scholarly journals Mobile Open Social Learning for Languages (MOSL4L)

2021 ◽  
Vol 27 (5) ◽  
pp. 425-436
Author(s):  
Timothy Read ◽  
Agnes Kukulska-Hulme ◽  
Elena Barcena ◽  
John Traxler
Keyword(s):  
Social Learning ◽  
Language Learning ◽  
Activity Theory ◽  
Learning Process ◽  
Dual Process ◽  
Extensive Literature ◽  
Knowledge And Skills ◽  
Types Of Knowledge ◽  
Different Types ◽  
Learning Scenarios

An extensive literature exists on how to help students learn languages. The learning process is particularly challenging since it combines different types of knowledge and skills into a dual process of comprehension and production, using both oral and written modalities. Networked technology has led to the emergence of different types of learning that can be applied to languages. In this article three of these types are highlighted as being particularly useful for language learning, as can be seen by their impact in the literature, namely mobile, open and social learning. After an analysis of each one, a proposal is made to combine them into a single framework called Mobile Open Social Learning for Languages (or MOSL4L). It is subsequently characterized using Activity Theory and some suggestions are made for establishing a rubric that could enable language learning scenarios to be analyzed in terms of the constituent parts that define their nature and enable the causal relations with learning to be highlighted.

Why Studying Individual Differences in CALL?

2019 ◽  
pp. 26-49
Author(s):  
Maryam Tayebinik ◽  
Marlia Puteh
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Learning Process ◽  
Future Research ◽  
Net Generation ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Extensive Literature ◽  
Mediated Learning ◽  
Delivery Methods

The present chapter aims to highlight the importance of studying individual differences (IDs) in Computer-Assisted Language Learning (CALL). This study begins with a brief overview of drastic changes in educational delivery methods by wide application of technological tools and ends by developing a framework that emphasizes on the need for studying IDs in CALL settings. To gain a comprehensive support to develop this framework, an extensive literature review was conducted by focusing on a) instruction and technology integration, b) natural aptitude of Net generation for technology-mediated education, c) utilizing technology in language learning process, d) CALL properties, e) CALL advantages in second language learning, f) the effect of IDs in language learning, g) common taxonomies of IDs in language learning process, and h) the role of IDs in technology-mediated learning environments. This study motivates future research to find relationship between IDs and language learning CALL environments.

High-level Coaches’ Perceptions of their Professional Knowledge, Skills, and Characteristics

2012 ◽  
Vol 21 (5-6) ◽  
pp. 5-27 ◽  
Author(s):  
Boris Blumenstein ◽  
Iris Orbach ◽  
Michael Bar-Eli ◽  
Raya Dreshman ◽  
Yitzhak Weinstein
Keyword(s):  
Team Sports ◽  
Team Sport ◽  
Individual Characteristics ◽  
Knowledge And Skills ◽  
Types Of Knowledge ◽  
Different Types ◽  
Educational Coaching ◽  
Research Findings ◽  
High Level ◽  
Sport Coaches

AbstractThe purpose of this study was threefold: (a) to describe the different types of knowledge, skills, and individual characteristics of highlevel coaches from individual and team sports, as perceived by the coaches themselves; (b) to assess the similarities and differences between high-level individual and team coaches; and (c) to reflect on possible ways to improve the educational coaching programs for individual and team sports. Thirty-five high-level coaches from individual and team sports completed a questionnaire consisting of three parts: Knowledge, skills, and individual characteristics. Results revealed differences and similarities between team sport coaches (TSC) and individual sport coaches (ISC) in each of the three questionnaire components. It is recommended that coaches’ educational programs consider the research findings between ISCs and TSCs in their efforts to improve coaches’ knowledge and skills.

scholarly journals Pembelajaran Integratif: Menyimak Puisi dan Menulis Cerita Pendek

2021 ◽  
Vol 2 (2) ◽  
pp. 67-79
Author(s):  
Dewi Syafrina
Keyword(s):  
Short Stories ◽  
Language Learning ◽  
Learning Process ◽  
Reading Skills ◽  
Language Skills ◽  
Discussion Section ◽  
Student Activities ◽  
Different Types ◽  
The Relationship

