The Usefulness of Second Life for Language Learning

2011 ◽  
pp. 443-455 ◽  
Author(s):  
Bryan Carter ◽  
Dayton Elseth
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Second Life ◽  
Learning Tools ◽  
Cd Rom ◽  
Computer Based Learning ◽  
Language Courses ◽  
Traditional Classroom Instruction ◽  
Foreign Language Courses

Within academia, distance learning as an approach to education has its share of skeptics. Regardless of how some feel about the methodology, it has become a viable alternative to more traditional classroom instruction. In fact, distance learning methods such as learning management systems, video conferencing, and CD-ROM programs can yield success in second or foreign language courses as well. While those other computer-based learning tools have produced positive results, this study attempts to gauge the usefulness of an Internet-based virtual reality environment called Second Life. This virtual world, not initially intended for second or foreign language teaching, contains environments that are similar to those found in the “real world” that can be manipulated by users for educational purposes. The subjects in this study—three students in an introductory German class and students of two semesters of composition—45 in number, all felt that Second Life helped their language progression and/or helped inspire their writing. All wanted to see expanded use of Second Life in their classes.

scholarly journals Developing Bilingualism in Nursing Students: Learning Foreign Languages beyond the Nursing Curriculum

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 326
Author(s):  
Luis M. Dos Santos
Keyword(s):  
Nursing Students ◽  
Foreign Language ◽  
Language Learning ◽  
Social Cognitive ◽  
Research Question ◽  
Foreign Language Learning ◽  
Nursing Curriculum ◽  
College Leaders ◽  
Language Courses ◽  
Foreign Language Courses

Nursing curriculum usually focuses on vocational development to train students to become nursing professionals after graduation. However, due to the packed major schedule and curriculum, many students are not required to take additional foreign language courses for their associate degree. Based on the lens of social cognitive career theory, the researcher sought to understand the motivations and reasons behind the learning behaviours. One research question was guided in this study, which was, what are the motivations and reasons for taking foreign language courses beyond their (i.e., nursing students) major curriculum and coursework plan? A qualitative research method was employed to collect interview data from 60 nursing students. The finding of this study indicated that the interest in career development and personal consideration were two of the most important factors for foreign language learning for these groups of nursing students. The results of this study provided recommendations for college leaders, government agencies, and policymakers to reform and polish foreign language courses and offer directions to contemporary students of the nursing curriculum. Students may also be benefitted as the study outlined the motivations and reasons for foreign language learning. Therefore, all parties may take this study as a blueprint to exercise their future developments.

scholarly journals Investigating effective foreign language learning design and the implications for distance learning tools

XLinguae ◽  
2017 ◽  
Vol 10 (3) ◽  
pp. 273-284
Author(s):  
Irina I. Klimova ◽  
Olga A. Kalugina ◽  
Svetlana N. Khalevina ◽  
Anna N. Fedulova ◽  
Anna A Trubcheninova
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Design ◽  
Learning Tools

scholarly journals An Empirical Study to Determine Whether ADHD Disorder Affects the Process of Language Learning

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Empirical Investigation ◽  
Control Group ◽  
Adhd Group ◽  
Adult Language Learners ◽  
Language Courses ◽  
Foreign Language Courses

In previous studies, it seems that the classification of ADHD did not appear to interfere with learners’ performance in foreign language courses. In this empirical investigation, a group of 43 adult language learners diagnosed with ADHD were asked questions relating to their language learning process, in particular to the difficulties encountered when partaking language courses, as well as subjective opinions as to progress and success relating to the language learning and also what the participants felt could have assisted the learning to make it more effective, efficient and successful. A control group of 43 adult language learners who had not been diagnosed with ADHD were asked the same questions. The findings indicated some significant negativity from the ADHD group with regards to their progress and success with the language learning, as well as an extremely significant statistical difference between the ADHD group and the control group in relation to the difficulty concerning attention while learning. This finding concludes that in fact, language learners diagnosed with ADHD report their difficulty with attention and this would corroborate the attention deficit symptom inherent to this neurobehavioral disorder.

