scholarly journals Exploring the Effectiveness of Glog in Language Learning

2019 ◽  
Vol 14 (11) ◽  
pp. 58
Author(s):  
V Anitha Devi
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Real Life ◽  
Web 2.0 Tools ◽  
Learning Tasks ◽  
Language Classroom ◽  
Fostering Creativity ◽  
English Classroom ◽  
Teaching Learning ◽  
Blooms Taxonomy

This paper reports the purpose of integrating Web 2.0 tool, Glogster in language learning tasks. Web 2.0 tools and digital blooms taxonomy have become prevalent in the English classroom with the ubiquitous use of smartphone, tabs and laptops in the language classroom. Certain details in this paper were presented in the Connecting Online (CO12) session in the year 2012. This paper also describes activities which would help in fostering creativity and autonomy in the teaching-learning process. Glogster is a web 2.0 tool which provides a platform for teachers and learners in creating and using glogs for language learning and other subjects. This tool provides a supportive platform for monitoring project based language learning activities. Having studied the use of the glog for language learning with the first batch of 54 students in 2009, in the following semesters 302 students were introduced to the glogging task. In total, 356 B.Tech students at VIT were introduced to web 2.0 tools for language learning tasks. They were introduced to the use of three Glogster tasks for synthesizing their real life and virtual language learning experiences in different semesters.

Weaving Web 2.0 and Facial Expression Recognition into the 3D Virtual English Classroom

2014 ◽  
pp. 71-92
Author(s):  
Ya-Chun Shih
Keyword(s):  
Facial Expression ◽  
Web 2.0 ◽  
Language Learning ◽  
Facial Expression Recognition ◽  
Asynchronous Learning ◽  
Cultural Learning ◽  
Expression Recognition ◽  
Web 2.0 Tools ◽  
Asynchronous Learning Environments ◽  
English Classroom

Of late, considerable attention has been given to the linking or “mashing up” of virtual worlds and Web 2.0 tools. The authors incorporated several Web 2.0 tools, including blogs, audioblogs, wikis, Facebook, Twitter, and Flickr, and a facial expression organizer together into the 3D Virtual English Classroom called VEC3D 5.0, thereby opening up new possibilities for collaborative language learning. In considering the needs of language learners, this study combines synchronous and asynchronous learning environments and methods to propose a blended language learning solution. VEC3D 5.0 offers the possibility of applying situated learning, multimodal communication, and facial expression recognition to language learning and teaching. VEC3D 5.0 has shown itself to possess tremendous potential as an optimal language learning environment. Integrating Web 2.0 applications in the form of open social networking and information sharing tools into VEC3D 5.0 supports collaborative and reflective language learning, and in particular, writing and cultural learning. The purpose of this study is to explore the application of a hybrid prototype solution, which combines the inherent strengths of both virtual environments and Web 2.0 applications, and to provide a framework for developing innovative pedagogies for experiential language learning in this context.

Weaving Web 2.0 and Facial Expression Recognition Into the 3D Virtual English Classroom

2018 ◽  
pp. 1375-1399 ◽  
Author(s):  
Ya-Chun Shih
Keyword(s):  
Facial Expression ◽  
Web 2.0 ◽  
Language Learning ◽  
Facial Expression Recognition ◽  
Asynchronous Learning ◽  
Cultural Learning ◽  
Expression Recognition ◽  
Web 2.0 Tools ◽  
Asynchronous Learning Environments ◽  
English Classroom

Of late, considerable attention has been given to the linking or “mashing up” of virtual worlds and Web 2.0 tools. The authors incorporated several Web 2.0 tools, including blogs, audioblogs, wikis, Facebook, Twitter, and Flickr, and a facial expression organizer together into the 3D Virtual English Classroom called VEC3D 5.0, thereby opening up new possibilities for collaborative language learning. In considering the needs of language learners, this study combines synchronous and asynchronous learning environments and methods to propose a blended language learning solution. VEC3D 5.0 offers the possibility of applying situated learning, multimodal communication, and facial expression recognition to language learning and teaching. VEC3D 5.0 has shown itself to possess tremendous potential as an optimal language learning environment. Integrating Web 2.0 applications in the form of open social networking and information sharing tools into VEC3D 5.0 supports collaborative and reflective language learning, and in particular, writing and cultural learning. The purpose of this study is to explore the application of a hybrid prototype solution, which combines the inherent strengths of both virtual environments and Web 2.0 applications, and to provide a framework for developing innovative pedagogies for experiential language learning in this context.

