Online Language Learning

2020 ◽  
pp. 140-159
Author(s):  
Anastasia Olga Tzirides
Keyword(s):  
Social Networks ◽  
Language Learning ◽  
Learning Process ◽  
Linguistic Diversity ◽  
Human Mobility ◽  
Digital Technologies ◽  
Learning Management Systems ◽  
Learning Tools ◽  
Online Language Learning ◽  
Digital Learners

This chapter addresses two forces in contemporary societies. The first is that societies today are characterized by cultural and linguistic diversity and increasing human mobility. In this complex setting, language learning has acquired more significance, with the need to communicate worldwide. Secondly, our society is experiencing dramatic technological advancements, one of which pertains to online learning. In this era of ubiquitous learning, where the use of learning management systems, mobile applications, social networks, and other digital technologies can underpin learning, it is necessary to re-address language learning. This overview will categorize the types of online language learning tools and practices that are emerging and prevalent and it will analyze their instructional approaches in the use of the technology. Ιt will also focus on the digital learners that access them having as an ultimate goal to understand the characteristics and needs of the contemporary global, multilingual, and digital learners and how these can be addressed in the learning process.

Online Language Learning

2022 ◽  
pp. 790-810
Author(s):  
Anastasia Olga Tzirides
Keyword(s):  
Social Networks ◽  
Language Learning ◽  
Learning Process ◽  
Linguistic Diversity ◽  
Human Mobility ◽  
Digital Technologies ◽  
Learning Management Systems ◽  
Learning Tools ◽  
Online Language Learning ◽  
Digital Learners

This chapter addresses two forces in contemporary societies. The first is that societies today are characterized by cultural and linguistic diversity and increasing human mobility. In this complex setting, language learning has acquired more significance, with the need to communicate worldwide. Secondly, our society is experiencing dramatic technological advancements, one of which pertains to online learning. In this era of ubiquitous learning, where the use of learning management systems, mobile applications, social networks, and other digital technologies can underpin learning, it is necessary to re-address language learning. This overview will categorize the types of online language learning tools and practices that are emerging and prevalent and it will analyze their instructional approaches in the use of the technology. Ιt will also focus on the digital learners that access them having as an ultimate goal to understand the characteristics and needs of the contemporary global, multilingual, and digital learners and how these can be addressed in the learning process.

scholarly journals Parents’ Perspectives on Remote Learning in the Pandemic Context

2021 ◽  
Vol 13 (7) ◽  
pp. 3640
Author(s):  
Linda Daniela ◽  
Zanda Rubene ◽  
Arta Rūdolfa
Keyword(s):  
Distance Learning ◽  
Learning Process ◽  
Digital Technologies ◽  
School Age Children ◽  
Digital Learning ◽  
Learning Tools ◽  
Social Resilience ◽  
Learning Agents ◽  
Project Life ◽  
Support Students

In the spring of 2020, when the entire education system worldwide switched to distance learning, parents became key learning agents, helping students to understand how to continue learning, how to use digital solutions and how to support students in this process. This article summarizes parents’ views on the distance learning process and the challenges they faced. This is part of a larger study carried out within the project “Life with COVID-19: Evaluation of the overcoming coronavirus crisis in Latvia and recommendations for social resilience in the future” (CoLife), which was launched in Latvia in the summer of 2020 and analyzed what digital learning tools schools can use to support students in their learning. Parents’ views on 738 school-age children (313 responses about 1st–4th graders; 362 responses for 5th–9th graders and 63 responses for 10th–12th graders) were obtained, and the main conclusions were that after parents became learning agents, they would have liked more support from educators to understand how to support their children in the learning process. Parents would also have liked schools to be interested in how their children are doing and whether everything necessary is available. Overall, it can be concluded that in this crisis, parents tried to support their children, and in most cases, it was the mothers of the students who provided this support, but it was primarily based on the need to use digital technologies, which means that children whose parents do not use digital technologies may be more exposed to the danger of falling into a risk group with larger educational gaps.

