Technology in Support of Self-Access Pedagogy

2011 ◽  
pp. 469-482
Author(s):  
Hayo Reinders ◽  
Noemí Lázaro
Keyword(s):  
Language Learning ◽  
Learning Support ◽  
Learning Content ◽  
Use Of Technology

This chapter discusses the results of a study into the use of technology in the specific pedagogical setting of self-access centers. As part of the study, 46 self-access centers in six countries were visited and an evaluative framework was applied to each of them in order to be able to compare the types of support offered by the centers with the help of technology and the range of tools used by them to deliver that support. It was found that the use of technology was limited, especially for the provision of learning support, as opposed to the more common provision of language learning content.

scholarly journals How Will the Use of Technology in Translation and Testing Affect Language Learning?

2014 ◽  
Vol 8 (1) ◽  
pp. 22 ◽  
Author(s):  
David Michael Bourne
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Educational Institutions ◽  
Human Element ◽  
Use Of Technology ◽  
The One ◽  
Impact Of Technology ◽  
Age Range ◽  
The Impact

Technology has an ever increasing impact on how we work and live. Article adressed the issue of the impact of technology in two key areas of language learning. On the one side learners increasingly used technology to translate. Given this trend, was there any real need to learn a language. On the other side, educational institutions increasingly used technology to rate language proficiency. Given this trend, would the work of the teacher become less and less important. The survey was conducted by using quantitative method. The respondents’ age range was 18-25. There were 53 respondents, 35% were male and 65% were female. The instrument was a questionaire having 9 questions describing the students’ reliance on computer in translation. It can be concluded that learners of English indicate that they accept and welcome the role of technology in language learning, but there is a doubt that the role and participation of humans in the learning process will be completely replaced. The human element remains an important ingredient. (EE)

scholarly journals Language teacher professional education:

2021 ◽  
Vol 9 (4) ◽  
pp. 304-317
Author(s):  
Kátia Muck ◽  
Denise Cristina Kluge
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Teacher Development ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Professional Education ◽  
Sociocultural Perspective ◽  
Language Teacher ◽  
Use Of Technology ◽  
Teacher Professional

This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.

scholarly journals The Use of Technology in Distance Language Learning

2008 ◽  
Vol 8 (16) ◽  
pp. 275-284
Author(s):  
Graciela Núñez Núñez
Keyword(s):  
Language Learning ◽  
Negative Impact ◽  
Learning System ◽  
Target Language ◽  
Distance Teaching ◽  
Policy Makers ◽  
Use Of Technology ◽  
Distance Learning System ◽  
Teachers And Students ◽  
Teaching Learning

Distance language learning is a real challenge to both teachers and learners, since the students’ exposure to the target language in a distance learning system is not as authentic and interactive as required. Additionally, it also entails a significant reduction in the amount of students’ interaction and in the support from both the teacher and other learners, which has a negative impact on students’ levels of motivation and achievement. In the hope of enhancing the distance teaching-learning process of a language and compensating for the previously mentioned drawbacks, a number of technological tools are currently being implemented. However, these technologies have also brought about new challenges that need to be addressed by policy makers, materials developers, teachers and students, if they are to be successfully implemented.

Grappling with Change

2013 ◽  
pp. 172-186
Author(s):  
Janice W. Butler
Keyword(s):  
Technology Integration ◽  
Web 2.0 ◽  
Educational Reform ◽  
Teacher Educators ◽  
Technology In The Classroom ◽  
Know How ◽  
Learning Content ◽  
Use Of Technology ◽  
Low Threshold ◽  
Integrate Technology

Technology is not a panacea for educational reform, but the use of technology in the classroom can enable teachers to engage today’s students in learning content. While some believed that new, young teachers would bring technology to the PK-12 classroom, this clearly has not happened. Since teacher educators generally do not model technology integration and instead use primarily teacher-centered instruction, many new teachers do not know how to integrate technology, particularly Web 2.0 technologies, into instruction. To encourage teacher educators to learn about these easy-to-use technologies, this chapter examines wikis as a low-threshold Web 2.0 tool. This chapter will discuss the power of using these technology tools.

