A Digital Future of Diversity, Connectivity, and Sustainability

2022 ◽  
pp. 67-89
Author(s):  
Shanru Yang
Keyword(s):  
Online Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Critical Discussion ◽  
Mobile App ◽  
Ecological Perspective ◽  
Mobile Assisted Language Learning ◽  
Life Long Learning ◽  
Chinese Language Learning ◽  
The World

In a mobile society where information and knowledge become accessible to anyone, anywhere, and anytime on the internet, online education has been transformed fundamentally. By the end of 2020, Mandarin Chinese was taught to over 20 million people in over 180 countries around the world. By critically reviewing 15 recent studies from 2013 to 2021 on mobile-assisted language learning (MALL) in teaching and learning Chinese as a second or foreign language (CSL/CFL), this chapter emphasizes the need for pedagogical diversity in goals, practices, and context. In the second theme of ‘connectivity', the new theory of online education connectivism is applied to evaluate the official Chinese language learning mobile app named ‘e-Learn Chinese'. In the final theme of ‘sustainability', it demonstrates an ecosystem of MALL through an ecological perspective based on a critical discussion of the mostly reviewed ten mobile language learning apps, which could innovate sustainable pedagogies in a life-long learning society.

L2 Chinese students’ perceptions of using WeChat for Chinese learning: A case study

2018 ◽  
Vol 4 (2) ◽  
pp. 361-381 ◽  
Author(s):  
Peiru Tong ◽  
Linda Tsung
Keyword(s):  
University Students ◽  
Language Learning ◽  
Mobile App ◽  
Research Approach ◽  
Mobile Assisted Language Learning ◽  
Studying Abroad ◽  
Chinese Language Learning ◽  
Critical Issues ◽  
Chinese Learning ◽  
Learner Agency

AbstractMobile Assisted Language Learning (MALL), as a specialisation within mobile learning by smartphones, has many benefits as its emphasis is on the mobility of the learner, spontaneous access to learning resources, and interaction across different learning contexts. However research on MALL implementation for Chinese learning is comparatively rare. This study aims to investigate Australian university students’ perceptions on the use of a mobile APP, WeChat, for Chinese language learning in a Studying Abroad (SA) program. The research approach in this study is mainly qualitative-based. Data were collected from 40 Australian university students in a Study Abroad (SA) program. The students’ opinions were collected through interviews and open-ended survey questions and were analysed thematically. Findings indicate in the SA context, the critical issues that emerged were related to learner agency, including language choice and sustained use of the platform for language learning. From an ecological constructivist perspective, a framework for mobile assisted language learning has been proposed. Recommendations are provided for future implementations and research on using WeChat for Chinese learning.

On the roles of repetition in language teaching and learning

2012 ◽  
Vol 3 (2) ◽  
pp. 195-210 ◽  
Author(s):  
Diane Larsen-Freeman,
Keyword(s):  
Language Learning ◽  
Complexity Theory ◽  
Teaching And Learning ◽  
Language Use ◽  
Language Teaching ◽  
The World ◽  
Mutable State ◽  
Exact Replication ◽  
Language Teaching And Learning

AbstractRepetition is common in language use. Similarly, having students repeat is a common practice in language teaching. After surveying some of the better known contributions of repetition to language learning, I propose an innovative role for repetition from the perspective of complexity theory. I argue that we should not think of repetition as exact replication, but rather we should think of it as iteration that generates variation. Thus, what results from iteration is a mutable state. Iteration is one way that we create options in how to make meaning, position ourselves in the world as we want, understand the differences which we encounter in others, and adapt to a changing context.

The Future of Tourism, Hospitality and Events Teaching and Training

2020 ◽  
Author(s):  
Clare Lade ◽  
Paul Strickland ◽  
Elspeth Frew ◽  
Paul Willard ◽  
Sandra Cherro Osorio ◽  
...  
Keyword(s):  
Online Education ◽  
Potential Application ◽  
Teaching And Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Global Pandemic ◽  
The World ◽  
The Impact ◽  
And Training

This chapter examines the ways in which teaching and training in tourism, hospitality and events have evolved and adapted to the contemporary demands of academia and industry. It explores the development of education in tourism, hospitality and events, the contemporary factors which influence teaching and learning, and discusses the rise of Massive Open Online Courses with a particular focus on their potential application within tourism, hospitality and events curriculum. The chapter concludes by providing an overview of Open Badges and their importance in education. At the time of writing, the world has been confronted by the Covid-19 global pandemic which has caused great disruption at all levels. The impact of Covid-19 is briefly addressed in this chapter as the enforcement of social distancing measures has led to a significant increase globally in online education.

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

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.

scholarly journals Will mobile learning change language learning?

