Interactive Multimedia and Listening

Language Learners ◽

English Language ◽

Interactive Multimedia ◽

Active Listening ◽

Listening Skills ◽

Listening Environments ◽

The Difference ◽

Definition Of ◽

Listening Process

The topic of this chapter is concerned with the use of interactive multimedia in teaching listening skills to English language learners. The chapter starts with the difference between listening and hearing, the definition of interactive multimedia, and interactive multimedia listening environments. Explanation is then given to why listening is so important. The chapter also addresses main types of listening, active listening process, and obstacles to listening. This chapter additionally shows the benefits of and rationales for listening using interactive multimedia resources in comparison with audio-only listening materials regarding visual support, authentic content, comprehensible input, vocabulary acquisition, and student motivation. The chapter concludes by suggesting some Internet sources and materials for listening practice as a part of learning English as a foreign or second language.

Advances in Educational Technologies and Instructional Design - Intelligent Design of Interactive Multimedia Listening Software ◽

Intelligent Design of the Post-Listening Tasks in Interactive Multimedia Listening Environments

10.4018/978-1-4666-8499-7.ch008 ◽

2015 ◽

pp. 198-224

Author(s):

Vehbi Turel

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Intelligent Design ◽

Second Language Learning ◽

Interactive Multimedia ◽

Intermediate Language ◽

Separate Part ◽

Listening Environments ◽

The objective of this chapter is to clearly demonstrate through concrete examples how affective and efficient post-listening tasks for autonomous intermediate and upper-intermediate (intermediate) language learners can be designed and created in interactive multimedia listening environments (IMLEs) as a part of foreign/second language learning (FLL/SLL) process. Thus, in this chapter, firstly the definition of autonomy is slightly touched on. Secondly, the categorisation of autonomy is briefly explained. Thirdly, a separate part on multimedia listening environments and the nature of the listening stages and tasks in such environments is presented. Mainly and finally, what need to be taken into account in order to be able to design and create pedagogically and psychologically effective and useful post-listening tasks for autonomous intermediate language learners in IMLEs is accounted for in detail.

Using New Technologies to Engage and Support English Language Learners in Mathematics Classrooms

Early Childhood Development ◽

10.4018/978-1-5225-7507-8.ch026 ◽

2019 ◽

pp. 549-563

Author(s):

Robert Pritchard ◽

Susan O'Hara ◽

Jeff Zwiers

Keyword(s):

Language Learners ◽

English Language ◽

New Technologies ◽

Academic Language ◽

Mathematical Practice ◽

Web Based ◽

Mathematics Classrooms ◽

Grade Levels ◽

An emerging body of research is demonstrating the potential of new technologies such as iPad and phone apps, wikis, blogs, podcasts and web-based editing tools for significantly improving the academic language development of English language learners. The authors of this chapter present an expanded definition of academic language, explain why these new technologies are important, and discuss how they can be used to provide effective and innovative mathematics instruction to English language learners. Three classroom vignettes demonstrate specific ways in which a variety of technologies can be implemented across grade levels to meet the Common Core State Standards for Mathematical Practice and Content.

Intelligent Design of Captions in Interactive Multimedia Listening Environments

Computer-Assisted Language Learning ◽

10.4018/978-1-5225-7663-1.ch042 ◽

2019 ◽

pp. 893-920

Author(s):

Vehbi Turel

Keyword(s):

Second Language ◽

Language Learners ◽

Intelligent Design ◽

Interactive Multimedia ◽

Native Speakers ◽

Listening Skills ◽

Listening Environments ◽

Learning English

In this chapter, 48 language learners' perceptions towards the presence of captions at the first listening (i.e. the while listening stage) in an IME that aimed to enhance the language learners' listening skills as a part of learning English as a second language were investigated. The language learners were autonomous intermediate (and upper intermediate) non-native speakers (NNSs). The results reveal that captions should not be available at the while-listening stage in IMEs for FLL/SLL. The availability of the captions at the while-listening stage in IMEs for FLL/SLL seems to make language learners rely on captions. Instead, the unavailability of the captions at the while-listening stage in IMEs for FLL/SLL seems to: (1) help language learners to focus on listening texts, (2) encourage language learners to try to understand listening texts without captions help and (3) encourage and motivate language learners to listen to / view the listening texts more.

Is It Real for All Kids? A Framework for Equitable Assessment Policies for English Language Learners

Harvard Educational Review ◽

10.17763/haer.64.1.k3387733755817j7 ◽

1994 ◽

Vol 64 (1) ◽

pp. 55-76 ◽

Cited By ~ 79

Author(s):

Mark Lacelle-Peterson ◽

Charlene Rivera

Keyword(s):

Language Learners ◽

English Language ◽

First Language ◽

The United States ◽

Educational Goals ◽

Policy And Practice ◽

Assessment Policies ◽

Definition Of ◽

English Students

Many people in education hope that reform will bring positive change for all students in the United States. However, Mark LaCelle-Peterson and Charlene Rivera argue in this article that, unless educational reformers reflect seriously on the implications of assessment reform for specific groups of students, among them students whose first language is not English, little meaningful change will occur. The authors present a demographic profile of English language learners, propose a definition of educational equity and excellence, and outline the range of educational goals the definition implies. They argue that it is erroneous to assume that changes that affect monolingual English students favorably will automatically do the same for English language learners, and offer options and recommendations for more appropriate assessment policy and practice for English language learners.