scholarly journals Busuu e Babbel: reflexões acerca do potencial de contribuição de aplicativos para o processo de ensino e aprendizagem de inglês como língua estrangeira

2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Barbra Sabota ◽  
Sanderson Mendanha Peixoto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Language Teaching ◽  
Digital Technologies ◽  
Educational Technologies ◽  
Teaching Resources ◽  
Multimedia Resources ◽  
Information And Communication ◽  
Multiple Challenges

Resumo Neste estudo bibliográfico documental propomos uma discussão sobre as possibilidades de uso de softwares educacionais, mais especificamente Busuu e Babbel, na aprendizagem de inglês como língua estrangeira (LE). Após apresentação do referencial teórico sobre ensino de línguas e tecnologias analisamos esses dois aplicativos sob as perspectivas de como eles se adéquam aos métodos de ensino de LE e do potencial de promoção de input que oferecem como recursos tecnológicos. Em última instância, buscamos perceber e evidenciar como em contextos virtuais de ensino de línguas a comunicação e a colaboração podem fazer com que os aprendizes desempenhem papéis de reciprocidade no processo de aprendizagem. Com base nas análises tecidas, observa-se que os aplicativos ora verificados são capazes de proporcionar atividades interativas e interacionais com potencial favorecedor da aprendizagem. Tendo como pressuposto que trabalhar a multimídia e as TDIC implica novos multidesafios que não podem ser desvinculados da discussão do aprendizado de línguas mediado pelas tecnologias digitais, apresentamos o artigo na intenção de colaborar com a pesquisa sobre utilização de recursos tecnológicos no processo de aprendizagem de inglês como LE. Palavras-chave: Inglês. Ensino-aprendizagem. Tecnologias educacionais.   Abstract In this documentary study, we propose a discussion about the possibilities of using educational softwares, specifically Busuu and Babbel in learning English as a foreign language (EFL). After presenting the theoretical framework for language teaching and digital technologies, we analyze these two mediating digital tools from the perspectives of how they fit to FL teaching methods and their potential to promote input as technological teaching resources. Finally, we seek to understand and show how virtual contexts of language teaching, communication and collaboration can cause learners to play reciprocal roles in the learning process. After triangulating data we observe that the above-mentioned applications are able to provide interactive and interactional activities favoring potential learning. Departing from the assumption that working with multimedia resources and the information and communication digital technologies (ICDT) together implies new and multiple challenges that cannot be disconnected from the discussion of language learning, mediated by digital technologies, we present this article aiming to collaborate with the research on the use of technological resources in the EFL learning process. Keywords: English. Learning & teaching. Educational technologies.

scholarly journals Learning English in a Virtual Set-up: Motivations and Amotivations among Language Learners

2021 ◽  
Vol 1 (1) ◽  
pp. 18-33
Author(s):  
Joyce Gonzales
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Language Learning ◽  
Language Learners ◽  
Rapid Development ◽  
Independent Learning ◽  
Learning Tools ◽  
Online Language Learning ◽  
Set Up ◽  
Learning English

  The COVID-19 outbreak brought unprecedented challenges in the academe. Educational institutions transitioned to distance learning primarily through online and modular learning. Moreover, with the rapid development of online learning, one of the concerns in the field of online education is regarding students’ motivation to learn and to stay engaged in an online environment. Thus, this present study aimed to determine the motivations and amotivations of language learners in online language learning. The participants of the study include seven language learners, who were selected through a purposive sampling method. A descriptive qualitative research design was employed, and individual in-depth interviews were conducted to gather the data. The responses were transcribed and analyzed through thematic analysis. Furthermore, it was found out in the interviews that the motivations of the respondents in learning English online include learning in a convenient set-up, creating a room for independent learning, utilizing online learning tools, apps, and resources, developing technological competence, watching multimedia videos for learning, and exploring the features of the educational applications. On the contrary, the limited interaction, less interactive activities, poor and unstable internet connectivity, less student participation, lack of comprehensive discussion of the lesson, rare opportunity to enhance speaking skills, absence or delayed feedback from the teacher, inconsiderate teachers towards students’ situation, and the fact that online language learning can trigger procrastination and unproductivity are found to be the amotivations of the respondents in learning English online.