Language skills are commonly integrated in Indonesian language learning. In this integration, student activities involving listening and reading skills will lead to speaking and writing activities. However, in the learning process, the integration is always related to the same type of text. In fact, teachers can combine different types in learning Indonesian. Therefore, the aim of this article is to explain the integration of listening poetry and writing short stories. The integration will be explained in the discussion section in which the relationship between listening poetry and writing short stories and the implementation in Indonesian language learning are discussed. This article is expected to be used as a reference in Indonesian language learning so that there is an involvement of various texts in writing short stories.

Why Studying Individual Differences in CALL?

2015 ◽  
pp. 24-45 ◽  
Author(s):  
Maryam Tayebinik ◽  
Marlia Puteh
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Learning Process ◽  
Future Research ◽  
Net Generation ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Extensive Literature ◽  
Mediated Learning ◽  
Delivery Methods

The present chapter aims to highlight the importance of studying individual differences (IDs) in Computer-Assisted Language Learning (CALL). This study begins with a brief overview of drastic changes in educational delivery methods by wide application of technological tools and ends by developing a framework that emphasizes on the need for studying IDs in CALL settings. To gain a comprehensive support to develop this framework, an extensive literature review was conducted by focusing on a) instruction and technology integration, b) natural aptitude of Net generation for technology-mediated education, c) utilizing technology in language learning process, d) CALL properties, e) CALL advantages in second language learning, f) the effect of IDs in language learning, g) common taxonomies of IDs in language learning process, and h) the role of IDs in technology-mediated learning environments. This study motivates future research to find relationship between IDs and language learning CALL environments.

Tapping Tacit Knowledge

2011 ◽  
pp. 26-41
Author(s):  
Hazel Taylor
Keyword(s):  
Knowledge Transfer ◽  
Tacit Knowledge ◽  
Knowledge And Skills ◽  
Types Of Knowledge ◽  
Tacit Knowledge Transfer ◽  
Different Types ◽  
Organizational Levels ◽  
The Individual

This chapter explores the concept of ‘tacit knowledge’ and how organizations can foster the sharing and exchange of tacit knowledge. Various views of tacit knowledge are discussed and a framework is developed distinguishing different conceptualizations of knowledge and how different types of knowledge are acquired, held in memory, and manifested. An understanding of these distinctions can aid in determining the best approach for transferring tacit knowledge and skills at the individual and organizational levels. Finally, I review various tacit knowledge transfer approaches based on the distinctions identified in the framework and discuss their suitability for different aspects of tacit knowledge transfer.

scholarly journals L2 Demotivation in Online Classes during COVID-19: From an Activity Theory Perspective

2021 ◽  
Vol 9 (3) ◽  
pp. 72-78
Author(s):  
Eda Elmas ◽  
Ali Öztüfekçi
Keyword(s):  
Language Learning ◽  
Activity Theory ◽  
Learning Process ◽  
Learning Experiences ◽  
Negative Influence ◽  
Language Learner ◽  
Online Classes

The primary purpose of this study was to investigate an L2 learner’s motivation during his involvement in language learning. Specifically, it was sought to conceptualize the (de)motives that might have an impact on the participant’s language learning process and to reconceptualize, in this sense, the process above referring to the Activity Theory (AT). To this end, this study attempted to examine whether there were any changes in his motivation within the framework of AT. The scrutiny of data revealed that the changes stemming from the COVID-19 pandemic had a negative influence on Ahmet’s language learning process. Although he was relatively motivated as he started as a language learner, the new changes he had to adapt to amidst the outbreak externally affected his learning experiences, leading to demotivation. The present paper argues how this change can be captured by referring to Engeström’s (1999, 2009) triangle model. Further discussions andimplications are provided in the study.