Designing Interactive Cross-Cultural Mobile-Assisted Language Learning

2020 ◽  
pp. 452-475
Author(s):  
Pin-Hsiang Natalie Wu ◽  
Michael W. Marek
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Strong Support ◽  
Cross Cultural ◽  
Communication Tools ◽  
Cultural Experience ◽  
International Language ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology ◽  
Smartphone Technology

Using communication technology for learning is a path to new patterns of thinking. This chapter examines the affordances provided by using smartphone technology in English for cross-cultural understanding. University students from Japan and Taiwan used the popular app LINE collaboratively for five weeks, culminating in jointly-written essays. Data collection used a survey, open-ended questions, and analysis of the essays. The students saw English as an important international language in which they need competency, strongly favored use of technology to assist language learning, appreciated the study's cross-cultural experience, and found the dynamics of the group to be interesting and motivating. The authors provide four best practices for using LINE and similar applications for English learning: that they be thought of as communication tools, that students need strong support concerning required tasks, that students must understand how tasks using technology benefit them, and that true online communities may include multiple platforms.

Connected Learners

2018 ◽  
pp. 83-99 ◽  
Author(s):  
Carmen Santamaría-García
Keyword(s):  
Language Learning ◽  
Language Teachers ◽  
Politeness Theory ◽  
Foreign Language Teachers ◽  
Cultural Aspects ◽  
Relational Work ◽  
Cultural Variables ◽  
Use Of Technology ◽  
Globalized World ◽  
Different Cultures

Technology-enhanced language learning (TELL) is moving ahead from the use of technology in language labs to the possibilities offered by technology in setting up new ways of communication and interactivity. The effectiveness of teaching seems to depend more on teachers' ability to motivate students by connecting to their interests and catering for different intelligences. Teachers' creativity and empathy with them will constitute essential skills for the design of tasks and projects that connect with digital native students' interests. Consideration of cultural aspects will be of essential importance in our globalized world, as learning a language must always take into account cultural variables. The objective of this chapter is to review the challenges that technology and interculturality pose to foreign language teachers and note some of the possible solutions that may facilitate efficient teaching. Politeness theory will be discussed as a theoretical framework providing resources for building social identity and doing relational work with different cultures.

All We Need is a Boost! Using Multimodal Tools and the Translanguaging Strategy

2020 ◽  
Vol 10 (3) ◽  
pp. 28-47
Author(s):  
María Catalina Caro Torres ◽  
Yuri Natali Sarmiento Salamanca ◽  
Jennyfer Paola Camargo Cely ◽  
Jose Leonardo Bautista Aguilar
Keyword(s):  
Language Learning ◽  
Mother Tongue ◽  
Self Regulation ◽  
Private University ◽  
Learning Support ◽  
Oral Performance ◽  
Course Of Action ◽  
Ict Tools ◽  
Performance Development

This article reports a qualitative case study about the implementation of a translanguaging strategy with EFL learners belonging to the Language Learning Support programs at a private university, who struggled when speaking in English. In order to address this problem, this strategy aim to help participants to reflect and self-direct their oral performance development. Multimodal tools were used for learners to undertake a specific course of action to cope with their speaking difficulties. Data gathered from tutor's journals, student's e-portfolio and interviews, showed how confidence and self-regulation were fostered after including student's mother tongue and ICT tools. These findings suggest a need to expand this implementation with learners of different proficiency levels who also find it difficult to verbally express their ideas. Moreover, it takes a look at the use of the mother tongue as an advantage rather than as an obstacle to learning a foreign language.