FOSTERING STUDENTS’ EXPERIENCES IN ENGLISH WRITING WITH MICROBLOGGING IN TWITTER

2019 ◽  
Vol 13 (2) ◽  
pp. 113
Author(s):  
Pham Thi Thu Hien
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Research Design ◽  
Research Methodology ◽  
Learning Tools ◽  
Structured Interviews ◽  
English Writing ◽  
Qualitative Research Methodology

Twitter and Microblogging are two separate entities but completes each other. Both of them can be used as language learning tools and their potential has been proved by several scholars. This study tries to examine students’ experiences in integrating microblogging with twitter. It is also study about the beneficial roles of microblogging with Twitter in language learning, its relation to writing, and its appropriateness in language learning. This study employs a qualitative research methodology, and case study as its research design. Semi-structured interviews and questionnaires were employed in this study to find out about participants' views about microblogging and Twitter. From this study, it can be concluded that the participants of the study underwent various experiences during the implementation of microblogging with Twitter. They also felt that microblogging with Twitter at some point advantages them to systematically arrange their ideas, and allows them to choose appropriate diction of their ideas. They also stated that Twitter can be an appropriate means in language learning, especially in English writing<em>.</em>

Penerapan Rinfo Sebagai Media Pendukung Untuk Proses Pembelajaran Pada Perguruan Tinggi Raharja

CCIT Journal ◽  
2014 ◽  
Vol 8 (1) ◽  
pp. 101-115
Author(s):  
Untung Rahardja ◽  
Khanna Tiara ◽  
Ray Indra Taufik Wijaya
Keyword(s):  
Learning Process ◽  
Human Life ◽  
Learning Tools ◽  
Integrated Learning ◽  
Civilizing Process ◽  
The World ◽  
The Future ◽  
Two Factors ◽  
Life Education ◽  
New Generation

Education is an important factor in human life. According to Ki Hajar Dewantara, education is a civilizing process that a business gives high values ??to the new generation in a society that is not only maintenance but also with a view to promote and develop the culture of the nobility toward human life. Education is a human investment that can be used now and in the future. One other important factor in supporting human life in addition to education, which is technology. In this globalization era, technology has touched every joint of human life. The combination of these two factors will be a new innovation in the world of education. The innovation has been implemented by Raharja College, namely the use of the method iLearning (Integrated Learning) in the learning process. Where such learning has been online based. ILearning method consists of TPI (Ten Pillars of IT iLearning). Rinfo is one of the ten pillars, where it became an official email used by the whole community’s in Raharja College to communicate with each other. Rinfo is Gmail, which is adapted from the Google platform with typical raharja.info as its domain. This Rinfo is a medium of communication, as well as a tool to support the learning process in Raharja College. Because in addition to integrated with TPi, this Rinfo was connected also support with other learning tools, such as Docs, Drive, Sites, and other supporting tools.

Metode dan Media Pembelajaran Bahasa Arab Berbasis Internet di Era Teknologi Informasi

1970 ◽  
Vol 14 (3) ◽  
pp. 348-445
Author(s):  
Muhandis Azzuhri
Keyword(s):  
Information Technology ◽  
Language Learning ◽  
Learning Process ◽  
Arabic Language ◽  
Learning System ◽  
Information Channel ◽  
Technology Advancement ◽  
Other Information

Information technology era necessitate changing of learning system, mainly on method and media Arabic language learning. Arabic language learning system nowadays criticized because its monotone, traditional, and not innovative compared with other language learning. This is because absolutism and lack of creativity of Arabic learning sta­keholders (lecturer, teacher, Kiai) to apply method and Arabic language learning media that appropriate with information technology advancement. internet- based Arabic language learning embarked because as most communicative learning media at information technology era because integrate internet and other information channel as tools to empower learning process to more creative, innovative, and competitive. .

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.

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