Weaving Web 2.0 and Facial Expression Recognition into the 3D Virtual English Classroom

2016 ◽  
pp. 1453-1476
Author(s):  
Ya-Chun Shih
Keyword(s):  
Facial Expression ◽  
Web 2.0 ◽  
Language Learning ◽  
Facial Expression Recognition ◽  
Asynchronous Learning ◽  
Cultural Learning ◽  
Expression Recognition ◽  
Web 2.0 Tools ◽  
Asynchronous Learning Environments ◽  
English Classroom

Of late, considerable attention has been given to the linking or “mashing up” of virtual worlds and Web 2.0 tools. The authors incorporated several Web 2.0 tools, including blogs, audioblogs, wikis, Facebook, Twitter, and Flickr, and a facial expression organizer together into the 3D Virtual English Classroom called VEC3D 5.0, thereby opening up new possibilities for collaborative language learning. In considering the needs of language learners, this study combines synchronous and asynchronous learning environments and methods to propose a blended language learning solution. VEC3D 5.0 offers the possibility of applying situated learning, multimodal communication, and facial expression recognition to language learning and teaching. VEC3D 5.0 has shown itself to possess tremendous potential as an optimal language learning environment. Integrating Web 2.0 applications in the form of open social networking and information sharing tools into VEC3D 5.0 supports collaborative and reflective language learning, and in particular, writing and cultural learning. The purpose of this study is to explore the application of a hybrid prototype solution, which combines the inherent strengths of both virtual environments and Web 2.0 applications, and to provide a framework for developing innovative pedagogies for experiential language learning in this context.

scholarly journals EFL Teachers as Designers of Ubiquitous Learning Experiences

2019 ◽  
Author(s):  
Nadjat Khenioui
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Digital Technology ◽  
Learning Experiences ◽  
Innovative Technology ◽  
Net Generation ◽  
Ubiquitous Learning ◽  
Materials Development ◽  
New Perspective ◽  
Teaching Learning

Ubiquitous learning, also known as U-learning, refers to the learner’s ability to learn at any place at any time. This paper argues that U-learning represents a new perspective in terms of pedagogy. The main contributor to this process is foremost the teacher, who has to adhere to the ever-changing language learning/teaching scenery. This study aims at setting the fundamentals of materials development at the intersection of two major areas of contemporary education, namely the needs of the ‘net generation’ students and the educational potential of the evolving social web and digital technology. It seeks to answer the following questions: What is digital technology and how does it lead to U-learning? What is web 2.0 and how does it affect classroom pedagogy, practice, and the design of quality teaching/learning materials? How does it help teachers improve their practice and materials development procedures? And how can teachers transform today’s innovative technology into ubiquitous learning experiences, promoting learner autonomy, regardless of any geographical or institutional boundaries? We will illustrate the whole procedure with a framework for web 2.0 integration that identifies the crucial features underpinning the extramural, ubiquitous learning experiences, in which learners can engage.

Personal Learning Environments for Language Learning

2009 ◽  
pp. 451-471 ◽  
Author(s):  
Sarah Guth
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Learning Style ◽  
Information Overload ◽  
Social Software ◽  
Self Directed Learning ◽  
Web 2.0 Tools ◽  
Personal Learning ◽  
The Right ◽  
Authentic Language

This chapter discusses the potential of social software and Web 2.0 tools to enhance language learning in a blended learning context. It describes an English as a Foreign Language course that introduces students to several Web 2.0 tools with the aim of helping them develop their own Personal Learning Environment. As students become familiar with the almost endless opportunities for accessing and participating in authentic language on the Web today, they must also learn to find appropriate resources, filter unsuitable materials, manage this information overload, and decide which tools best suit their own learning style. The chapter argues that accompanied with the right pedagogical approach, these tools enhance learning by allowing students to engage in self-directed learning and gain skills and resources that are transferable to their informal, lifelong language learning.

The Use of Weblogs in Language Education

2009 ◽  
pp. 274-291 ◽  
Author(s):  
Thomas Raith
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Discourse Communities ◽  
The Social ◽  
Language Classroom ◽  
The Relationship

This chapter explores in how far Web 2.0, Weblogs in particular, has changed foreign language learning. It argues that Weblogs, along with Web 2.0, have created new genres for which users need new forms of literacy. A qualitative study on the relationship between the online audience of Web 2.0 and learners’ writing processes is presented and the findings are discussed. The study supports the assumption that learners are aware of the social interaction taking place through weblogs and that this awareness of audience influences the writing process. The author’s intention is to point out that Web 2.0 has created new communities of language practice and that foreign language learning is happening in these discourse communities through social interaction. The challenge in foreign language education is to integrate these communities of practice into the foreign language classroom.

scholarly journals Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning

2018 ◽  
Vol 8 (3) ◽  
pp. 73-90 ◽  
Author(s):  
Jessica Sampurna ◽  
Agnes Kukulska-Hulme ◽  
Ursula Stickler
Keyword(s):  
Content Analysis ◽  
Web 2.0 ◽  
Language Learning ◽  
Digital Technologies ◽  
Project Based Learning ◽  
English Learning ◽  
Educational Context ◽  
Online Data ◽  
Web 2.0 Tools ◽  
Google Docs

This article reports on the implementation of online project-based language learning in a non-formal educational context. Project-based learning may enable additional out-of-class language practice and digital technologies can support this activity, but little is known about whether learners will participate. Twenty-one tertiary learners from across Indonesia used multiple Web 2.0 tools to collaboratively create English learning materials for children as a project over the course of four weeks. Online data, learners' reflections, and interviews were analysed using content analysis. The study explores participation levels among learners and their teacher. Findings suggest that while learners' participation varied considerably, the teacher's participation was consistently the highest in all platforms except Google Docs. Learners had different attitudes towards their own and their peers' contribution, but generally valued the teacher's participation.