Camille, Multimedia in het T2-Curriculum

1994 ◽  
Vol 49 ◽  
pp. 45-51
Author(s):  
Jan Brouwer
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Successful Implementation ◽  
The Social ◽  
Language Courses ◽  
Foreign Language Courses ◽  
Changing Role ◽  
Advanced Computer ◽  
The Eu

Computer assistance in the language learning process appears to become increasingly important. In spite of the costs institutions appear to be eager to take on board the technology. The object of this paper is to examine what motivates Dutch institutes of higher education to implement advanced computer-aided language learning environments in their foreign language courses. In this respect the social conditions for implementation and aspects of language learning theory are discussed. Next, the multimedia courseware resulting from the EU/Lingua-sponsored CAMILLE project is described. Finally conditions for a successful implementation of this courseware are analyzed with particular emphasis on the changing role of both teacher and student.

scholarly journals Learning Foreign Languages Through Blended Learning

2018 ◽  
Vol 2 (02) ◽  
pp. 123
Author(s):  
Basori Basori
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Major Elements ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Language Courses ◽  
Foreign Language Courses

<p align="center"><strong>ABSTRACT</strong>. Blended learning is gaining popularity as an effective method to deliver courses. Foreign language instruction is adopting opportunities to apply blended learning. This paper looks at the essence of blended learning and foreign language instruction by defining those two terms. The literature has clearly unveiled the principles of each learning method that constitutes foreign language delivered via blended learning. It leads to major elements that need to be considered when designing blended foreign language instruction. Sufficient input, adequate interaction, plenty of feedback, and meaningful tasks are major components of building blended foreign language courses. Some recent studies have successfully implemented those principles in designing blended learning foreign language instruction; however, the studies also disclose some challenges. </p><p> </p><p><strong>Keywords:</strong> Blended learning, foreign language learning, foreign language instructions  </p><p> </p><div class="WordSection1"><p align="center"><strong>ABSTRAK</strong></p><p> </p><p><em>Blended learning</em> semakin populer sebagai metode yang efektif dalam kegiatan pengajaran. Metode ini juga diterapkan dalam pengajaran bahasa asing. Artikel ini membahas esensi <em>blended learning</em> dan pengajaran bahasa asing dengan mendefinisikan kedua istilah tersebut. Telah banyak studi literatur yang membahas dan mendiskusikan tentang prinsip-prinsip metode pembelajaran bahasa asing yang disampaikan melalui <em>blended learning</em>. Ini mengarah pada elemen-elemen inti yang perlu dipertimbangkan dalam merancang pengajaran bahasa asing yang disampaikan melalui <em>blended learning</em>. Input yang cukup, interaksi yang memadai, adanya umpan balik yang memadai, dan tugas yang bermakna adalah komponen-komponen utama yang perlu diperhatikan dalam pengajaran bahasa asing yang menerapkan <em>blended learning</em>. Beberapa studi terbaru telah berhasil menerapkan prinsip-prinsip tersebut dalam merancang pembelajaran bahasa asing yang menerapkan <em>blended learning</em>. Di sisi yang lain, artikel ini juga memaparkan beberapa tantangan pengajaran bahasa asing yang menerapkan metode <em>blended learning</em>.</p><p> </p><p><strong>Kata kunci</strong>: <em>blended learning</em>, pembelajaran bahasa asing, pengajaran bahasa asing</p></div><p> </p><p> </p><p> </p>

scholarly journals Why Can’t We Learn Foreign Languages in Turkey? Some Psychological Reasons Behind It

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Ecenaz Yiğit ◽  
Ömer Faruk Keser ◽  
Levent Uzun
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learned Helplessness ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Courses ◽  
Foreign Language Courses

