scholarly journals A Blended Grammar Learning System Featuring Unsupervised Pattern Discovery

2021 ◽  
Vol 16 (16) ◽  
pp. 21
Author(s):  
Hengbin Yan ◽  
Yinghui Li
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Pattern Discovery ◽  
Learning System ◽  
Preliminary Evaluation ◽  
Grammar Learning ◽  
Wide Range ◽  
Flexible Architecture ◽  
Recent Developments ◽  
Based Instruction

Recent developments in cognitive and psycholinguistic research postulate that language learning is essentially the learning of grammatical construc-tions. An important type of grammatical construction with wide-ranging pedagogical implications is grammar patterns as laid out in Pattern Gram-mar. While grammar patterns have seen increasing adoption in language pedagogy, existing applications typically follow a paper-based, teacher-centered approach to instruction, which is known to be less effective in grammar learning than blended, learner-centered approaches. In this paper, we propose a blended learning model that integrates web-based technology with classroom-based instruction to facilitate efficient, personalized grammar learning. We present the design and implementation of a blended grammar learning system that provides customizable learning materials for individual learners by discovering important grammar patterns from corpora in an unsupervised manner. Preliminary evaluation shows that the proposed system achieves an accuracy in pattern discovery comparable to systems that rely on manually precompiled pattern lists and hard-coded rules. With a flexible architecture and an easy-to-use interface, the system can play a key role in the creation of a blended learning environment that can be integrated into a wide range of language learning curricula.

Teaching Social Skills

2011 ◽  
pp. 1689-1713
Author(s):  
Graham Bodie ◽  
Margaret Fitch-Hauser ◽  
William Powers
Keyword(s):  
Online Learning ◽  
Social Skills ◽  
Blended Learning ◽  
Learning System ◽  
Future Research ◽  
Abstract Concepts ◽  
Traditional Lecture ◽  
Strict Adherence ◽  
Based Instruction ◽  
Practical Implications

The ubiquity of instructional technology necessitates a more critical look at the theories that drive adoption and the practical implications of its usage. Blended learning has been offered as one compromise to fully online learning or strict adherence to traditional lecture-based instruction that seems outdated. A particular approach to blended learning is examined in the present chapter through the use of an online learning system. Concept Keys was developed to assist instructors of social skills in breaking down these abstract concepts into manageable units of information appropriate for daily delivery via email. This program is shown to be easily integrated into existing curriculum through two studies. A concluding section attempts to tie these studies together and suggests potential limitations and avenues for future research.

Grammar learning strategies as a key to mastering second language grammar: A research agenda

2019 ◽  
Vol 53 (3) ◽  
pp. 358-370
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Research Agenda ◽  
Language Learning Strategies ◽  
Real Time Processing ◽  
Time Processing ◽  
Grammar Learning ◽  
Grammar Rules ◽  
Based Instruction ◽  
Made In

AbstractAlthough major advances have been made in research on language learning strategies (LLS), there are some areas that have been somewhat surprisingly neglected by specialists. This applies without doubt to the strategies that learners draw on to better understand and learn grammar rules but also to employ grammar structures in real-time processing, as required in spontaneous communication. In this paper, I outline a research agenda for grammar learning strategies (GLS), identifying three distinct lines of inquiry: (1) identification and measurement of GLS, (2) examination of factors moderating GLS use, and (3) strategies-based instruction as applied to GLS. Although these three areas are to some extent reflective of the main foci of empirical investigations in research on LLS, in each case, I try to demonstrate how cutting-edge theoretical and empirical developments can be applied to the study of GLS. For each of the three areas, I propose research tasks the execution of which has the potential of moving research on GLS forward.

scholarly journals What linguistics advice on teaching English as a foreign language learning using blended learning system

2021 ◽  
Vol 5 (1) ◽  
pp. 342-351
Author(s):  
Husna Imro'athush Sholihah ◽  
Ahmad Wahyu Hidayat ◽  
Wawat Srinawati ◽  
Abdul Wahab Syakhrani ◽  
Khasanah Khasanah
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Phenomenological Approach ◽  
Learning System ◽  
Teaching English ◽  
Face To Face ◽  
Coding Systems ◽  
Google Books

Although many studies on blended have been done, very few have studied what linguists advise about teaching English as a foreign language using blended learning-based teaching methods and systems. So, we have collected as much data as possible and began to study it with a phenomenological approach. We get the data by searching electronic engines in well-known journals that discuss the issue of Learning English with a blended teaching system. Because this is a data review study, we focus on the field data evidence published between 2010 and 2021. The data sources include Elsevier journal publications, Google Books, Sage, ERIC, and other national publications. After a series of studies involving in-depth evaluation and coding systems, we can finally conclude our findings with valid and reliable principles, which include, among other things, that mixed teaching allows students to learn all English skills, including writing, listening, speaking, and reading. It is divided into face-to-face and online stages, and both practices listening well to each other, and they can balance the two learning models.

scholarly journals Community Service and Experiential Language Learning

1993 ◽  
Vol 11 (1) ◽  
pp. 112 ◽  
Author(s):  
David J. Beck ◽  
Catherine Simpson
Keyword(s):  
Experiential Learning ◽  
Language Learning ◽  
Community Service ◽  
Personal Growth ◽  
Traditional Classroom ◽  
Volunteer Work ◽  
Work Program ◽  
Wide Range ◽  
Recent Developments

Recent developments in experiential language learning have indicated a tremendous potential to go beyond the traditional classroom agenda. The following paper outlines some of the benefits of experiential learning and describes an experiential volunteer-work program along with a case study illustrating the wide range of opportunities for linguistic and personal growth offered by this type of program. Finally a discussion of some possible avenues for future development is offered.

