Understanding Learner and Instructor Attitudes Toward and Use of Mobile-Assisted Language Learning

2020 ◽  
pp. 1-34
Author(s):  
Ana Gimeno-Sanz ◽  
Valentina Morgana ◽  
Julie Van de Vyver
Keyword(s):  
Language Learning ◽  
Mobile Apps ◽  
Language Education ◽  
Point Of View ◽  
Target Groups ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Research Areas

This chapter offers insights into the benefits and drawbacks of adopting mobile learning in language education, both from a theoretical as well as a practical point of view. A survey was designed to explore pedagogically sound practices and provide a better understanding of the current and future role of MALL on language learning, specifically in higher education (HE). Comparison between the two target groups (learners and teachers) produced results to aid in aligning and narrowing distances between the learners' independent usage of MALL in informal learning and the instructors' perception of how mobile apps can or should be integrated into the language curriculum. The chapter proposes a number of research areas that require further exploration in MALL and with a set of recommendations in terms of embracing MALL practices in language learning and teaching.

scholarly journals Sensory Emotion in Words: Evidence From an ERP Study in Light of the Emotioncy Model

2021 ◽  
Author(s):  
Sahar Tabatabaee Farani ◽  
◽  
Reza Pishghadam ◽  
Azin Khodaverdi ◽  
◽  
...  
Keyword(s):  
Language Learning ◽  
Sentence Comprehension ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Instruction ◽  
Materials Development ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Critical Words

Introduction: Delving into the prominent role of emotions and senses in the realm of language is not something new in the field. Thereupon, the newly developed notion of emotioncy has been introduced to the foreign language education to underscore the role of sense-induced emotions in the process of language learning and teaching. Methods: The present study implemented ERPs to provide evidence to the significance of employing emosensory instructional strategies in teaching vocabulary items. Hence, eighteen female participants were randomly instructed six English nouns toward which they had no prior knowledge and received no instruction for the other three words. Then, while the participants’ EEG was being recorded, they took a sentence comprehension task. Results: Behavioral results demonstrated significant differences among the avolved, the exvolved, and the involved nouns. However, ERP analyses of target words indicated the modulations of N100 and N480 components while no significant effect was observed at P200. Further, the analysis of sensory N100 for the critical words revealed no significant effect. Conclusion: In conclusion, the emotioncy-based language instruction could affect neural correlates of emotional word comprehension from the early stages of EEG recording. The findings of this study can shed light on the importance of including senses and emotions in language teaching, learning, and testing, along with materials development.

Adventures In Het Moderne Vreemde Talenonderwijs

1989 ◽  
Vol 33 ◽  
pp. 47-53
Author(s):  
Gé Stoks
Keyword(s):  
Language Learning ◽  
Computer Game ◽  
Foreign Language Learning ◽  
Point Of View ◽  
Learning And Teaching ◽  
Different Types ◽  
On Line ◽  
New Type ◽  
Language Environment

An adventure is a new type of computer game which has become immensely popular in the course of the 1980s. This article is about the possible role of adventures in foreign language learning and teaching (FLL). First there is a brief explanation of what adventures are, the different types and the way communication within the game can take place in natural language. Examples are given for French, German and English. Adventures can play a role in FLL in several respects: -they stimulate discovery learning procedures -they encourage the use of certain reading strategies -they are suitable contexts for vocabulary learning -they can present contexts for communication. Moreover adventures can be looked upon as a new type of literary text, which learners can read as an alternative to a book (some adventures are known as interactive fiction). The article then presents a set of criteria for FLL: For advanced levels text adventures are more suitable than graphic ones from the point of view of language learning, because they present a rich language environment. Graphic ones may be more suitable for beginners. Adventures should accept a variety of syntactic patterns and provide adequate semantic analyses, so that the student gets appropriate feedback. A certain tolerance to spelling is needed, or easy correction options should be available. The program must show the student the type of language it accepts. Hint-files to help students when they get stuck are important and possibly an on-line glossary might be useful. The vocabulary used must not be too exotic and the plot not too complex. It is finally demonstrated that the Infocom adventure SHERLOCK meets these requirements to a large extent.

scholarly journals Dispositivi mobili per un’educazione linguistica inclusiva App e italiano L2 per migranti

2021 ◽  
Author(s):  
Simone Torsani ◽  
Fabrizio Ravicchio
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Apps ◽  
Language Education ◽  
Migrant Population ◽  
Italian Language ◽  
The Third ◽  
Reference Framework ◽  
Mobile Assisted Language Learning ◽  
Potential Development

The contribution provides an overview of how mobile devices may be integrated into language education for migrants. The first paragraph focuses on the heterogeneity of the migrant population in Italy. In the following paragraph, we argue that Mobile Assisted Language Learning (MALL) may support the personalisation of learning and the hybridisation between classroom and extracurricular. Since the choice of the app may not be easy, we introduce, in the third paragraph, a reference framework for MALL, and we examine four mobile apps for Italian language. We conclude that mobile apps may support the linguistic inclusion and we try to envisage some areas of potential development for this field.