Foreign language learning is one of the most significant endeavours for people in all countries in the world. Turkey has given importance to foreign language learning for years. Nevertheless, it has been an unresolved problem for Turkish people. The purpose of the present study is to determine why people fail to learn foreign languages in Turkey and the psychological reasons behind it by focussing on perception, foreign language anxiety and learned helplessness. The participants were 100 volunteer students (56 female, 44 male) who were selected randomly from different faculties and departments at Bursa Uludag University. The data were collected from a questionnaire, which consisted of five main sections to identify participants’ background, perception of foreign language learning, level of foreign language anxiety, and level of learned helplessness. Both quantitative and qualitative data were collected. The data were analysed in relation to the research questions that guided the study. The results indicated that the participants’ perceptions of foreign language learning were positive owing to past positive experiences, but their level of foreign language anxiety was high due to lack of practice in language skills in the past; and their level of learned helplessness was low because of the positive perceptions they possessed. In addition, the findings suggested that the four language skills should be taken into consideration when the contents of foreign language lessons at schools and foreign language courses at universities are prepared and determined.

scholarly journals PLE: fatores de legibilidade na retextualização literária

2019 ◽  
Vol 10 (1) ◽  
pp. 33283
Author(s):  
Ana Maria Machado ◽  
Anabela Fernandes
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Literary Texts ◽  
The Novel ◽  
Extensive Reading ◽  
Proficiency Level ◽  
Comprehension Skills ◽  
Language Courses ◽  
Foreign Language Courses

The “Literature in Portuguese Foreign Language Teaching” project aims to introduce extensive reading of simplified versions of literary texts (19th-21th century) in the first stage (Beginners Level) of Portuguese as a Foreign Language courses. Using a literature-based approach to language learning as a potential source of cultural input enhances learners’ creativity. During the project’s first phase, we tested a simplified sample of the novel O Senhor Ventura (1943/1985), from Miguel Torga, in the context of formal learning, in order to assess the suitability of the text for this particular language proficiency level. After collecting data and considering students’ needs, we have selected notations and pictures and we have built a questionnaire that will contribute to the improvement of their reading and comprehension skills.

Analysing WhatsApp and Instagram as Blended Learning Tools

2020 ◽  
pp. 307-321
Author(s):  
Alberto Andujar
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Learning Environments ◽  
Point Of View ◽  
Theoretical Point ◽  
Learning Tools ◽  
Theoretical Frameworks ◽  
Language Courses ◽  
Foreign Language Courses ◽  
Social Networking Tools

This chapter explores, from a theoretical point of view, the literature investigating the use of WhatsApp and Instagram applications to foster language learning as well as the outcomes of the studies carried out in these two fields. The possibilities of these two apps to develop blended learning environments are also regarded. The theoretical frameworks in the existing literature for the possible implementation of these social networking tools in classroom contexts are considered. Findings indicate a growing number of studies making use of the WhatsApp application to develop either blended learning models or online tasks in foreign language courses while the research exploring the use of Instagram for language development remains very scarce.

Gestaltung, Einsatz und Lernerwahrnehmung mehrsprachigkeitsdidaktischer Elemente im Fremdsprachenunterricht – eine exemplarische Untersuchung in einem universitären Niederländischmodul

2016 ◽  
Vol 65 (1) ◽  
Author(s):  
Stefanie Bredthauer
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
School Context ◽  
Learning Processes ◽  
Academic Context ◽  
Design And Implementation ◽  
Language Courses ◽  
Foreign Language Courses

AbstractConcepts and studies that have been developed and conducted so far in the area of multilingual didactics show promising results but refer almost exclusively to the school context. Research on multilingual didactic elements as part of foreign language courses in the academic context have been a desideratum up to now. However, a potential for improvement of language learning processes can be assumed here as well, since students are usually highly multilingual. Therefore, this article presents the results of a study that exemplarily describes the design and implementation of several multilingual didactic elements in a university Dutch course as well as the analysis of the perception of the learners.

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