New Trends in ICTs and Computer Assisted Language Learning (CALL)

2011 ◽  
pp. 211-224
Author(s):  
Bolanle A. Olaniran
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Computer Assisted ◽  
Information Communication Technologies ◽  
Computer Assisted Language Learning ◽  
Information Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
L2 Learning

This chapter explores information communication technologies (ICTs) (e.g., computer-mediated communication) and the implications for use in language learning and second language learning (L2). Further, the chapter presents culture and new trends in ICTs for L2 learning. Specific modality, challenges, and issues for future considerations in L2 learning are discussed. The chapter argues for the need to understand culture and contextual appropriateness of L2 learning in ICT environments. Finally the chapter contends that ICTs are best relegated as a supplemental role or tools, rather than as an outright substitute for traditional L2 learning and curricula.

Culture and Language Learning in Computer-Enhanced or Assisted Language Learning

2011 ◽  
pp. 73-87
Author(s):  
Bolanle A. Olaniran
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Communication Technology ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Computer Assisted ◽  
Information Communication ◽  
Mediated Communication ◽  
Computer Mediated

This chapter explores computer-mediated communication (CMC) and information communication technology (ICT) use in language learning. More specifically, the chapter addresses the impact or implications of CMC tools for computer enhanced language learning. The chapter attempts to present a review of key literature in adaptation of communication technologies to teaching or learning language in general and specifically second language acquisition. The chapter stresses the need to understand culture and contextual appropriateness of language, thus, it argues for communication technology to be used as a secondary resource rather than a primary tool for language learners. The discussion addresses the dimensions of cultural variability with respect to language learning. At the same time, features of synchronous and asynchronous CMC were analyzed in the context of language learning. Finally, the chapter addresses implications for language learning in computer mediated communication or computer assisted environments.

Working Anywhere and Working Anyhow?

2017 ◽  
pp. 90-112
Author(s):  
Alessandro Wärzner ◽  
Martina Hartner-Tiefenthaler ◽  
Sabine Theresia Koeszegi
Keyword(s):  
Computer Mediated Communication ◽  
Job Demands ◽  
Communication Technologies ◽  
Analytical Framework ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Mediated Communication ◽  
Communication Performance ◽  
Computer Mediated ◽  
The Impact

Working from anywhere relies heavily on information communication technologies (ICT). Scholars are increasingly utilizing a tension-based research lens to investigate organisational paradoxes which are rooted in opposite tendencies that might negate one another. Thus, computer-mediated communication can be both demanding and resourceful. The aim of this chapter is to present an analytical framework integrating three distinct but interrelated perspectives (task, medium and individual) to account for individuals' perceptions of job demands and job resources associated with the usage of ICT when working from anywhere. This chapter draws on insights from theories of media choice and communication performance, the self-determination theory and the job demands-resources model to better understand the impact of communication in the remote setting.

Need and Possible Criteria for Evaluating the Effectiveness of Computer-Mediated Communication

2011 ◽  
pp. 154-164
Author(s):  
Yi-Chieh Ho
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
End Users ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mediated Communication ◽  
Advantages And Disadvantages ◽  
Computer Mediated

Computer-mediated communication (CMC) has been a ‘hot’ topic in computer-assisted language learning (CALL); however, its effectiveness remains uncertain. This chapter reviews the nature of CMC, pinpoints the advantages and disadvantages of incorporating it into language learning, considers factors that may affect the quality of CMC, and identifies possible directions for future studies. The author argues that sound criteria are lacking for the evaluation of the effectiveness of CMC and attempts to identify a set of possible criteria for classroom-based studies drawing from literature in language teaching and learning. The author also urges engineers to consider these criteria when designing new software, so that end users can conveniently measure its effectiveness and record their own progress.

Working Anywhere and Working Anyhow?

2017 ◽  
pp. 305-321 ◽  
Author(s):  
Alessandro Wärzner ◽  
Martina Hartner-Tiefenthaler ◽  
Sabine Theresia Koeszegi
Keyword(s):  
Computer Mediated Communication ◽  
Job Demands ◽  
Communication Technologies ◽  
Analytical Framework ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Mediated Communication ◽  
Communication Performance ◽  
Computer Mediated ◽  
The Impact

Working from anywhere relies heavily on information communication technologies (ICT). Scholars are increasingly utilizing a tension-based research lens to investigate organisational paradoxes which are rooted in opposite tendencies that might negate one another. Thus, computer-mediated communication can be both demanding and resourceful. The aim of this chapter is to present an analytical framework integrating three distinct but interrelated perspectives (task, medium and individual) to account for individuals' perceptions of job demands and job resources associated with the usage of ICT when working from anywhere. This chapter draws on insights from theories of media choice and communication performance, the self-determination theory and the job demands-resources model to better understand the impact of communication in the remote setting.