scholarly journals TELL (Technology-enhanced Language Learning) in Iranian High Schools: A Panacea for Emotional and Motivational Detriments

2018 ◽  
Vol 7 (4) ◽  
pp. 92 ◽  
Author(s):  
Afsaneh Ghanizadeh ◽  
Azam Razavi ◽  
Akram Hosseini
Keyword(s):  
High Schools ◽  
Language Learning ◽  
Language Proficiency ◽  
Second Phase ◽  
Control Groups ◽  
Learning Attitudes ◽  
Wide Range ◽  
L2 Learning ◽  
Based Instruction ◽  
Experimental Group

Recent expansions in technological tools are shifting the direction of foreign-language education. A plethora of EFL research studies suggested that the benefits of TELL (technology-enhanced language learning) embrace a wide array of cognitive, motivational, and emotional attributes. English language teaching in Iran has recently undergone a host of rapid changes. The most apparent change was that the traditional grammar-based instruction left its place to communicative-oriented approaches. As a result, teachers needed extra aids to provide learners with the desired environments and foster exposure to authentic materials. In this regard, multimedia techniques (MTs) offer wide range of facilities in high speed and effective information processing. The purpose of this study was to examine the possible impact of MTs in high schools on students’ L2 learning attitudes, anxiety, and language proficiency. To do so, the researchers adopted a mixed-methods design integrating experimental and interview analyses. The sample of the study consisted of 124 female students from Motahhareh high school in Mashhad, a city in Northeast of Iran. Twelve items out of Dörnyei’s L2 Motivational Self- system scale were picked to measure attitudes to L2 learning and L2 anxiety. The Babel test was employed for gauging participants’ language proficiency. The sample was divided into two experimental and two control groups. The participants in experimental and control groups were provided with the same materials and instruction. The point of difference lay in the mode of presenting the materials in experimental group, i.e. via multimedia techniques. In the second phase, a semi-structured interview was conducted with a number of students in experimental groups to delve into their attitudes and feedbacks concerning MT-based instruction. The results indicated that there were statistically significant differences in students’ L2 learning attitudes, anxiety, and language proficiency in favor of the experimental group. In the light of the obtained results, the study presented a number of practical and accessible recommendations for implementing multimedia in teaching English.

scholarly journals Grammar Learning At Tertiary Level In Indonesia: A Curriculum Development Of Genre-Task Based Approach

2020 ◽  
Vol 1 (8) ◽  
pp. 41
Author(s):  
Wuwuh Asrining Surasmi ◽  
Suparti Suparti ◽  
Eka Fadilah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Tertiary Level ◽  
Grammar Teaching ◽  
Grammar Learning ◽  
Based Instruction ◽  
Task Based Instruction

This article explores the grammar learning in two influential English language teaching (ELT) curriculum approaches to tertiary level and the potential approach to interweave them. The two prominent approaches shaping language learning in Indonesia are communicative language teaching (CLT) specified in Task-based Instruction and Genre approaches rooted in Systemic Functional Language (SFL). Given the various curriculum which comes and goes, bringing together with miscellaneous methods or approaches, it is urgently needed to adapt rather than adopt the wholesale methods or approaches by making the nexus between those two aproaches to fit the context. This article aims at revisiting creative and innovative grammar teaching and learning at tertiary educational level. We elucidate how those approaches foster English as a Foreign Language (EFL), notably, how grammar should be learnt and assessed through them.

Teaching Social Skills

2011 ◽  
pp. 87-112 ◽  
Author(s):  
Graham Bodie ◽  
Margaret Fitch-Hauser ◽  
William Powers
Keyword(s):  
Online Learning ◽  
Social Skills ◽  
Blended Learning ◽  
Learning System ◽  
Future Research ◽  
Abstract Concepts ◽  
Traditional Lecture ◽  
Strict Adherence ◽  
Based Instruction ◽  
Practical Implications

The ubiquity of instructional technology necessitates a more critical look at the theories that drive adoption and the practical implications of its usage. Blended learning has been offered as one compromise to fully online learning or strict adherence to traditional lecture-based instruction that seems outdated. A particular approach to blended learning is examined in the present chapter through the use of an online learning system. Concept Keys was developed to assist instructors of social skills in breaking down these abstract concepts into manageable units of information appropriate for daily delivery via email. This program is shown to be easily integrated into existing curriculum through two studies. A concluding section attempts to tie these studies together and suggests potential limitations and avenues for future research.

scholarly journals Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System

2017 ◽  
Vol 12 (11) ◽  
pp. 63
Author(s):  
Chien-Yuan Su
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
Learning System ◽  
Control Group ◽  
English Grammar ◽  
Grammar Learning ◽  
Group A ◽  
Group B ◽  
Experimental Group

Computer-supported language learning has the potential to promote relevant work in support of instant, interactive language discourse that fulfils educational purposes and fosters individual language learning. This study presents an interactive IRF-based English grammar learning assistant system (EGLA) that aims to improve students’ grammatical knowledge and correct their grammar errors and misspellings if they have any. A quasi-experimental design is adopted to examine its effects on an English grammar achievement test for three classes of junior high school students. These three classes were assigned to the experimental group and control groups A and B. The experimental group used EGLA that harnessed IRF moves, control group A used EGLA but without IRF moves, whereas control group B received an IRF-based English grammar discourse from an English tutor in the classroom. The results demonstrated that the experimental group was significantly better than control group A, but was not significantly different from control group B. The results are discussed, and directions for further investigation are provided.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

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