The Foreign Language Learning Potential of Video Games

2018 ◽  
pp. 159-171 ◽  
Author(s):  
Karim Hesham Shaker Ibrahim
Keyword(s):  
Video Games ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Digital Games ◽  
Computer Assisted ◽  
Learning Potential ◽  
Gaming Industry ◽  
Digital Gaming ◽  
Asian Languages

Recently video/digital games have grown into ubiquitous problem-solving activities and social practices that engage a fast-growing number of foreign language (FL) learners. And despite the fast growth of the gaming industry, most of the industry is based in North America, and most commercial video games are available primarily in a few Western or Asian languages. As a result, tens of thousands of gamers worldwide play commercial video games in a foreign language due to the immersive, engaging, and entertaining experience that these games offer. In addition to the recreational appeal of digital games, various studies in the field of computer-assisted language learning (CALL) have demonstrated the potential of digital gaming to promote FL use and learning. Therefore, this chapter proposes the use of commercial English video games as intercultural texts, narratives, and cultural products to promote FL learning.

Asynchronous Online Networking

2011 ◽  
pp. 63-70
Author(s):  
Kosmas Vlachos ◽  
Sofia Papaefthimiou-Lytra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Computer Mediated Communication ◽  
Foreign Language Learning ◽  
Language Education ◽  
Computer Assisted ◽  
Learning Potential ◽  
Mediated Communication ◽  
Language And Culture ◽  
Development Of Language

Computer assisted language learning (CALL) has been at the forefront of foreign language education since the early 1980s. More recently researchers’ and practioners’ attention has centered on the sociocognitive approaches to CALL, that is, on the classroom practices and the electronic applications that make use of students’ interaction via the computer to promote the foreign language learning potential. This article addresses the issues of cross cultural collaboration and computer mediated communication (CMC) and explores how asynchronous online networking can foster a) the collaboration across partner classes and b) the cooperation of students within partner classrooms with the aim of enhancing the learning of English as a foreign language and in particular the development of language and culture awareness and mediation skills and ultimately intercultural communicative competence.

scholarly journals The effectiveness of computers on vocabulary learning among preschool children: a semiotic approach

2016 ◽  
Vol 11 (1) ◽  
pp. 02 ◽  
Author(s):  
Tutku Basöz ◽  
Dilek Tüfekci Can
Keyword(s):  
Preschool Children ◽  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Instruction Group ◽  
Significant Difference ◽  
Semiotic Approach

Semiotics in foreign language learning has recently achieved some prominence as a theoretical foundation for language teaching and learning. Although there have been a number of research on the semiotics in foreign language learning, the practical use of semiotics in preschool classroom environment still remains unanswered. What is more, the effectiveness of computers on vocabulary learning among preschool children is still an obscure area, which attracts the attentions of researchers, scholars and practitioners. Thus, the present study aims to investigate whether there is a significant difference in preschool children’s vocabulary gain depending upon the computer assisted vocabulary instruction or the traditional vocabulary instruction both adopting a semiotic approach. The sample group of the study included 35 preschool children (5-years) who are studying at Balıkesir University Necatibey Faculty of Education Kindergarten. In this quasi-experimental study, the children were assigned to computer assisted vocabulary instruction group (16) or traditional vocabulary instruction group (19), which were the experimental and control groups. Before the experiment, the children were given a pre-test, which measured the number of target vocabulary the children had already known. While the experimental group learned the target vocabulary through computer-assisted instruction, the control group was taught the same target vocabulary via traditional vocabulary instruction. After the experiment, the same test was given to the children as the post-test. The results of the study showed that both instruction types were successful in teaching vocabulary and there was no significant difference between the groups in terms of their vocabulary gain. Keywords: Vocabulary learning; semiotic approach; computer assisted vocabulary instruction; preschool children; foreign language learning 

scholarly journals I LOVE INDONESIA: EFL LEARNERS� PERCEPTIONS ON WEB-FACILITATED LANGUAGE LEARNING

2017 ◽  
Vol 2 (1) ◽  
pp. 273
Author(s):  
Muzakki Bashori
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Generation Z ◽  
Use Of The Internet

The integration of computer in the service of FL (Foreign Language) learning is expected to be inevitable in the future. It is seemingly due to (a) its considerable affordances for EFL (English as a Foreign Language) learners, (b) the characteristics of today�s learners as the Generation Z (Gonz�lez-Lloret & Ortega, 2014), and (c) the widespread use of the internet in the 21st century. This situation then leads to transforming CALL (Computer-Assisted Language Learning) into WFLL (Web-Facilitated Language Learning) as an alternative paradigm for EFL teachers and learners. Furthermore, TBLT (Task-Based Language Teaching) is likely to serve as a pedagogical framework in designing the Web for the purpose of FL learning. The present study was therefore mainly aimed at (a) developing a particularly teacher-designed learning website, namely I Love Indonesia, and (b) investigating high school learners of English in Indonesia with different attitudes towards CALL (positive/moderate/negative) in correlation with how they perceive WFLL (agree/disagree) and perform web-based activities. Descriptive Statistics, IF Function in Excel, Correlation Analysis, and Independent-samples t-test were employed in the study. Finally, the findings of the study showed that (a) the website seems to benefit EFL learners in some certain aspects, and (b) positive attitude learners are likely to perceive more positively (agree) than moderate and negative attitude learners (disagree) on the use of the website for the purpose of language learning. A greater number of learners over a longer period of time should be taken into account when conducting further studies on the effectiveness of the website for EFL learners in order to be able to shed some light on learners� language development.�Keyword: attitude, perception, task-based language teaching, web-facilitated language learning

