Evaluating Web Content for Self-Directed Language Learning

2010 ◽  
pp. 179-193 ◽  
Author(s):  
Yoko Hirata
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Web Content ◽  
Web Based ◽  
Tertiary Institutions ◽  
Japanese Students ◽  
Language Courses ◽  
Information And Communication

Recently, information and communication technology (ICT) in Japanese tertiary institutions have begun to play an increasingly important role in teaching and learning of foreign languages. This technology helps students have access to various kinds of language learning materials and resources through the websites any time and anywhere. Online or web-based language courses provide Japanese students with the variety and flexibility to work at their own level and pace through this technology. However, a major issue to be considered when implementing these courses is the fact that traditionally Japanese students are not culturally self-directed or autonomous language learners. The purpose of this study was to examine how Japanese students perceived two different approaches of self-directed language learning projects through the evaluation of English language websites. The findings suggested that the students’ perceptions of the research-based project using websites were positive and they were able to regulate their own learning process.

Considerations for Online English Language Learning

2018 ◽  
pp. 709-733
Author(s):  
Evriklea Dogoriti ◽  
Jenny Pange
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Social Networking Sites ◽  
English Language ◽  
Web Based ◽  
Foreign Language Learners ◽  
Other Information ◽  
Information And Communication ◽  
Ict Tools ◽  
Collaboration And Communication

This chapter examines the influence of Facebook (FB) in formal and informal learning in the language classroom. The theoretical framework of Web-based language teaching is first introduced. A selection of studies concerning the use of Social Networking Sites in the teaching of English (ELT) and conclusions drawn from the literature follow suit. The studies have been selected on the grounds of discussing students' engagement, motivation, collaboration, and communication through the use of SNS and, for the most part, Facebook in ELT. The studies also focus on the attitudes of higher education, foreign language learners towards FB, as well as the potential of FB as an academic teaching medium that may support other Information and Communication Technology (ICT) tools like Learning Management Systems. The review of the studies indicates that Facebook may reinforce communication skills and engagement in the learning process and support participation and collaborative learning in formal learning environments.

Considerations for Online English Language Learning

2018 ◽  
pp. 1047-1071
Author(s):  
Evriklea Dogoriti ◽  
Jenny Pange
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Social Networking Sites ◽  
English Language ◽  
Web Based ◽  
Foreign Language Learners ◽  
Other Information ◽  
Information And Communication ◽  
Ict Tools ◽  
Collaboration And Communication

This chapter examines the influence of Facebook (FB) in formal and informal learning in the language classroom. The theoretical framework of Web-based language teaching is first introduced. A selection of studies concerning the use of Social Networking Sites in the teaching of English (ELT) and conclusions drawn from the literature follow suit. The studies have been selected on the grounds of discussing students' engagement, motivation, collaboration, and communication through the use of SNS and, for the most part, Facebook in ELT. The studies also focus on the attitudes of higher education, foreign language learners towards FB, as well as the potential of FB as an academic teaching medium that may support other Information and Communication Technology (ICT) tools like Learning Management Systems. The review of the studies indicates that Facebook may reinforce communication skills and engagement in the learning process and support participation and collaborative learning in formal learning environments.

Considerations for Online English Language Learning

2015 ◽  
pp. 1463-1486 ◽  
Author(s):  
Evriklea Dogoriti ◽  
Jenny Pange
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Social Networking Sites ◽  
English Language ◽  
Web Based ◽  
Foreign Language Learners ◽  
Other Information ◽  
Information And Communication ◽  
Ict Tools ◽  
Collaboration And Communication

This chapter examines the influence of Facebook (FB) in formal and informal learning in the language classroom. The theoretical framework of Web-based language teaching is first introduced. A selection of studies concerning the use of Social Networking Sites in the teaching of English (ELT) and conclusions drawn from the literature follow suit. The studies have been selected on the grounds of discussing students' engagement, motivation, collaboration, and communication through the use of SNS and, for the most part, Facebook in ELT. The studies also focus on the attitudes of higher education, foreign language learners towards FB, as well as the potential of FB as an academic teaching medium that may support other Information and Communication Technology (ICT) tools like Learning Management Systems. The review of the studies indicates that Facebook may reinforce communication skills and engagement in the learning process and support participation and collaborative learning in formal learning environments.

