Comparing Writing vs. Smartphone Tapping Speed

2021 ◽  
Vol PCP2020 (1) ◽  
pp. 78
Author(s):  
Bradford Lee
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Activities ◽  
Teaching Mode ◽  
English Writing ◽  
Use Of Technology ◽  
Computer Mediated ◽  
L1 English ◽  
English Group ◽  
Writing Task

As COVID-19 pushes the world into emergency remote teaching mode, many teachers struggle with designing online or computer-mediated language learning activities due to having little to no prior experience. It is imperative to understand how the use of technology affects not only the processes of learning, but also the outcomes. Particularly in Japan, where smartphone ownership among adults aged 18-34 topped 96% in 2018 (Pew Research Center, 2019), many students use their phones to access their schools’ learning management systems (LMS) and complete assignments (i.e., mobile learning). The current study therefore sought to elucidate how different writing media can affect the execution of a simple writing task by examining the differences in transcription speeds between handwriting and ‘tapping’ on a smartphone. A total of 176 participants were divided into 3 groups (L1-English, writing in English; L1-Japanese, writing in Japanese; and L1-Japanese, writing in English), and their times-on-task were recorded. While no difference was found for the L1-English group, the L1-Japanese groups were found to be significantly faster at one task than the other (tapping in Japanese and writing in English). Pedagogical implications suggest the need for instructors to be aware of the extreme difficulty language learners may have when using mobile devices for writing tasks.

scholarly journals Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

2016 ◽  
Vol 9 (9) ◽  
pp. 52
Author(s):  
Chia-Pei Wu ◽  
Huey-Ju Lin
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Limited English Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
English Proficiency ◽  
Writing Anxiety ◽  
English Writing

<p>This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test results revealed no significant association between learning strategies and English writing anxiety. The common learning strategies utilized by participants were compensation, social, memory and mixed strategies. The interview data indicated that ELLs suffered considerably from writing anxiety. Coping strategies of highly anxious ELL of each learning strategy group is also reported. However, further studies of larger populations and comparison of different ethnic groups as well as quantitative statistics analyses are needed.</p>

scholarly journals The Use of Media in Indonesian Language Learning for SMP/MTSN Students

2021 ◽  
Author(s):  
Ummi Kultsum
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
Real Life ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Material ◽  
Use Of Technology ◽  
Access Information ◽  
Main Support

Indonesian language subjects are compulsory subjects at every level of education in Indonesia. Indonesian language learning is carried out starting from the elementary school, junior high school, high school, and university level. Indonesian language learning activities at each level take place in various ways. It is important for someone to understand learning Indonesian for their survival. According to Yulia et al, (2012) contextual learning is a learning activity that relates learning material to the reality of the student's world, so that students are able to make connections between their knowledge and their application in real life. All Indonesian language learning materials are expected to be applied in real life. According to Mulyadi, et al, (2018) today's learning activities rely on skills and active learning processes. Students are required to be more active in learning that is carried out by using their skills. The main support for Indonesian language learning activities is by using learning media. Therefore, learning media is an important forum. The use of technology including media in education according to Ramadhan, et al, (2019) allows a variety of new ways to connect with others and access information about education, and has consequences in formal teaching.

scholarly journals A Review of Negative Language Transfer Regarding the Errors in English Writing in Chinese Colleges

2019 ◽  
Vol 10 (3) ◽  
pp. 603
Author(s):  
Xiaoyu Yang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
Language Transfer ◽  
English Writing ◽  
Chinese Learners ◽  
Major Section

It is generally recognized that English as a Second Language is popular with language learners in China. As a major section of language learning, English writing often takes on an important role in English language learning for Chinese students. Many learners would be easily impeded by their mother tongue, Chinese and would therefore make some mistakes from time to time when it comes to writing in English. This is a pervasive phenomenon in the field of Second Language Acquisition research. Based on the relevant theories of Language Transfer, Negative Language Transfer, and Error Analysis, in terms of global research, especially in China, the current review focuses on the errors caused by the negative language transfer, and chiefly tries to probe into the suggestions to avoid such negative transfer influences in English writing among Chinese learners.

scholarly journals A Research on CALL-Based POA in English Writing Teaching

2021 ◽  
Vol 5 (12) ◽  
pp. 156-161
Author(s):  
Peipei Zhou
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Learning ◽  
Teaching Mode ◽  
Learning And Teaching ◽  
English Writing ◽  
Modern Computer ◽  
Hybrid Teaching ◽  
Modern Computer Technology

The combination of production-oriented approach (POA) and modern computer technology makes English learning and teaching more convenient and efficient. This research combines the computer-assisted language learning (CALL) mode with POA to form the online and offline hybrid teaching mode, aiming to provide a reference for English teachers.