Culture and Language Learning in Computer-Enhanced or Assisted Language Learning

2010 ◽  
pp. 1482-1496
Author(s):  
Bolanle A. Olaniran
Keyword(s):  
Language Learning ◽  
Communication Technology ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Information Communication ◽  
Mediated Communication ◽  
Ict Use ◽  
Computer Mediated ◽  
Contextual Appropriateness ◽  
The Impact

This article explores computer-mediated communication (CMC) and information communication technology (ICT) use in language learning. More specifically, the article addresses the impact or implications of CMC tools for computer enhanced language learning. The article attempts to present a review of key literature in adaptation of communication technologies to teaching or learninglanguage in general and specifically second languageacquisition. The article stresses the need to understandculture and contextual appropriateness of language, thus, it argues for communication technology to be used as a secondary resource rather than a primary tool for languagelearners. The discussion addresses the dimensions of cultural variability with respect to language learning. At the same time, features of synchronous and asynchronous CMC were analyzed in the context of language learning. Finally, the article addresses implications for languagelearning in computer mediated communication or computerassisted environments.

Current Trends in Online Language Learning

2011 ◽  
Vol 31 ◽  
pp. 19-35 ◽  
Author(s):  
Robert J. Blake
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Language Instruction ◽  
Language Games ◽  
Computer Assisted ◽  
Mediated Communication ◽  
Online Language Learning ◽  
Second Language Development ◽  
Computer Mediated ◽  
Virtual Classes

Online language learning (OLL) can take place in Web-facilitated, hybrid, or fully virtual classes. These formats are beginning to attract serious attention from the language profession and, in particular, the field of computer-assisted language learning (CALL). This article traces recent studies of online learning and then focuses in on its application to language learning through tutorial CALL, social computing, and games for language learning. I strive to show that tutorial CALL and computer-mediated communication can complement each other in the service of modern language instruction, along with the inclusion of language games. Although assessment studies of OLL remain sparse, the evidence is steadily mounting that shows that these new formats can provide learning environments conducive to successful second language development when properly integrated into the curriculum.

Mastering Technology-Enhanced Language Learning, Computer-Assisted Language Learning, and Mobile-Assisted Language Learning

2017 ◽  
pp. 157-180 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Digital Age ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mediated Communication ◽  
Modern Language ◽  
Mobile Assisted Language Learning ◽  
Impact Of Technology

This chapter explains the overview of Technology-Enhanced Language Learning (TELL); the overview of Computer-Assisted Language Learning (CALL); the relationship between Computer-Mediated Communication (CMC) and language learning; the overview of Mobile-Assisted Language Learning (MALL); and the technological utilization for language learning in the digital age. TELL, CALL, and MALL significantly deal with the impact of technology on teaching and learning the second language or foreign language. TELL, CALL, and MALL are the utilization of the advanced devices as the technological innovation to display multimedia as the modern language learning methods in the digital age. TELL, CALL, and MALL effectively improve learning motivation and develop better attitudes in students and language learners toward language learning. The chapter argues that encouraging the applications of TELL, CALL, and MALL has the potential to improve language learning performance and reach strategic goals in the modern language learning environments.

Learners’ interactions: a comparison of oral and computer-assisted written conversations

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 113-136 ◽  
Author(s):  
MARISOL FERNÁNDEZ-GARCÍA ◽  
ASUNCÍON MARTÍNEZ ARBELAIZ
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Native Speakers ◽  
Computer Mediated Communication ◽  
Computer Assisted ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Language Context

Previous research has underscored the role of negotiation in providing appropriate conditions for second language acquisition. Varonis and Gass (1985b), in a study of English as a Second Language (ESL), found greater amount of negotiation in non-native–non-native interaction than in native-non–native interaction. Given the increased interest in computer mediated communication and in its applications to language learning, this investigation explores whether those results are obtained when using an electronic written medium. This study compared the negotiations generated by dyads of non-native speakers (NNS–NNS), native speakers (NS–NS), and non-native and native speakers (NNS–NS), in the oral and written modes. The results revealed that the NNS–NS group negotiated in the oral mode significantly more than in the written mode; this group also negotiated significantly more than the other two groups in the oral mode. Learners' shared social and linguistic background seemed to have facilitated the comprehension of input. Conversely, lack of familiarity with native speaker's pronunciation seemed to have caused more breakdowns in the oral conversations of the mixed dyads. Though the results of this study suggest that negotiation is not the main resource to obtain modified input in a foreign language context, other learning strategies that may be beneficial in the language learning process were at use in learner-learner interaction.

Group Decision Making in Computer-Mediated Communication as Networked Communication

2011 ◽  
pp. 243-256 ◽  
Author(s):  
Bolanle A. Olaniran
Keyword(s):  
Decision Making ◽  
Information Technologies ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Global Information ◽  
Information Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Decision Making Processes ◽  
Coordination Tool

Networked communication is proliferating our world. The fact that global information communication technologies (ICTs) are becoming increasingly available is facilitating human computer interaction, which permeates the use of computer-mediated communication (CMC) in various organizations, groups, and interpersonal contexts. As a result, the issue facing today’s organizations is not whether to use global information technologies (GITs) in networked communication, but rather how to use them for effective functioning and as efficient coordination tool; especially how to incorporate GITs into the decision-making process. Consequently, this chapter examines the issues in designing CMC into group interactions and decision-making processes.

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