Forecast of Transmedia Language Learning With a Chance of Meatballs

2022 ◽  
pp. 355-380
Author(s):  
Yun Joon Jason Lee ◽  
Jiyoung Seo
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Personal Experience ◽  
Language Skills ◽  
Pop Culture ◽  
The Internet ◽  
College Class

This chapter reflects on a Korean ESL college class transformation into a transmedia learning environment. Lee and Seo illustrates the importance of pop culture knowledge in language learning along with constructing a positive rapport between the instructor and the students. The movie Cloudy with a Chance of Meatballs was used as the text of the class through interactions with students. They began to build the transmedia story about the movie. Students researched through multiple platforms to construct the movie through their major knowledge, personal experience, and findings on the internet. Furthermore, students developed their language skills to apply English to the movie related content. This chapter will illustrate how the students engaged in such activity and what became the transmedia project.

Forecast of Transmedia Language Learning With a Chance of Meatballs

2021 ◽  
pp. 43-68
Author(s):  
Yun Joon Jason Lee ◽  
Jiyoung Seo
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Personal Experience ◽  
Language Skills ◽  
Pop Culture ◽  
The Internet ◽  
College Class

This chapter reflects on a Korean ESL college class transformation into a transmedia learning environment. Lee and Seo illustrates the importance of pop culture knowledge in language learning along with constructing a positive rapport between the instructor and the students. The movie Cloudy with a Chance of Meatballs was used as the text of the class through interactions with students. They began to build the transmedia story about the movie. Students researched through multiple platforms to construct the movie through their major knowledge, personal experience, and findings on the internet. Furthermore, students developed their language skills to apply English to the movie related content. This chapter will illustrate how the students engaged in such activity and what became the transmedia project.

scholarly journals Task-based language learning through digital storytelling in a blended learning environment

2020 ◽  
pp. 37-43
Author(s):  
Serpil Meri-Yilan
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Language Learning ◽  
Digital Storytelling ◽  
Online Discussion ◽  
Language Skills ◽  
Positive Approach ◽  
Self Reflection ◽  
Multiple Contexts ◽  
Pros And Cons

This study investigated Task-Based Language Learning (TBLL) through Digital StoryTelling (DST) in a blended learning environment. Twenty-six Turkish university-level students prepared a DST individually and shared it with their peers in an online discussion platform. Each evaluated and graded others’ DST performance based on an assessment scale. After this, they performed their stories in the classroom and similarly assessed their peer’s performances. Ultimately, they were asked to give their self-reflection on the pros and cons of performing tasks online and in the classroom. Findings showed that TBLL through DST was more favoured than storytelling in the classroom and helped them to improve their speaking skills. The study suggested DST could be a positive approach in language learning and should be explored further in other language skills and multiple contexts.

Facebook as a Language Learning Environment: A Descriptive Study on ESL Learners’ Perceptions

2018 ◽  
Vol 2 (1) ◽  
pp. 68-81
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Secondary Students ◽  
Language Skills ◽  
Descriptive Study ◽  
Social Networking Site ◽  
Teaching English ◽  
Learning Platform ◽  
Comprehensive Picture ◽  
Esl Learners

Social networking site like Facebook has been used as a modern source of communication and interaction. It also has the potential to be an effective academic too. This paper aims to present a comprehensive picture of what has already been discovered regarding Facebook as a language learning environment and it further tends to investigate ESL learners’ perceptions of Facebook as a language learning environment in Pakistani context particularly in Sindh. The sample who participated in this research were 100 higher secondary students studying in IBA-Public School Sukkur. The findings of this study revealed that ESL learners in Sindh believe Facebook as a language learning environment helps to enhance language skills including reading, writing, vocabulary, and grammar. Altogether students showed positive perceptions regarding this learning model. So, in light of the findings, it is recommended for the Teachers teaching English as a second language in Sindh, Pakistan should plan their lessons that involve Facebook as a language learning platform.

scholarly journals Moodle as Virtual Learning Environment in Developing Language Skills, Fostering Metacognitive Awareness and Promoting Learner Autonomy

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 176-185 ◽  
Author(s):  
Dalia Gulbinskienė ◽  
Marjan Masoodi ◽  
Jolita Šliogerienė
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Relative Effectiveness ◽  
Virtual Learning ◽  
Learner Autonomy ◽  
Virtual Learning Environment ◽  
Metacognitive Awareness ◽  
English Language Learning

The study evaluates the potentially relative effectiveness of Moodle as one of the virtual learning environments applied to develop English language skills, foster metacognitive awareness and promote learner autonomy in university settings. The respondents from Mykolas Romeris University and Lithuanian University of Educational Sciences were asked to express their attitude towards Moodle learning environment and assess their views on the improvement of language skills as well as fostering their metacognitive awareness and sense of autonomy in English language learning. The object of the research was students’ evaluation of Moodle as an online English language learning environment. The research revealed that students find Moodle platform motivating in the improvement of their language learning skills. It was also established that using Moodle platform helps to develop metacognitive awareness and fosters learner autonomy.

scholarly journals Facebook as a Language Learning Environment: A Descriptive Study on ESL Learners’ Perceptions

2018 ◽  
pp. 64-76
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Secondary Students ◽  
Language Skills ◽  
Descriptive Study ◽  
Social Networking Site ◽  
Teaching English ◽  
Learning Platform ◽  
Comprehensive Picture ◽  
Esl Learners

