Exploring Socio-Cultural Elements in Three Commercial English Language Learning Apps

2020 ◽  
pp. 145-165
Author(s):  
Inmaculada Garnes-Tarazona
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Cultural Theory ◽  
Theoretical Framework ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Second Language Teaching ◽  
Cultural Elements

Second language teaching and learning has experienced a change towards the use of mobile technologies inside and outside the classroom. The goal of this article is twofold: to compare and evaluate three different commercial English language learning apps (Duolingo, Babbel, and Busuu) that cover the four skills (speaking, writing, listening, and reading), and to analyze the learning theory supporting their design. These applications include in their homepage the option of interactive learning with friends. However, as this article shows, each app offers a different level of interaction and collaboration. The theoretical framework for this analysis is grounded on Vygotsky's Socio-cultural theory.

Exploring Socio-Cultural Elements in Three Commercial English Language Learning Apps

2018 ◽  
Vol 8 (1) ◽  
pp. 65-82 ◽  
Author(s):  
Inmaculada Garnes-Tarazona
Keyword(s):  
Language Learning ◽  
Learning Theory ◽  
Teaching And Learning ◽  
English Language ◽  
Cultural Theory ◽  
Interactive Learning ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Second Language Teaching ◽  
Cultural Elements

Second language teaching and learning has experienced a change towards the use of mobile technologies inside and outside the classroom. The goal of this article is twofold: to compare and evaluate three different commercial English language learning apps (Duolingo, Babbel, and Busuu) that cover the four skills (speaking, writing, listening, and reading), and to analyze the learning theory supporting their design. These applications include in their homepage the option of interactive learning with friends. However, as this article shows, each app offers a different level of interaction and collaboration. The theoretical framework for this analysis is grounded on Vygotsky's Socio-cultural theory.

scholarly journals PERSPECTIVES IN ENGLISH LANGUAGE LEARNING: FIRST LANGUAGE SITUATION, SECOND LANGUAGE SITUATION AND FOREIGN LANGUAGE SITUATION

Abjadia ◽  
2016 ◽  
Vol 1 (2) ◽  
pp. 110
Author(s):  
Santi Andriyani
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Language Teaching ◽  
First Language ◽  
English Language Learning ◽  
Selection Of

<p>There are so many questions come to mind in relation to language learning. One of which is the ways in teaching and learning the language especially in formal education. This issue has been discussed since 1980s until now. Linguists who get involved in education field have done research in this field. They found that the main concentration in language teaching is the selection of approach based on the system governed the learners. Some perspectives appear in the language learning. The methods, approach, and principles which come and arise in the language learning are discussed. These terms influence the learning of English as a first language, second language or foreign language. English as a first language will be taught differently. It also happens to the learning of English as second and foreign language. It is because of different purpose in learning the language. In this article, the writer discuss some perspectives in language learning in first language situation, second language situation and foreign language situation.</p><p>هناك كثير من الأسئلة تتبادر إلى الذهن فيما يتعلق بتعليم اللغة. واحدة منها هي الطرق في تعليم وتعلم اللغة وخاصة في التعليم الرسمي. وقد نوقشت هذه المسألة منذ 1980 (ثمانين) حتى الآن. وكان اللغويون يتورطون في مجال التعليم وإجراء الأبحاث في هذا المجال. ووجد الباحثون أن تركيز الرئيسي في تدريس اللغة هو اختيار النهج القائم على نظام محكوم المتعلمين. ويبدو أن بعض وجهات النظر في تعلم اللغة. وتناقش الطرق، والنهج والمبادئ التي تأتي وتنشأ في تعلم اللغة. هذه الشروط تؤثر على تعلم اللغة الإنجليزية كلغة أولى، لغة ثانية أو لغة أجنبية. اللغة الإنجليزية كلغة أولى وسيتم تدريسها بشكل مختلف. ويحدث أيضا في تعلم اللغة الإنجليزية كلغة ثانية والأجنبية. فذلك الاختلاف لأجل أغراض مختلفة في تعلم اللغة. وفي هذه المقالة، قامت الكاتبة بمناقشة بعض وجهات النظر في تعلم اللغة في وضع اللغة الأولى، واللغة الثانية واللغة الأجنبية</p><p>Ada banyak pertanyaan terkait dengan pembelajaran bahasa. Salah satunya adalah tentang bagaimana cara atau metode yang perlu diterapkan dalam proses belajar mengajar khususnya di lembaga pendidikan formal. Masalah ini telah dibahas sejak tahun 1980-an hingga sekarang. Para ahli bahasa di bidang pendidikan juga telah melakukan berbagai penelitian terkait masalah klasik ini. Mereka menemukan bahwa konsentrasi utama dalam pembelajaran bahasa adalah pemilihan pendekatan yang harusnya didasarkan pada sistem yang mengacu pada peserta didik. Oleh karenanya lalu muncul beberapa perspektif dalam pembelajaran bahasa. Ada metode, pendekatan dan prinsip-prinsip yang muncul dalam bahasan pembelajaran bahasa. Istilah-istilah ini mempengaruhi proses belajar bahasa Inggris sebagai bahasa pertama, bahasa kedua, atau bahasa asing. Bahasa Inggris sebagai bahasa pertama akan diajarkan berbeda. Hal itu juga terjadi pada pembelajaran yang menempatkan bahasa Inggris sebagai bahasa kedua dan bahasa asing. Perbedaan ini karena tujuan yang hendak dicapai juga beda. Tulisan ini membahas beberapa perspektif dalam pembelajaran bahasa dalam situasi bahasa pertama, situasi bahasa kedua, dan situasi bahasa asing.</p>