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 A Critical Study of the Principles and Approaches to Needs Analysis

2020 ◽  
Vol 7 ◽  
pp. 1-16
Author(s):  
Maryam Barghamadi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Vital Role ◽  
English Language Teaching ◽  
Learning Activities ◽  
Needs Analysis ◽  
Critical Study ◽  
Crucial Feature

English language materials and courses are developed to cover the skills that learners require to master. In the domain of English language teaching, Needs Analysis (NA), also known as Need Assessment, is a process that aims to investigate the present level of English language learners and identify what they need to know. The NA process is unanimously accounted for as a crucial feature of English language learning, especially for teaching materials, learning activities, testing, and developing assessment programs. Due to its vital role, a great deal of research has been conducted on this process, and several approaches have been suggested for it in the literature. This paper aims to provide an overview of the needs analysis as well as its fundamentals and concepts. This paper also presents a review of previous research methods developed for NA and their strengths and limitations.

Old Software, New Purpose: Exploring PPT for Interactive Language Learning

2017 ◽  
Vol 1 (3) ◽  
pp. 445
Author(s):  
Francisca Maria Ivone
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Teachers ◽  
Learning Activities ◽  
Instructional Materials ◽  
Presentation Software ◽  
Language Classes ◽  
To Receive

<p><em>Microsoft PowerPoint</em> (<em>PPT)</em> has frequently been used in language classes to present texts, pictures, animation, audio, and videos. The presentation software is extremely popular because it is available in most computers, easy to use, and supports multimedia. Yet it is seldom used to create instructional materials and media that allow language learners to be active and that encourage them to be more independent learners. The paper aims to stimulate language teachers to scrutinise the software to rediscover its potentials for language learning. The features provided in <em>PPT</em> allow language learners to explore, provide and record responses, and to receive feedback while they are in slideshow mode. In this paper, four <em>PPT</em> features – animations, <em>ActiveX</em>, hyperlinks, and pointer options – are explored in atypical manners and examples of language learning activities are presented to give language teachers ideas of what this old software can do to support language teaching and learning.</p><p> </p><p><strong>Keywords: </strong><em>interactive activities, Microsoft PowerPoint (PPT), multimedia, animations, ActiveX, hyperlinks, pointer options</em></p>

scholarly journals Community Language Classes: How Ready are Students for More Technology?

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Sibylle Ratz
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Word Processing ◽  
Labour Force ◽  
Use Of Technology ◽  
Language Classes ◽  
Computer Based ◽  
Almost All ◽  
Physical Access ◽  
Community Language

Are students at community language classes ready to use more technology for their learning? Although research into the use of technology in many language learning settings is widespread, the particular needs of the diverse body of community classes which are open to all have received little attention. This article reports on a survey on technological preconditions (e-readiness) prior to introducing more technology to community language classes at a large UK university.Results showed that almost all students were extremely e-ready in regard to physical access to computers and competence with basic word processing applications. However, only 50% used more sophisticated applications, such as chat, discussions or gaming. 66% regularly updated their computer skills and were very motivated and confident computer users. There was a strong interest (over 90%) in the introduction of more computer-based resources for language learning. The introduction of blended learning was of interest to 75% of learners.Older participants, and those not in the labour force, displayed a lower degree of e-readiness, particularly regarding their skills and confidence. They were also slightly less interested in the introduction of online resources. Women displayed less confidence than men.Implications for the introduction and choice of technologies for community language learners are discussed.

scholarly journals A case study of a learner’s use of an online translator as a cognitive tool in a SCMC context

2019 ◽  
pp. 113-117
Author(s):  
Morgane Domanchin
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Interaction Analysis ◽  
Computer Mediated Communication ◽  
Multimodal Interaction ◽  
Mediated Communication ◽  
Teacher Trainees ◽  
Computer Mediated ◽  
Comprehension Skills

This study explores a language learner’s screen while interacting from a desktop videoconferencing device as part of an intercultural telecollaboration exchange that connected teacher-trainees and French learners. Communicative tasks involving opinion exchanges require from language learners simultaneous speaking and listening comprehension skills, which may prompt linguistic difficulties. To compensate for their weaknesses, learners had access to online resources exposing them to various and complex language use. Based on Jonassen’s (1992) work on ‘cognitive tools’ as intelligent resources that contribute to knowledge construction, the author draws on multimodal interaction analysis to question the uses of an automatic online translator in the context of Synchronous Computer Mediated Communication (SCMC). This study illustrates a learner’s technical autonomy using Google Translate (GT) to search for vocabulary while interacting with his interlocutors. It reports the learner’s emergence of a linguistic need which is followed by a search for vocabulary leading in some cases to the searched translation’s integration within the pedagogical interaction. This study raises cognitive challenges that such a practice presents for language learning.

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