scholarly journals Alternative Computer Assisted Communicative Task-based Language Testing: New Communicational and Interactive Online Skills

2021 ◽  
Vol 16 (19) ◽  
pp. 251
Author(s):  
Teresa Magal-Royo ◽  
Jesus Garcia Laborda ◽  
Marçal Mora Cantallops ◽  
Salvador Sánchez Alonso
Keyword(s):  
Online Education ◽  
Language Learning ◽  
Assessment Tool ◽  
Computer Assisted ◽  
Traditional Use ◽  
Interactive Tools ◽  
Language Tests ◽  
Digital Environments ◽  
Digital Material ◽  
Online Skills

Computer-assisted language learning knowledge tests should no longer be designed on traditional skills to measure individual competence through traditional skills such as reading, comprehension and writing, but instead, it should diagnose interactive and communication skills in foreign lan-guages. In recent years in online education, it has been necessary to review the concept of interactive competence in digital environments in a comple-mentary way to its traditional use. It is important to promote a new typolo-gy of alternative tasks and items in tests where examinees can prove a real interactive performance in communication and interaction through the digi-tal scenario. This should be done through tools that facilitate oral negotia-tion, the management and understanding of the information extracted from online repositories, the search for suitable online digital material, and the use of new modes of audio-visual communication. Although some of these tasks have been used in a complementary way in the design of language tests previously: it is true that they have not been applied in a coherent way to be used as an assessment tool. A first approach was made by Miguel Ál-varez, García Laborda & Magal-Royo (2021) in the development of oral ne-gotiation skills through the use of interactive tools. The current online as-sessment models analyzed by García Laborda & Álvarez Fernández (2021) indicate the need to seek new ways of assessing foreign languages through the design of tests that fit in the current digital and interactive world.

scholarly journals Digital tools for remote teaching of additional languages in times of pandemic

2020 ◽  
Vol 6 ◽  
Author(s):  
Gilmara Oliveira Maquiné ◽  
Iandra Maria Weirich da Silva Coelho ◽  
Sandra Bastos Figueiredo
Keyword(s):  
Online Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Social Issues ◽  
Digital Tools ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Emergency Education ◽  
Global Pandemic

This article presents a discussion on the importance of digital tools that can be used in the process of teaching and learning additional languages at a time of emergency education. It is a bibliographic study with a qualitative approach, carried out with a search in different databases with criteria to select texts for analysis. Among the tools used, we highlight an analysis related to Duolingo, from a perspective of the CALL (Computer-Assisted Language Learning) approach, based on technical, theoretical, and social criteria. The results point to the potential of this tool due to the gratuity, multiplatform access, gamified interface, and activity management by the teacher through Duolingo Schools, in addition to the possibility of certifying the level of proficiency in the English language. The discussion also shows some limitations and social issues that highlight the precariousness of online education before and during the context of a global pandemic

A New Approach for Language Learning and Changing the Teacher's Role in Online Education

2021 ◽  
pp. 2073-2089
Author(s):  
Masumi Kai
Keyword(s):  
Online Education ◽  
Language Learning ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Online Language Learning ◽  
Learner Centered ◽  
Teacher’S Role ◽  
E Learning ◽  
Teacher's Role

Many online educational tools along with computer-assisted language learning (CALL) systems for language learning have sprouted up in the past several decades. Online learning meets the needs of students who have grown up in a world with rapidly changing technology. Online education can provide technology-enhanced and learner-centered instruction to students. Yet, there is a persistent myth that e-learning is not effective, particularly regarding language education. This chapter verifies that this is indeed only a myth. The author suggests that success or failure of online language learning is not necessarily due solely to online education itself. The chapter analyzes learners' motivations and their achievements. The chapter further discusses the teacher's role in online education.

A New Approach for Language Learning and Changing the Teacher's Role in Online Education

2019 ◽  
pp. 1-17
Author(s):  
Masumi Kai
Keyword(s):  
Online Education ◽  
Language Learning ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Online Language Learning ◽  
Learner Centered ◽  
Teacher’S Role ◽  
E Learning ◽  
Teacher's Role

Many online educational tools along with computer-assisted language learning (CALL) systems for language learning have sprouted up in the past several decades. Online learning meets the needs of students who have grown up in a world with rapidly changing technology. Online education can provide technology-enhanced and learner-centered instruction to students. Yet, there is a persistent myth that e-learning is not effective, particularly regarding language education. This chapter verifies that this is indeed only a myth. The author suggests that success or failure of online language learning is not necessarily due solely to online education itself. The chapter analyzes learners' motivations and their achievements. The chapter further discusses the teacher's role in online education.

Legacies of the COVID-19 pandemic for language education: Focusing on institutes managers’ lived experiences

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dara Tafazoli ◽  
Samira Atefi Boroujeni
Keyword(s):  
Online Education ◽  
Language Learning ◽  
Critical Role ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Content Type ◽  
Managerial Decisions ◽  
Use Of Technology ◽  
Flexible Schedule

Purpose This paper aims to compare the use of technology in language institutes before and amid the COVID-19 pandemic. Then, the authors illustrate the legacies of the COVID-19 pandemic for language institutes from the managers’ perspective. Design/methodology/approach In the current study, the authors went through a systematic process of collecting qualitative data, discovering sub-categories, forming categories out of them and explaining the topic under investigation using selected categories. Findings The findings showed that the use of technology has dramatically changed from limited usage for administrative purposes and computer-assisted language learning to building the future of an institute based on online education. Also, the health and education pandemics had positive legacies for language education in making a decision to move to fully online education for having a more sustainable organization, solving the potential problems of an organization with collaboration and cooperation between the managers and employees based on integrity, developing teachers’ knowledge, literacy and skills which lead to the best practices in online language teaching and shifting to flexible schedule based on the students’ needs and timetable which increases the accessibility of language education. Originality/value Based on the review, none of the previous research focused on the critical role of managers in language institutes facing the pandemic. Thus, the relationship between managerial decisions in technology integration, readiness for transformation and moving to online language education is still vague.

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.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

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