) and the Humanities and Arts Department of the Technion-Israel Institute of Technology. The aim of the project was to involve students of English for General Academic Purposes in delivering presentations to an unfamiliar foreign audience on a topic relevant to their academic interests. The students were required to prepare for the presentation by exploring and personalising the chosen topic so as to be able to explain it to a group which they had had no previous contact with or information about. Through the active involvement of the students in a realistic implementation of their prospective professional use of English, language learning became a holistic experience where a traditional approach to language learning focusing mainly on vocabulary and macro-skills was integrated with a pragmatic approach which addressed the so-called ‘21st-century skills’ (specifically critical thinking, communication, collaboration and digital literacy). The simulation of situations that they are likely to encounter in their professional lives helped students build their confidence, with the whole learning experience carrying both emotional and social implications. This paper offers an insight into the challenges and issues which arose, and ideas for improving the learning experience. We describe the preparation carried out by the teachers at both universities, and the guided and autonomous work carried out by students in the different stages. A post-conference survey triggered the students’ self-reflection in relation to learning and personal development. The survey was also valuable for the teachers regarding reassessment of teaching strategies and preparation for future joint projects.

Language Learning Environments

2021 ◽  
Author(s):  
Phil Benson
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Conceptual Framework ◽  
Learning Environments ◽  
Second Language Learning ◽  
Do So

This book is the first in-depth examination of the application of theories of space to issues of second language learning. The author outlines a new conceptual framework for researching SLA that centres on the idea of 'language learning environments' and demonstrates that where people learn languages is equally as important as how they do so.

How Gaming Applications of CALL influence inputs of English Grammar: كيف تؤثر تطبيقات ألعاب الكمبيوتر المساعدة في تعليم اللغة على مدخلات قواعد اللغة الإنجليزية

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Atif Obaid M Alsuhaymi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Full Sample ◽  
English Grammar ◽  
Before And After ◽  
Post Test

The present study aims to research the influences of games through Computer-Assisted Language Learning (CALL) compared to Teacher-Centered Instruction (TCI) on teenagers' achievement in English language education in Saudi Arabia. Two groups of students tested, before and after instruction, so to determine success of the application of pedagogies. The full sample consisted of 22 teenagers, divided randomly, into two equal groups. The first group was the control (TDI) group, which used a school textbook. The second group was the experimental group (CALL), which given a CALL application, based on the game ‘Kahoot.’ Two types of tests were conducted, a pre-test and a post-test, at each of two periods for each group. The pre-test administered before instruction, and the post-test taken after the instructional period. Findings indicate that both groups increased their proficiencies with English object pronouns. However, performance on the post-test by the experimental (CALL) group significantly exceeded that of the control (TCI) group.

Female Saudi International Students Daily Practices on Social Media in Australia

2017 ◽  
Vol 5 (12) ◽  
pp. 39-77 ◽  
Author(s):  
Hanan MOHAMMED ALSHEHAB
Keyword(s):  
Social Media ◽  
International Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Social Life ◽  
English Language ◽  
Human Life ◽  
Structured Interview ◽  
Digital Identity ◽  
English Language Acquisition

The effect of Social Media (SM) technology on human life in the 21St century cannot be denied; the use of SM platforms can be seen in various fields, such as education, medicine, politics, social life, communication methods, and daily life. The research aimed to investigate SM’s impact on Female Saudi International Students’ (FSIS) English language learning and creation of identities. This study utilized a qualitative method to obtain in-depth knowledge of FSIS’ practices on SM and the effects on their learning and identity. The semi-structured interview was used to collect the data from eight FSIS. Thematic analysis was used to analyze the data. Three main themes were generated: FSIS’ daily practices, FSIS’ digital identity, and FSIS’languages on SM. The findings show that FSIS is active on SM, having accounts on different SM platforms. They communicate with people from Saudi Arabia and of different nationalities. Also, the findings assert that FSIS has a strong digital identity on SM. Moreover, the findings emphasized that using SM helps some of the FSIS to improve their English language proficiency. They use SM as a learning tool for English language acquisition. The limitations and the implications of the study are stated in the Conclusion. For further research, suggestions are made to investigate more phenomena regarding Saudis’ using of SM.

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