Learning by sustainable living to improve sustainability literacy

2020 ◽  
Vol 21 (1) ◽  
pp. 161-178 ◽  
Author(s):  
Saad Mahmood Qureshi Qureshi
Keyword(s):  
Undergraduate Students ◽  
Learning By Doing ◽  
Experiential Learning Theory ◽  
Sustainable Living ◽  
Content Type ◽  
Curriculum Model ◽  
Learning Content ◽  
Use Of Technology ◽  
Sustainability Literacy ◽  
Living Curriculum

Purpose By using experiential learning theory, this study aims to examine how students engage in sustainable living practices that can improve their sustainability literacy and behaviours. It also explores their motivations and enablers. In doing so, the research seeks to develop a curriculum model that may assist educators in designing learning activities for sustainable living. Design/methodology/approach A qualitative study is conducted with 38 second-year undergraduate students on a sustainability-related module. Students are asked to engage in sustainable living practices for a six-week period. Descriptive statistics and inductive/thematic analysis are carried out on students’ reflective reports. Findings The results reveal five top sustainable living practices for students. The use of technology is revealed as an important enabler. Sustainable living motivations and approaches, and new skills are revealed. A sustainable living curriculum model is developed as a student-centric approach for fostering sustainability values. Practical implications The findings have implications for those teaching sustainability on the design of their learning content and activities by taking a student-centric approach to sustainable living. It also encourages active reflection throughout using an incremental learning process. Originality/value The research contributes to the existing literature by showing different choices and approaches for students’ sustainable living that can be considered when designing curriculum and educational activities to encourage maximum interaction in sustainable living. It develops a new curriculum model specific to sustainable living, and also builds on the concept of “learning by living”, an extension of learning by doing.

PACALL

2013 ◽  
Vol 11 (1) ◽  
pp. 14-30 ◽  
Author(s):  
Bin Hou ◽  
Hiroaki Ogata ◽  
Toma Kunita ◽  
Mengmeng Li ◽  
Noriko Uosaki
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Daily Life ◽  
Learning Activities ◽  
Ubiquitous Learning ◽  
Learning Content ◽  
Digital Record ◽  
Learning Log

The authors’ research defines a ubiquitous learning log (ULLO) as a digital record of what a learner has learned in the daily life using ubiquitous technologies. In their previous works, the authors proposed a model named LORE (Log – Organize – Recall – Evaluate) to describe the learning process of ULLO and developed a system named SCROLL to implement this model. This paper focuses on Log among 4 factors in LORE and proposed a passive way to log ULLOs. They use SenseCam to capture a learner’s learning activities and propose a system named PACALL to support reflection of what s/he has seen. This system filters bad photos that taken by SenseCam and helps learner find learning content. The author use this system in language learning and help learners learn the foreign name of objects around.

Using the UTAUT Model to Explore University Student Acceptance towards Moodle Reader

2013 ◽  
Vol 765-767 ◽  
pp. 1541-1545 ◽  
Author(s):  
Hsin Ke Lu ◽  
Peng Chun Lin ◽  
Shu Mei Fan
Keyword(s):  
Information Systems ◽  
Individual Differences ◽  
Language Learning ◽  
Direct Effect ◽  
Behavioral Intention ◽  
English Language ◽  
User Behavior ◽  
Group Analysis ◽  
Obvious Effect ◽  
Use Of Technology

With the advances in information systems and the Internet, universities have developed various e-learning platforms and blended courses that enable students to learn in a variety of ways. For system users, the acceptance and adoption of the system affects their learning processes and results. This research applied the United Theory of Acceptance and Use of Technology (UTAUT), proposed and validated by Venkatesh et al (2003), to explore factors that affect the acceptance of Moodle Reader, a system that supports English language learning. The results show that the constructs, performance expectancy and social influence have significant effects on behavioral intention, and facilitating conditions has a direct effect on user behavior and system usage. However, effort expectancy does not have an obvious effect on behavioral intention. Users intentions are dominant factors that consequently lead to gains in information systems performance. Furthermore, researchers classified students into different groups by gender, age and English learning experiences to study how individual differences affect adoption of the system. Multi-group analysis with PLS was used to examine the groups, and the results suggest that individual differences have no direct effect.

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