scholarly journals Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Rogers ◽  
Kristen Weatherby
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Social Aspect ◽  
English Language Learning ◽  
Learning Platform ◽  
Global Language ◽  
The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.

scholarly journals Evaluasi Cambridge International Primary Programme Siswa SD Al Azhar pada Mata Pelajaran Sains dalam Bahasa Inggris

2016 ◽  
Vol 2 (4) ◽  
pp. 257
Author(s):  
Ria Herwandar ◽  
Denny Azhari Safryono
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
English Language Learning ◽  
Young Learners ◽  
School Subjects ◽  
Primary Curriculum ◽  
Level Of Understanding

<p><em>Abstrak</em><strong> – Penelitian ini memiliki judul Evaluasi Cambridge International Primary Programme Siswa SD Al Azhar pada Mata Pelajaran Sains dalam Bahasa Inggris'. Tujuan dari penelitian ini adalah untuk mengidentifikasi tingkat pemahaman dan kelancaran dalam melakukan ujian sains yang berisi bahan ESP / EAP. Hasilnya sangat tak terduga menjanjikannya. Siswa telah mencapai hasil yang baik di semua bidang ilmu pengetahuan seperti biologi, kimia, fisika dan penyelidikan ilmu pengetahuan dan telah terbukti bahwa siswa di usia tua bisa belajar dan memperoleh bahasa kedua dan bahasa pertama di dasar kesetaraan sekitar tiga belas tahun. Oleh karena itu, peserta didik muda harus intensif bahasa Inggris dalam membantu mereka mengembangkan pelajaran sekolah lainnya dalam kurikulum utama Inggris.</strong></p><p><strong> </strong></p><p><strong><em>Kata Kunci – </em></strong><em>Science enquiry, biologi, kimia, fisika, ESP/EAP</em></p><p><em> </em></p><p><em>Abstract –</em><strong> This research has a title of ‘Evaluation Cambridge International Primary Programme for Pupils of Al Azhar in  Science’. The purpose of the research is to identify their level of understanding and fluency in doing science examinations which contains ESP/EAP materials. The results have been unexpectedly promising. The pupils have achieved good results in all areas of science such as biology, chemistry, physics and science enquiry and it has been proved that pupils in the age of around thirteen years old could learn and acquire second language and first language in equal basis.  Therefore, Young learners should be intensively exposed to excellent English language learning in helping them developed other school subjects within the English primary curriculum.</strong></p><p><strong> </strong></p><strong><em>Keywords </em></strong><em>– Science enquiry, biology, chemistry, physics, ESP/EAP</em>

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher&rsquo;s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students&rsquo; engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

scholarly journals Washback of English national exams at ninth-grade level in Thailand and Indonesia

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Wachyu Sundayana ◽  
Panusak Meekaeo ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Language Learning ◽  
Grade Level ◽  
Teaching And Learning ◽  
English Language ◽  
Ninth Grade ◽  
Ninth Graders ◽  
English Language Teaching ◽  
English Language Learning ◽  
Ninth Grade Students

Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.

scholarly journals Impact of Teacher-Learner Rapport on L2 Learning: A Study of Public Sector University, Sindh Pakistan

2020 ◽  
Vol 6 (1) ◽  
pp. 87
Author(s):  
Aisha Bhatti ◽  
Habibullah Pathan ◽  
Syed Waqar Ali Shah
Keyword(s):  
Second Language ◽  
Public Sector ◽  
Language Learning ◽  
Classroom Environment ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Nonparametric Test ◽  
Research Paper ◽  
L2 Learning

Nowadays English language plays a crucial role in every field of educational institutes in Pakistan. It is considered as the base of education because the entire scientific studies are in English. The topic of this research paper is impact of teacher-Learner rapport on L2 learning. In today’s civilization having positive teacher-student rapport is more vital than ever before. The purpose of my research paper is to know learners’ point of view about impact of teacher-learner rapport on second language learning. Total 209 participants were selected through random sampling. There are three main public sector universities in Jamshoro, Sindh and among those universities I have selected UoSJ and MUET. The data was conducted quantitatively thus Kendall's tau-b correlation coefficient a nonparametric test was applied to measure the correlation between impact of teacher-learner rapport on second language learning proficiency. The study findings clearly depict that there is strong positive relationship between rapports and second language learning. Undoubtedly for successful learning and teaching outcomes, it is very essential to create rapport for positive classroom environment which provides the enormous opportunities and appropriate conditions to enhance and improve students’ classroom performance in L2 learning. Therefore, at higher/ tertiary level education, teaching and learning environment requires more attention on teacher-learner rapport because at this level learners are more aware and mature enough to understand the ways teacher behaves that directly impacts on leaner’s psychological nurturing and willful leaning.