Considerations for Online English Language Learning

2014 ◽  
pp. 147-170 ◽  
Author(s):  
Evriklea Dogoriti ◽  
Jenny Pange
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Social Networking Sites ◽  
English Language ◽  
Web Based ◽  
Foreign Language Learners ◽  
Other Information ◽  
Information And Communication ◽  
Ict Tools ◽  
Collaboration And Communication

This chapter examines the influence of Facebook (FB) in formal and informal learning in the language classroom. The theoretical framework of Web-based language teaching is first introduced. A selection of studies concerning the use of Social Networking Sites in the teaching of English (ELT) and conclusions drawn from the literature follow suit. The studies have been selected on the grounds of discussing students’ engagement, motivation, collaboration, and communication through the use of SNS and, for the most part, Facebook in ELT. The studies also focus on the attitudes of higher education, foreign language learners towards FB, as well as the potential of FB as an academic teaching medium that may support other Information and Communication Technology (ICT) tools like Learning Management Systems. The review of the studies indicates that Facebook may reinforce communication skills and engagement in the learning process and support participation and collaborative learning in formal learning environments.

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

scholarly journals Empowering Teenage English Language Learners Through Creative Projects

2020 ◽  
Vol 2019 (1) ◽  
pp. 67
Author(s):  
Mari Nakamura
Keyword(s):  
English Language Learners ◽  
High School Students ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Small Scale ◽  
Private Language ◽  
School Students ◽  
Japanese Students ◽  
Senior High School Students

Research shows that Japanese students’ motivation for English study tends to decline as they move through their schooling and that secondary-level students’ schoolwork-related anxiety rises as they grow older. In this practice-oriented paper, I first discuss the learning background and needs of junior and senior high school students at my private language school. I then describe small-scale “creative projects” that I design and implement with the aim of fostering the students’ intrinsic motivation for English language learning and to improve their confidence in expressing and discussing original ideas in English. The description of a sample project illustrates the project goal, class profile, and project procedure. My reflective comments regarding the effectiveness of the project in achieving the above-mentioned goals are also provided. Finally, the limitations of creative projects and possibilities of further improvements are discussed. 数々のリサーチが日本の中高生の英語学習への意欲は学年が上がるほどに減退し、彼らの学習についての不安は成長とともに高まると示唆している。この実践報告レポートでは、まず筆者の主宰する民間英語教室での中高生の学習状況と彼らが有する独特のニーズを自己決定理論と内発的動機づけに関する理論の観点を通して紹介する。次に、彼らの英語学習への内発的動機を育み、英語で独自のアイディアを表現する自信を高めるために当校で開発、実施している小規模な創造的プロジェクトを解説する。プロジェクトの描写ではプロジェクトの目的、クラス構成と活動手順を示し、プロジェクトが目的を果たす上での効果についての指導者の振り返りコメントも提示する。また最後に、現在の創造的プロジェクトの限界と今後の改善の可能性を述べる。

scholarly journals The Struggling English Language Learners: Case Studies of English Language Learning Difficulties in EFL Context

2021 ◽  
Vol 14 (11) ◽  
pp. 108
Author(s):  
Sultan H. Alharbi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Learning Difficulties ◽  
English Language Proficiency ◽  
Point Of View ◽  
Language Learner ◽  
Language Courses

The term ‘struggling language learner’ is one that is usually ascribed to students who are trying, without much success to master the English language in an academic setting. As a case study, this study was carried out to gain insights into the ‘struggles’ of the struggling English as a foreign language (EFL) learners. Ten students were selected from those with the 20th least percentile in their English language courses. Observation of and discussion with these categories of learners revealed that many language learners had a point at which they began to take learning English language more seriously. In such positive or negative situations, their language learning journey improved therefrom. The findings showed that 80% of the participants believed that their English language proficiency was ‘very good’, while 20% of these participants believed that their English language proficiency was ‘average’. Also, the findings indicated that there was a statistically significant association (i.e., p < .05) between English language proficiency of the learners and the following observable attributes: willingness to learn for educational purposes; willingness to learn for career development; and students’ continuation without losing focus. The study proposes a fresh evaluation of the problems faced by EFL struggling learners by bringing to light a multifaceted, meaningful consideration of their learning attitudes from socio-psychological point of view, offering a comprehensive account of these learners and their learning difficulties as well as their attitudes and outlook while taking lessons as freshmen at the university.  