An analysis of student engagement patterns in language learning facilitated by Web 2.0 technologies

ReCALL ◽  
2016 ◽  
Vol 28 (2) ◽  
pp. 104-122 ◽  
Author(s):  
Chen-Chung Liu ◽  
Pin-Ching Wang ◽  
Shu-Ju Diana Tai
Keyword(s):  
Elementary School ◽  
Web 2.0 ◽  
Language Learning ◽  
Educational Practice ◽  
School Students ◽  
Oral Fluency ◽  
Learning Tasks ◽  
Digital Stories ◽  
Strategic Motivation ◽  
Northern Taiwan

AbstractRecent research indicates that Web 2.0 applications contribute to supporting a social constructivist approach for language learning. However, students encounter different types of barrier associated with technologies and learning tasks, which can cause disengagement during different phases of learning. Thus, based on flow theory and the strategic motivation framework, this study aims to investigate students’ motivation and their engagement patterns while participating in Web 2.0 digital storytelling activities. The participants are 24 elementary school students of a suburban school in northern Taiwan. Over 19 weeks of observations on students aged 9–10 years in a third-grade classroom, data were collected through three sources: surveys, students’ digital stories, and English tests. The analysis of the data showed that motivation was a dynamic process, initially low but increasing in later phases. A dynamic pattern was also identified in the students’ flow perceptions, which included two cycles of disengagement and reengagement. Students encountered different challenges that led to disengagement phases, which highlighted the need for specific types of learning support in elementary school contexts. In addition, the participants’ vocabulary and oral fluency were found to have been enhanced by the end of the study. The implications for educational practice are discussed and the direction for future studies addressed.

scholarly journals Integrating Web 2.0 Tools in Writing Class to Promote Assessment for Learning

2019 ◽  
Vol 4 (2) ◽  
pp. 53
Author(s):  
Movi Riana Rahmawanti ◽  
Amalul Umam
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Assessment For Learning ◽  
Learning Assessment ◽  
Structured Interviews ◽  
Web 2.0 Tools ◽  
English As Foreign Language ◽  
Course Content ◽  
Writing Class ◽  
Language Classroom

Technology has been implemented for instruction with various resources to explore course content and assess students’ learning. In this study, Web 2.0 tools was implemented in writing classroom for Higher education students. A Web 2.0 tools that was used was because it is known as an online means and has been used to perpetuate interactions and communication within a collaborative learning. Assessment is central to teaching and learning, from which a decision whether or not the goals of education are being met. At the same time, the demand of today’s era makes it quite challenging for educators to find the best way to assess their students. Action research method was employed in the study in which observation and individual semi-structured interviews we re used to collect the data. The result of the study is the knowledge of implementation of Web 2.0 tools in EFL (English as foreign language) classroom, from which a guidance of using Web 2.0 tools to promote assessment for learning will be arrived at. This study concludes that Web 2.0 tools can be applied to promote Assessment for learning, and it has several benefits to the student s to improve their learning quality.

scholarly journals The functions of code switching in an English language classroom

2017 ◽  
Vol 4 (2) ◽  
pp. 148
Author(s):  
Eva Fachriyah
Keyword(s):  
English Language ◽  
Deep Understanding ◽  
Code Switching ◽  
Ethnography Of Communication ◽  
English Class ◽  
Language Classroom ◽  
Communication Method ◽  
English Classroom ◽  
Faculty Of Education ◽  
Teaching Learning

The aims of this research is to gain a deep understanding and to knowing  the use of code-switching that have done by students and lecturers in interaction when teaching learning in English class. Specifically or as sub-focus in this research was aimed to determine the functions for the use of code switching that is used by both  of the speaker and hearer that in this case the interaction between lecturer and students when learning takes place. This research was conducted at the campus of the State Islamic Institute "Sultan Maulana Hasanuddin Banten" at the Faculty of Education and Teaching in English department at the third semester. This study was a qualitative research by using ethnography of communication method. The techniques and procedures of data collection were used such as observation, recordings and transcripts, and interviews. Based on data analysis, the use of code switching in English classroom has got the result for functions of code switching in interaction when the learning take place. Key words: code switching, English learning, ethnography communication.

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