Didattica delle lingue in prospettiva interculturale: innovazione e potenzialità

2009 ◽  
Vol 14 ◽  
pp. 189-198
Author(s):  
Manuela Derosas
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Intercultural Communicative Competence ◽  
New Paradigm ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Vast Literature ◽  
The Creation

Since the early ’80s the adjective "intercultural" in language learning and teaching has seemed to acquire a remarkable importance, although its meaning is strongly debated. As a matter of fact, despite the existence of a vast literature on this topic, difficulties arise when applying it in the classroom. The aim of this work is to analyze the elements we consider to be the central pillars in this methodology, i.e. a renewed language-and culture relation, the Intercultural Communicative Competence, the intercultural speaker. These factors allow us to consider this as a new paradigm in language education; furthermore, they foster the creation of new potentialities and configure the classroom as a significant learning environment towards the discovery of Otherness.

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

Compelled digitalization of language education: challenges of foreign language learning in the electronic environment

2020 ◽  
pp. 61-70
Author(s):  
Liudmila Vladimirovna Guseva ◽  
Evgenii Vladimirovich Plisov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Electronic Environment ◽  
Teachers And Students ◽  
Effective Use

The article defnes the role of digital means in foreign language learning, establishes the reasons for the effective use of digital means and digital technologies, identifes challenges in mastering a foreign language in an electronic environment, as well as the prospects for the digitalization of foreign language education. When studying the issues of emergency off-campus learning organization, the results of surveys of teachers and students conducted in April 2020 at Minin University were used. image/svg+xml

scholarly journals Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

2017 ◽  
Vol 5 (2) ◽  
pp. 25-39
Author(s):  
Liaquat A. Channa ◽  
Daniel Gilhooly ◽  
Charles A. Lynn ◽  
Syed A. Manan ◽  
Niaz Hussain Soomro
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Sociocultural Theory ◽  
Review Paper ◽  
First Language ◽  
Language Education ◽  
Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

scholarly journals Repurposing virtual reality assets: from health sciences to Italian language learning

2020 ◽  
pp. 21-26
Author(s):  
Alessia Plutino ◽  
Tiziana Cervi-Wilson ◽  
Billy Brick
Keyword(s):  
Virtual Reality ◽  
Language Learning ◽  
Pilot Project ◽  
Health Sciences ◽  
Language Curriculum ◽  
Health Care Students ◽  
Italian Language ◽  
Learning And Teaching ◽  
Modern Language ◽  
The University

This paper reports on the rationale for the implementation of a pilot project using a scenario-based Virtual Reality (VR) resource, originally developed by Health Sciences at Coventry University and now being repurposed for Italian language learning as a collaborative project with Modern Languages and Linguistics at the University of Southampton. The original aim of the resource was to prepare health care students for home visits by allowing them to experience a semi-linear conversation with a virtual Non-player Character (NPC). The authors will discuss how they are planning to repurpose the resource for Italian language learning and teaching and will analyse the potential pedagogical uses within the modern language curriculum, including emotional language, employability skills, and the year abroad.

scholarly journals Towards a Scientific Definition of App Marketing – A Practice-Oriented Approach Using Scientific and Grey Literature

2021 ◽  
Vol 2 (1) ◽  
pp. 13-25
Author(s):  
Atilla Wohllebe ◽  
Mario Hillmers
Keyword(s):  
Mobile Apps ◽  
Grey Literature ◽  
Mobile App ◽  
Point Of View ◽  
Practical Point ◽  
Gray Literature ◽  
Definition Of ◽  
Job Ads ◽  
Oriented Approach

The relevance of smartphones and mobile apps has increased significantly in recent years. Increasingly, companies are trying to use mobile apps for their business purposes. Accordingly, the role of app marketing has become more important. Nevertheless, there is no uniform understanding of the term "app marketing". Based on scientific and gray literature, two definitions of "app marketing" are developed. In the narrower sense, app marketing refers to measures aimed at making a mobile app better known and acquiring users i. e. generating app downloads. In the broader sense, app marketing refers to all activities that are used to acquire users for a mobile app, contact them, and encourage them to reach a specified goal. Additionally, based on job ads, an overview of activities in app marketing is provided from a practical point of view. Here, the focus is primarily on paid app install campaigns as well as on monitoring, reporting and analytics.

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