English-Language Learning at Their Fingertips

2015 ◽  
pp. 1950-1970 ◽  
Author(s):  
Mona Alhinty
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Digital Tool ◽  
Learning And Teaching ◽  
Tablet Apps ◽  
Educational Applications ◽  
And Storage

The emergence of multi-touch screen tablets has increased the opportunities for mobile learning, as the unique capabilities and affordances of these devices give them an educational advantage over other mobile technologies. Tablets are progressively finding their way into classrooms and transforming modes of learning and teaching. However, research on educational applications of this digital tool, particularly with reference to foreign-/second-language acquisition by young beginner learners, is still limited. In this paper, the use of various tablet applications (apps) to support mobile English-language learning by children as beginners is discussed. The apps are classified into five main categories: communication, content-access, productivity, interactive and storage. The educational affordances of each category are presented and explained, with examples. This typology provides insight into the educational uses of tablet apps for English language learning, and has implications for research in the field of classroom practices and beyond.

Teaching metadiscourse features and IELTS writing performance of Iranian EFL learners

2019 ◽  
Vol 11 (3) ◽  
pp. 538-558
Author(s):  
Mehrdad Vasheghani Farahani ◽  
Vahid Pahlevansadegh
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Large Body ◽  
Second Language Teaching ◽  
Writing Performance ◽  
Content Type ◽  
Learner Corpus ◽  
Language Teaching And Learning

Purpose In spite of the growing interest in using corpora in language teaching and learning, applying computers and software (especially corpora software) is still new in second language teaching and learning. In addition, employing a learner corpus-based perspective in teaching metadiscourse features in International English Language Testing System (IELTS) writing tasks is not reported to the best knowledge of the researchers. Understanding and spotting this gap, the purpose of this paper is to utilize a learner corpus-based approach in teaching metadiscourse features and investigate its possible impacts on IELTS writing performance of the Iranian second language learners. Therefore, this study addressed the following research questions and hypotheses. Design/methodology/approach The current research utilized a quasi-experimental research design. In addition, this research used a learner corpus-based methodology. The corpus-based methodology was exploited to enable the researchers to have access to a large body of authentic language materials. In other words, a corpus-based methodology was used due to the fact that it made it possible for the researchers to elicit the metadiscourse features from a large number of authentic writing materials and to employ them during the treatment process with authentic examples. Findings The findings showed that there was a positive correlation between teaching metadiscourse features and writing performance of IELTS learners; in that, teaching metadiscourse features could soar the writing performance of the subjects. In addition, interactional metadiscourse features had more impact than interactive metadiscourse features on writing performance. Practical implications The results of this research can have useful implications for second language teachers and learners as well as researchers in learner corpus as they can learn the creation and application of learner corpora in second language teaching and learning. Originality/value This paper is value in that it uses corpus software and methodology in teaching metadiscourse features in writing section of IELTS test.

scholarly journals Computer Dictionaries and Encyclopedias in Teaching English as a Second Language

1970 ◽  
pp. 55-62
Author(s):  
Damira Jantassova ◽  
Safura Zhilkishenova ◽  
Elena Klukina
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Information Search ◽  
Teaching And Learning ◽  
English Language ◽  
Free Access ◽  
Information Communication ◽  
School Students ◽  
Experimental Teaching ◽  
Computer Based

The objective of this paper is to explore one of the aspects of the problem of the use of information communication technologies in English as a Second Language teaching and learning. There has been studies on the effectiveness of computer dictionaries and encyclopedias in teaching and learning English language as well as the attitude of school English teachers to the application of computerbased inquiry software that are considered to be new in Kazakhstani comprehensive education. This article argues that computer dictionaries and encyclopedias contribute to development of English language learning by providing a teacher and a learner with a didactic tool for free access to a variety of materials, comfortable information search opportunities, and communication as well. The study that was conducted in Karaganda city high school, Kazakhstan, shows that the computer dictionaries and encyclopedias motivate school students to learn English language more enthusiastically. Key words: computer-based inquiry software, hypermedia, language skills, experimental teaching DOI: 10.3126/nelta.v14i1.3091 Journal of NELTA Vol.14, No 1&2, 2009 December Page: 55-62

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