Metode dan Media Pembelajaran Bahasa Arab Berbasis Internet di Era Teknologi Informasi

1970 ◽  
Vol 14 (3) ◽  
pp. 348-445
Author(s):  
Muhandis Azzuhri
Keyword(s):  
Information Technology ◽  
Language Learning ◽  
Learning Process ◽  
Arabic Language ◽  
Learning System ◽  
Information Channel ◽  
Technology Advancement ◽  
Other Information

Information technology era necessitate changing of learning system, mainly on method and media Arabic language learning. Arabic language learning system nowadays criticized because its monotone, traditional, and not innovative compared with other language learning. This is because absolutism and lack of creativity of Arabic learning sta­keholders (lecturer, teacher, Kiai) to apply method and Arabic language learning media that appropriate with information technology advancement. internet- based Arabic language learning embarked because as most communicative learning media at information technology era because integrate internet and other information channel as tools to empower learning process to more creative, innovative, and competitive. .

Edmodo as an Assessment Tool in the Foreign Language Learning Process

2018 ◽  
Vol 5 (3) ◽  
pp. 210-215
Author(s):  
Flavia Kaba
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Assessment Tool ◽  
Foreign Language Learning ◽  
Modern Technology ◽  
Foreign Language Anxiety ◽  
Learning Platform ◽  
Secure Learning ◽  
Innovative Techniques

Abstract Due to the rapid developments in educational technology, today’s professors are in search of exploring innovative techniques in order to promote involvement of students in the learning process in general and in the foreign language learning process in particular. This is why today’s students are seen as digital-natives and being motivated for the learning process is very difficult if the modern technology they are familiar with is not utilized effectively in the classroom. When it comes to the assessment part of this process, the situation may become worse, as most of the students feel unwilling due to anxiety problems in general and foreign language anxiety in particular. This study presents an innovative way of assessing students’ skills that they gain during foreign language learning process introducing Edmodo, which is an educational social network that provides a secure learning platform for students and educators. This study is a descriptive one, based on the analyses, surveys, and opinions of different researchers that have implemented this platform in their teaching process. The main objective is to introduce the implementation of various assessment applications through Edmodo.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

THE EFFECT OF USING WRITTEN RETELLING STRATEGY TOWARD THE STUDENTS READING COMPREHENSION AT THE SECOND GRADE OF SENIOR HIGH SCHOOL KARTIKATAMA METRO LAMPUNG INDONESIA

2018 ◽  
Vol 1 (3) ◽  
pp. 26-37
Author(s):  
Rana Wijaya ◽  
M.Ihsan Dacholfany
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Language Learning ◽  
Learning Process ◽  
Quantitative Research ◽  
Senior High School ◽  
Second Grade ◽  
Control Group ◽  
Significance Level ◽  
Written Retelling

Reading is one of the important aspects of language learning. By reading, the learners get knowledge and information. But in reality, students are often ignoring to mastering this skill. It is the researchers found in the second grade of SENIOR HIGH SCHOOL Kartikatama Metro Lampung Indonesia, where students have difficulty in reading comprehension, so this leads to lower their learning. Therefore, to improve students' reading comprehension ability, researchers used Written Retelling Strategy (WRS) in the learning process.        The purpose of this study was to determine whether the use of Retelling Written Strategy (WRS) has a positive effect on students' reading comprehension in learning English. Written Retelling Strategy (WRS) considered as one strategy that makes students more active and fun in the learning process to comprehend some text.        Forms of this research are Quantitative Research conducted in two classes. Each class is divided into the trial and reserve grade. Author implements True Experimental Design (Pure Research) by applying a pre-test and post-test as an instrument. In accordance with the method of this study, the data were analyzed using t-test that allows knowing the difference between the experimental group that used a class of written retelling strategy and the control group who did not use written retelling strategy. Finally, the research data show that t observations = 3,590 and is included in the category of high impact. Furthermore, t observation T Table consult with a significance level of 5% = 2.010 and 1% = 2,682, the data states that t observations greater than the T Table, this could mean that Hi is received. And could mean that there is a positive and significant influence between experiment class and class control on the use of written retelling strategy at second grade of Senior High School  Kartikatama Metro.

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