Motivation and Language Learning: A Look at Age Factors, Learning Histories, and More

2020 ◽  
Vol 1 (1) ◽  
pp. 9-28
Author(s):  
Joseph Wood ◽  
Karl Koisegg
Keyword(s):  
English Language Learners ◽  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Age Factors ◽  
Full Time ◽  
Motivation To Learn ◽  
Japanese Students ◽  
Motivation And Learning

Motivation plays an important role in successful language learning. Where does the motivation to learn a second or foreign language come from though? What makes some learners more motivated to study a language than others? This study examines how Japanese students perceive their own motivation to learn English and asks them to reflect back on their language learning histories as they do it. The study collected and analyzed data from two sets of English language learners: 23 university students and 13 adult learners who were either working full time or retired. Survey and interview data were collected and analyzed to compare the two groups and found that they share more similarities than differences in their attitudes toward motivation and learning English. 効果的な語学学習において、モチベーション(動機)は重要な役割を担っている。しかし、第二言語や外国語を学ぶモチベーションは一体どこから湧いてくるのだろうか。一部の学習者が他者よりも高いモチベーションを持つのはなぜだろうか?この研究では、日本の学生たちが英語を学ぶにあたってどのように自身のモチベーションを感じ取っているか調べ、また彼らの学習履歴を振り返ったときのモチベーションの変化について聞いてみた。まず英語学習者を 2 つのグループに分け、それぞれのデータを収集し分析した。1 つは 23 人の大学生、もう 1 つは成人してフルタイムで働く、または定年退職後の学習者グループである。彼らを観察し、面接して得られたデータを収集・分析し 2 つのグループを比較したところ、モチベーションと英語学習に対する姿勢には相違点よりも類似点のほうが多いということがわかった。

Mexican Heritage ELL and Native English Speaker Interaction

2016 ◽  
pp. 334-364
Author(s):  
Lisa Winstead
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Depth Information ◽  
Language Program ◽  
Dual Language Program ◽  
Language Strategies ◽  
Tandem Learning

This case study explores 1) the potential of a dual language program that provides an English Language Learner (ELL) and a Spanish Learner (SL) with opportunities to engage in authentic as well as mutual language exchange; and, 2) the multiple types of language strategies employed by adolescents to teach and learn language from one another in tandem learning situations. Findings from a transcription analysis of 12 English and Spanish videotaped sessions of one dyad reveal novel and in depth information about strategies utilized in compensatory, administrative, and social ways to extend the flow of communication in tandem learning. Findings indicate that tandem language learning not only provides a space for language learners to engage in plural strategies to promote teaching and learning, but also learner metacognition when peer learners employ interlingual and plurilingual measures to compensate for language gaps. Implications for the study of online tandem language learning are also highlighted.

Mexican Heritage ELL and Native English Speaker Interaction

2019 ◽  
pp. 1147-1177
Author(s):  
Lisa Winstead
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Depth Information ◽  
Language Program ◽  
Dual Language Program ◽  
Language Strategies ◽  
Tandem Learning

This case study explores 1) the potential of a dual language program that provides an English Language Learner (ELL) and a Spanish Learner (SL) with opportunities to engage in authentic as well as mutual language exchange; and, 2) the multiple types of language strategies employed by adolescents to teach and learn language from one another in tandem learning situations. Findings from a transcription analysis of 12 English and Spanish videotaped sessions of one dyad reveal novel and in depth information about strategies utilized in compensatory, administrative, and social ways to extend the flow of communication in tandem learning. Findings indicate that tandem language learning not only provides a space for language learners to engage in plural strategies to promote teaching and learning, but also learner metacognition when peer learners employ interlingual and plurilingual measures to compensate for language gaps. Implications for the study of online tandem language learning are also highlighted.

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