Social networking site like Facebook has been used as a modern source of communication and interaction. It also has the potential to be an effective academic too. This paper aims to present a comprehensive picture of what has already been discovered regarding Facebook as a language learning environment and it further tends to investigate ESL learners’ perceptions of Facebook as a language learning environment in Pakistani context particularly in Sindh. The sample who participated in this research were 100 higher secondary students studying in IBA-Public School Sukkur. The findings of this study revealed that the ESL learners in Sindh believe Facebook as a language learning environment helps to enhance language skills including reading, writing, vocabulary and grammar. Altogether students showed positive perceptions regarding this learning model. So, in light of the findings it is recommended for the Teachers teaching English as a second language in Sindh, Pakistan should plan their lessons that involve Facebook as a language learning platform.

scholarly journals Cognitive Presence in a Blended Learning Environment at Jordanian Universities

2020 ◽  
Author(s):  
Jibrel Harb ◽  
Pramela Krish
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Cognitive Presence ◽  
Online Instructors ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
English Language Skills

Cognitive presence is the ability of the learners to project their mental and perceptual presence. This paper aims to investigate cognitive presence when using a Blended Learning environment. The article also aims at exploring university students' attitudes towards using a BL environment in language learning, since BL perception, as a computer learning environment, has become a requirement to enhance language learning. The sample for the study consists of 100 students studying the English Language Skills course at Al-Balqa Applied University (BAU) in Jordan, who responded to a questionnaire on cognitive presence issues. The findings of the study reveal that Blended Learning (BL) can create a vibrant cognitive presence, which enables to support active language learning. The results share some positive attitudes towards a cognitive presence in a BL environment. The study recommends that more research on the part of the online instructors to create and enhance cognitive presence is necessary to benefit learning English language skills.

scholarly journals MOBILE TECHNOLOGIES FOR OPTIMIZING FOREIGN LANGUAGE TEACHING AT UNIVERSITY

InterConf ◽  
2021 ◽  
pp. 58-66
Author(s):  
Lesia Konoplianyk ◽  
Yuliia Pryshupa
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Personalized Learning ◽  
Foreign Language Teaching ◽  
Mobile Technologies

The article analyses the methodological potential of applying mobile technologies for optimizing foreign language teaching at a technical university. The authors specify the term “mobile learning”, analyze various mobile technologies used in foreign language teaching, indicate their advantages, and identify the language skills (reading, listening, speaking, or writing) of the undergraduates, which can be developed by using mobile technologies in foreign language learning. The study reveals the opportunities for applying these technologies for creating a personalized learning environment for students that will help transform them into active and engaged learners.

scholarly journals Leveraging asynchronous speaking tasks to promote willingness and confidence to speak in Spanish: A qualitative study

2021 ◽  
pp. 1-14
Author(s):  
Nadia Jaramillo
Keyword(s):  
Second Language ◽  
Learning Environment ◽  
Language Learning ◽  
Driving Forces ◽  
Willingness To Communicate ◽  
Learning Technology ◽  
Structured Interviews ◽  
Digital Tool ◽  
Self Monitoring ◽  
College Class

This study describes the experiences of students in a flipped intermediate Spanish college class who used a video discussion digital tool to develop their confidence to speak in the foreign language. Students participated in a series of 10 speaking tasks designed based on the framework on technology-mediated tasks (Gonzalez-Lloret & Ortega, 2014) and the world-readiness standards for communicative performance of the American Council on the Teaching of Foreign Languages (2015). Through semi-structured interviews and reflection journals, students shared their learning accomplishments, unveiled their inner fears in speaking skills and detailed their journey in gaining confidence to speak in Spanish. Their experiences showed that willingness to communicate and self-efficacy are driving forces that, fostered in a brave learning environment, enable students to take risks and be creative with the language. The study also presents pedagogical implications regarding the design of technology-mediated tasks and the conditions of the learning environment that can foster or hinder students’ language oral communicative skills. Implications for practice or policy: Technology-mediated tasks should be designed based on a learner-centred approach and the affordances of the tool to promote communicative competence in foreign and second language learning. Technology-mediated tasks can promote the development of confidence to use the foreign and second language more spontaneously, while allowing students to fail without being judged or penalised. Technology-mediated tasks can give students some control over their own learning process, facilitating opportunities for self-monitoring to gain confidence in speaking in the foreign or second language.

Facebook as a Language Learning Environment: A Descriptive Study on ESL Learners’ Perceptions

2018 ◽  
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Secondary Students ◽  
Language Skills ◽  
Descriptive Study ◽  
Social Networking Site ◽  
Teaching English ◽  
Learning Platform ◽  
Comprehensive Picture ◽  
Esl Learners

Social networking site like Facebook has been used as a modern source of communication and interaction. It also has the potential to be an effective academic too. This paper aims to present a comprehensive picture of what has already been discovered regarding Facebook as a language learning environment and it further tends to investigate ESL learners’ perceptions of Facebook as a language learning environment in Pakistani context particularly in Sindh. The sample who participated in this research were 100 higher secondary students studying in IBA-Public School Sukkur. The findings of this study revealed that ESL learners in Sindh believe Facebook as a language learning environment helps to enhance language skills including reading, writing, vocabulary, and grammar. Altogether students showed positive perceptions regarding this learning model. So, in light of the findings, it is recommended for the Teachers teaching English as a second language in Sindh, Pakistan should plan their lessons that involve Facebook as a language learning platform.

ICT and language skills: an integrated course

ReCALL ◽  
1999 ◽  
Vol 11 (1) ◽  
pp. 65-71 ◽  
Author(s):  
Ton Koet
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Language Skills ◽  
Language Teachers ◽  
Summative Evaluation ◽  
Teaching Methodology ◽  
Database Applications ◽  
Information And Communication

Language learning should be enhanced by information and communication technology (ICT). This article describe a foundation-year curriculum for future language teachers. In this curriculum the training in the use of information and communication technology tools was integrated with language learning and language teaching methodology. A learning environment ‘Professional Skills’ is described as well as the database applications ‘Wordbook’ and ‘Reading file’. Data of a summative evaluation are presented.

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