Iranian Female Language Learners' Listening Strategy Preferences in Multimedia Environment

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.6n.1p.66 ◽

2016 ◽

Vol 6 (1) ◽

pp. 66

Author(s):

Shabnam Talebi Eskandari ◽

Farinaz Shirani Bidabadi

Keyword(s):

Language Learners ◽

Classroom Practice ◽

English Language ◽

Cognitive Strategies ◽

Listening Skills ◽

Listening Skill ◽

Multimedia Environment ◽

Multimedia Environments ◽

Listening Strategies

Listening skill has been recently paid great attention comparing with the other three language skills since having communication is the first and most essential need. Language learners have been using the three different listening strategies (Cognitive, Meta-cognitive, and Socio-affective) to improve their listening skills in multimedia environments in particular. The main focus of this study is to determine the most preferable listening strategies employed in improving listening skills in multimedia environment by female Iranian English language learners. To achieve the goals, thirty female English language learners – twenty to twenty five - out of sixty were selected. In order to collect data IELTS test as pre-test and post-test questionnaire and interview were used. The result indicated that these language learners mainly employed meta-cognitive strategies the most in the multimedia environment. Thus, it is implied that the findings would be beneficial to the classroom practice, guide learners and lecturers as well as syllabus planners and material designersKeywords: Multimedia environments, Listening strategy, Meta-cognitive, cognitive, Socio-affective strategy

Intercultural Responsiveness in the Second Language Learning Classroom - Advances in Educational Technologies and Instructional Design ◽

The Self-Determined English Language Learner

10.4018/978-1-5225-2069-6.ch009 ◽

2017 ◽

pp. 148-159

Author(s):

Lori Suzanne Hepburn ◽

Kathryn Jones

Keyword(s):

Instructional Practices ◽

Language Learners ◽

English Language Learner ◽

English Language ◽

Language Learner ◽

The Self ◽

Self Determination ◽

Working Definition ◽

English Language Learners have their own, individual set of needs. According to Deci and Ryan (1985), individuals need self-determination skills to be successful in their environment. Researchers agree that self-determination skills produce positive outcomes for individuals both in and out of school. This chapter provides families, students, and educators a working definition of self-determination and instructional practices that assist English Language Learners to develop self-determination skills both at school and in the home.

Cases on Technology Integration in Mathematics Education - Advances in Educational Technologies and Instructional Design ◽

Using New Technologies to Engage and Support English Language Learners in Mathematics Classrooms

10.4018/978-1-4666-6497-5.ch007 ◽

2015 ◽

pp. 144-161

Author(s):

Robert Pritchard ◽

Susan O'Hara ◽

Jeff Zwiers

Keyword(s):

Language Learners ◽

English Language ◽

New Technologies ◽

Academic Language ◽

Mathematical Practice ◽

Web Based ◽

Mathematics Classrooms ◽

Grade Levels ◽

An emerging body of research is demonstrating the potential of new technologies such as iPad and phone apps, wikis, blogs, podcasts and web-based editing tools for significantly improving the academic language development of English language learners. The authors of this chapter present an expanded definition of academic language, explain why these new technologies are important, and discuss how they can be used to provide effective and innovative mathematics instruction to English language learners. Three classroom vignettes demonstrate specific ways in which a variety of technologies can be implemented across grade levels to meet the Common Core State Standards for Mathematical Practice and Content.

Advances in Educational Technologies and Instructional Design - Intelligent Design of Interactive Multimedia Listening Software ◽

Intelligent Design of Captions in Interactive Multimedia Listening Environments

10.4018/978-1-4666-8499-7.ch003 ◽

2015 ◽

pp. 47-74 ◽

Cited By ~ 2

Author(s):

Vehbi Turel

Keyword(s):

Second Language ◽

Language Learners ◽

Intelligent Design ◽

Interactive Multimedia ◽

Native Speakers ◽

Listening Skills ◽

Listening Environments ◽

Learning English

In this chapter, 48 language learners' perceptions towards the presence of captions at the first listening (i.e. the while listening stage) in an IME that aimed to enhance the language learners' listening skills as a part of learning English as a second language were investigated. The language learners were autonomous intermediate (and upper intermediate) non-native speakers (NNSs). The results reveal that captions should not be available at the while-listening stage in IMEs for FLL/SLL. The availability of the captions at the while-listening stage in IMEs for FLL/SLL seems to make language learners rely on captions. Instead, the unavailability of the captions at the while-listening stage in IMEs for FLL/SLL seems to: (1) help language learners to focus on listening texts, (2) encourage language learners to try to understand listening texts without captions help and (3) encourage and motivate language learners to listen to / view the listening texts more.

Intelligent Design of the Post-Listening Tasks in Interactive Multimedia Listening Environments

Computer-Assisted Language Learning ◽

10.4018/978-1-5225-7663-1.ch027 ◽

2019 ◽

pp. 557-583

Author(s):

Vehbi Turel

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Intelligent Design ◽

Second Language Learning ◽

Interactive Multimedia ◽

Intermediate Language ◽

Separate Part ◽

Listening Environments ◽

The objective of this chapter is to clearly demonstrate through concrete examples how affective and efficient post-listening tasks for autonomous intermediate and upper-intermediate (intermediate) language learners can be designed and created in interactive multimedia listening environments (IMLEs) as a part of foreign/second language learning (FLL/SLL) process. Thus, in this chapter, firstly the definition of autonomy is slightly touched on. Secondly, the categorisation of autonomy is briefly explained. Thirdly, a separate part on multimedia listening environments and the nature of the listening stages and tasks in such environments is presented. Mainly and finally, what need to be taken into account in order to be able to design and create pedagogically and psychologically effective and useful post-listening tasks for autonomous intermediate language learners in IMLEs is accounted for in detail.