ReCALL ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 157-165 ◽  
Author(s):  
Agnes Kukulska-Hulme
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Portable Devices ◽  
Mobile Assisted Language Learning ◽  
Learning Practices ◽  
Formal And Informal Learning ◽  
Significant Change

AbstractThe use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. This creates the potential for significant change in teaching and learning practices. Taking the broader field of mobile learning as the setting within which developments in mobile-assisted language learning may be understood, the paper argues that an emphasis on mobility can lead to new perspectives and practices. The paper offers reflections on what mobile learning has to offer and considers whether it is likely to change how languages are taught and learnt. ‘Mobile learning’ is not a stable concept; therefore its current interpretations need to be made explicit. Examples of current projects and practices show an affinity between mobile and games-based learning, and can further illuminate what is distinctive and worthwhile about mobile learning.

scholarly journals Mobile-assisted Language Learning (MALL) for ESL Learners: A Review of Affordances and Constraints

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Harwati Hashim ◽  
Melor Md. Yunus ◽  
Mohamed Amin Embi ◽  
Nor Azwa Mohamed Ozir
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
English Language ◽  
English As Second Language ◽  
Mobile Assisted Language Learning ◽  
Esl Learners

Nowadays, mobile technology is changing the landscape of language learning and is seen as the next frontier being researched for its potential in enhancing the teaching and learning of English language.  The portability of mobile devices is believed to bring new methods that can shape learning styles and pedagogies which could become more personalised and allow learners to learn on the move; thus, enhance English language teaching and learning.  This creates the potential for significant change in the teaching and learning of English as Second Language (ESL). Taking mobile learning as the setting within which developments in Mobile-assisted Language Learning (MALL) may be understood, this paper offers reflections on what Mobile-assisted Language Learning (MALL) has potentially offered and the constraints that might be faced by the English as Second Language (ESL) learners when using MALL.  Above all, it was a challenging issue to cover learning tasks by using a mobile device particularly in learning English as Second Language (ESL).  Nevertheless, mobile devices which are popular among students are motivational tools to be used in education as well as various learning activities.  This was proven by many researchers who have shown the positive outcomes.  Hence, we should admit that mobile devices are finding their way into classrooms in the student’s pockets, and we have to ensure that educational practice can include this mobile technology in effective and productive ways particularly for English as Second Language (ESL) learning.

scholarly journals Editorial

2018 ◽  
Vol 10 (1) ◽  
pp. 9-10
Author(s):  
Yuranny Marcela Romero Archila
Keyword(s):  
Cultural Identity ◽  
Language Learning ◽  
Identity Construction ◽  
Teaching And Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Mobile Assisted Language Learning ◽  
Learning Contexts ◽  
First Time

ENLETAWA JOURNAL seeks to disseminate different experiences that have emerged from a diversity of teaching and learning contexts. Publishing is an outstanding opportunity to share knowledge and communicate one’s own experiences and thoughts to others, and ENLETAWA JOURNAL provides that space for first-time authors, as well as experienced ones. In this issue, we are pleased to present five papers that primarily deal with cultural identity, identity construction, feedback, Mobile Assisted Language Learning (MALL), and Student-Centered Learning (SCL).

scholarly journals Learning English Vocabulary in a Mobile Assisted Language Learning (MALL) Environment: A Sociocultural Study of Migrant Women

10.28945/2166 ◽  
2015 ◽  
Author(s):  
Kham Sila Ahmad ◽  
Fay Sudweeks ◽  
Jocelyn Armarego
Keyword(s):  
Language Learning ◽  
Structured Interview ◽  
Sociocultural Factors ◽  
Small Community ◽  
Mobile Assisted Language Learning ◽  
Life Long Learning ◽  
English Speaking ◽  
Positive Effect ◽  
Learning English

This paper reports on a case study of a group of six non-native English speaking migrant women’s  experiences learning English vocabulary in a mobile assisted language learning (MALL) environment at a small community centre in Western Australia. A sociocultural approach to learning vocabulary was adopted in designing the MALL lessons that the women undertook. The women provided demographic information, responded to questions in a pre-MALL semi-structured interview, attended the MALL lessons, and completed a post-MALL semi-structured interview. This study explores the sociocultural factors that affect migrant women’s language learning in general, and vocabulary in particular. The women’s responses to MALL lessons and using the tablet reveal a positive effect in their vocabulary learning. A revised version of this paper was published in Interdisciplinary Journal of e-Skills and Life Long Learning Volume 11, 2015

scholarly journals English As Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language

2021 ◽  
Vol 12 (2) ◽  
pp. 22-30
Author(s):  
Haida Umiera Hashim ◽  
Melor Md Yunus ◽  
Helmi Norman
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
English Language Learning ◽  
Number Of Children ◽  
Learning Journey ◽  
The World

To this date, there has been an increasing number of children across the globe diagnosed with an autism spectrum disorder. There has been much literature that discussed the issues and obstacles common learners face in their English language learning journey. Yet, not much spotlight and acknowledgment were given to the learners with Autism in their voyage of English language learning. In conjunction to that, this paper intends to investigate the obstacles that the learners with Autism face in their English as secondary language learning. In addition to that, teachers are not to be forgotten as teachers are also believed to be playing a role in learners with Autism’s English as a second language(ESL) learning process which is why this research also intends to investigate the challenges faced by the teachers who are in charge of teaching learners with Autism. A qualitative research with the observation and interview as the instruments represents this research. This research involved two Autism Centres located in an urban area in Malaysia. The observation and interviews were conducted with forty-five learners with Autism and fourteen teachers. The findings have gathered that the world of Autism Spectrum Disorder is indeed full of obstacles and challenges but none that could not be overcome. It is believed that this research will provide a better insight of the real world of ESL teaching and learning among learners with Autism. Discussions and recommendations are further explained in this research.

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