Culture-Based Language Learning ObjectsL A CALL Approach for a Ubiquitous World

2011 ◽  
pp. 1978-1996
Author(s):  
Niki Lambropoulos ◽  
Martha Christopoulou ◽  
Kosmas Vlachos
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Objects ◽  
Social Contexts ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Grey Zone ◽  
The United Kingdom ◽  
Open Nature

This chapter presents culture-based language-learning objects (CLLOs) in computer-assisted language learning (CALL), supported by user-centered interaction design.CLLOs’ design has been drawn on (a) social constructivist pedagogical theories, (b)self-organised strategies in social contexts, and (c) Scandura’s structural analysis andGange’s instructional events.This chapter discusses culture-based language-learningprinciples and the rationale on which the construction and use of CLLOs are foundedon. It also makes suggestions about the ways CLLOs can be constructed by second/foreign language (L2) teachers. A CLLO example was designed and presented for thecontext of the Greek Diaspora in the United Kingdom (UK). Furthermore, this chapterintroduces the combination of norm-based and culture-based language learning inCALL, the grey zone as the distance between second and foreign language learning,the open nature in Learning Objects with the use of forums or chats. Lastly, it suggestsCLLOs networks use in the age of ubiquitous computing.

scholarly journals Application of Multimedia Technology in Vocabulary Learning for Engineering Students

2017 ◽  
Vol 12 (01) ◽  
pp. 21 ◽  
Author(s):  
Xue Shi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Engineering Students ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Multimedia Technology ◽  
Individualized Learning ◽  
Teaching Language ◽  
Assisted Instruction

The study of vocabulary is essential in learning a second language. The traditional way of foreign language learning only allows students to learn what the teacher chooses to teach. Knowledge is force-fed by the teacher to the students, but this way cannot meet the needs of the students and society. The development of multimedia technology meets the demands for new ways of teaching language. The purpose of this study is to test whether it is effective to use computer-assisted instruction (CAI) in individualized learning and whether multimedia CAI techniques can improve vocabulary learning and memory. According to analysis of the experimental data, CAI-supported vocabulary learning is more effective than traditional methods. The results show that, through CAI, knowledge can be learned faster and retained longer in the students’ memory.

scholarly journals Collocational Relations in Japanese Language Textbooks and Computer-Assisted Language Learning Resources

2011 ◽  
Vol 1 (1) ◽  
pp. 85-98
Author(s):  
Irena SRDANOVIĆ
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Systems ◽  
The Other ◽  
Japanese Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Resources ◽  
Language Resources

In this paper, we explore presence of collocational relations in the computer-assisted language learning systems and other language resources for the Japanese language, on one side, and, in the Japanese language learning textbooks and wordlists, on the other side. After introducing how important it is to learn collocational relations in a foreign language, we examine their coverage in the various learners’ resources for the Japanese language. We particularly concentrate on a few collocations at the beginner’s level, where we demonstrate their treatment across various resources. A special attention is paid to what is referred to as unpredictable collocations, which have a bigger foreign language learning-burden than the predictable ones.

scholarly journals Using Artificial Intelligence in Learning English as a Foreign Language: an Examination of IELTS LIULISHUO as an Online Platform

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Ruolin Li
Keyword(s):  
Artificial Intelligence ◽  
Foreign Language ◽  
Language Learning ◽  
Supply And Demand ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
English Learning ◽  
Online Platform ◽  
Learning And Teaching ◽  
Learning English

EFL (English as a foreign language) learners seem destined to make errors and continuously need to test their changing language levels. However, the unbalance between supply and demand always exists in the process of learning English. Teachers sometimes are also tired of doing repetitive jobs to correct the same mistakes of nonnative speakers. Therefore, many researchers tend to improve the efficiency of learning and teaching processes by using computer-assisted instruction. Specifically, artificial intelligence software is an unstoppable trend to solve this problem. This study aims to find which characteristics in IELTS Liulishuo (an artificial English-learning app to improve IELTS performance) are following the elements of computer-assisted language learning (CALL) pedagogy (Chapelle, 2003). Meanwhile, it will also be evaluated under the mobile-assisted language learning (MALL) principles and some concepts of AI-powered foreign language software, as was put forward by Stockwell (2013) and Pokrivcakova (2019). The results showed that IELTS Liulishuo has affordability to be used as an online platform for foreign English learning. More importantly, it shed some light on CALL pedagogy and the design of artificial applications of foreign language learning.

Sign in / Sign up

Export Citation Format

Share Document