Researching Into the Use of Real-Life Materials in Language Learning Apps

2022 ◽  
pp. 91-122
Author(s):  
Tang Xiaolong ◽  
Kan Qian
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Mobile Apps ◽  
Real Life ◽  
Mobile App ◽  
Authentic Materials ◽  
Teacher Interviews ◽  
Personalised Learning ◽  
Student Focus ◽  
Survey Responses

The study reported in this chapter investigates how mobile language apps facilitate the learning of L2 Chinese, focusing on the use of real-life materials in the design of HANZI – a mobile app specifically developed for this study. Guided by the pedagogy of using authentic materials in language learning and some key design principles of language mobile apps, this chapter explores beginner Chinese learner experiences of mobile-assisted Chinese language learning. It is a qualitative-led case study with multiple datasets including descriptive statistics from 111 survey responses, student focus group discussions, and teacher interviews. The analysis reveals that real-life materials can promote learners' motivation, personalised learning, and social interaction, which improve language proficiency. Such materials should be included in language activities in both digital and print media because they are central to overcoming the challenges of learning Chinese characters.

Exploring The Complexity Of Classroom Tasks For Language Learning

2008 ◽  
Vol 80 ◽  
pp. 42-47
Author(s):  
Kris Van den Branden
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Task Complexity ◽  
Real Life ◽  
Negotiation Process ◽  
Shared Knowledge ◽  
Multiple Dimensions ◽  
The Social ◽  
Dependent Variables

In task-based language teaching (TBLT), defining and manipulating the complexity of language tasks has been claimed to be of crucial importance, in view of sequencing tasks in a task-based syllabus, manipulating tasks to meet specific learners' needs, and assessing language learners' current level of language proficiency. The theoretical literature and empirical research on task complexity has recendy expanded, but much of this work fails to take into account the multiple dimensions that affect task complexity. For one, in authentic, truly functional task performance, key features of the social setting in which tasks are performed, and interlocutor-dependent variables (such as their shared knowledge and experiences) influence actual task complexity. Since in real life interlocutors reinterpret tasks to suit their own needs, motivations and purposes, and dynamically tune the complexity of their performance to the ongoing conversation and negotiation process, predictions about task complexity cannot be as accurate as some applied linguists claim they should be.

THE FACTORS WHICH INFLUENCE LANGUAGE LEARNING

2021 ◽  
Author(s):  
Risolatkhon Payziyeva
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Time Management ◽  
Native Speaker ◽  
Native Language ◽  
Real Life ◽  
Authentic Materials ◽  
Language Teacher ◽  
Self Confidence ◽  
Main Factors

The article is devoted to the main factors in language learningprocess. Factors like motivation, age, personality, self-confidence, experience ormultilingualism, learning styles, aptitude, native language, teacher and course book,time-management, authentic materials and native speaker are discussed as the mainfactors in language learning. Each factor is described thoroughly with the review ofpreviously conducted researches and real life examples.

scholarly journals Learning strategies with television series: simple attitudes to improve oral skills

2021 ◽  
Vol 10 (3) ◽  
pp. e5810313030
Author(s):  
Rafaella Cristina Santiago de Almeida ◽  
Rosamaria Reo Pereira ◽  
Rosana Assef Faciola
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Real Life ◽  
Field Research ◽  
Target Language ◽  
Television Series ◽  
Language Abilities ◽  
Authentic Materials ◽  
Students Attitudes ◽  
Oral Skills

The exposure to authentic materials as TV series provides students with motivating, useful, and contextualized vocabulary, as well as the opportunity to observe language being spoken by natives during real-life circumstances. Though, solely exposure to the language may not be sufficient to improve students’ language abilities. Thereat, this research aimed at investigating how television series can assist students’ oral abilities; by examining what mechanisms (learning strategies) students most use to properly comprehend the dialogues presented in such programs, as well as to observe students' perception of their listening and speaking abilities. The methodology adopted in this study was exploratory, with the approach to the research occurring quantitatively and qualitatively, by field research, through a questionnaire administration, and a literature review examination. This study demonstrated that the importance of exposure to the target language resides thoroughly on students' attitudes towards the material, rather than to the pure amount of exposure on itself, the strategies learners employ to manipulate the information, and to monitor their understanding are primary determinants for language acquisition. In conclusion, the study demonstrated to teachers the necessity of practicing such strategies and to students the relevance of developing control of their language learning process, therefore becoming autonomous learners.

scholarly journals Innovative Technologies of Teaching Business French

2018 ◽  
Vol 7 (4.7) ◽  
pp. 85
Author(s):  
Elena K. Kuzmina ◽  
Gulnara I. Nazarova ◽  
Liliya R. Nizamieva ◽  
Cécile Leblanc
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Information Technologies ◽  
Communicative Competence ◽  
Real Life ◽  
Business Communication ◽  
Business Environment ◽  
Learning Needs ◽  
Simulation Games ◽  
Teaching Business

The article deals with the peculiarities of modern technologies in teaching professional French, taking into account the requirements of international examinations, specific language-learning needs of students and level of their language proficiency. Pedagogical technologies are demonstrated by the example of teaching business French in the sphere of tourism, hotel business, as well as the guide-interpreters training. The educational courses are aimed at the development of basic speaking skills and skills necessary for business communication in French. The developed pedagogical technology is based on French for specific purposes (FOS) methodology and cognitive-practical activity methods that allow to develop trainees’ communicative competence and their cognitive independence effectively. One of the conditions for successful development of communicative competence in the field of  business communication in a foreign language is to ensure that students do the necessary number of training exercises, in particular, connected with the use of business vocabulary, as well as with speaking exercises aimed at solving communication problems in real life situations of business communication. Similarity to the real life business environment is achieved through the use of information technologies and simulation games, which ultimately enhances the individual's ability to interact with others and adapt in the social and professional spheres of life. Successful completion of the end-of-course assessment is indicative of the fact that the students have reached high business communication competency.  

WordBricks: Mobile Technology and Visual Grammar Formalism for Gamification of Natural Language Grammar Acquisition

2019 ◽  
Vol 58 (1) ◽  
pp. 126-159 ◽  
Author(s):  
Marina Purgina ◽  
Maxim Mozgovoy ◽  
John Blake
Keyword(s):  
Second Language Acquisition ◽  
Natural Language ◽  
Language Learning ◽  
Computational Linguistics ◽  
Mobile Apps ◽  
Leisure Activity ◽  
Mobile App ◽  
Clear Trend ◽  
Traditional Language ◽  
Application Developers

Gamification of language learning is a clear trend of recent years. Widespread use of smartphones and the rise of mobile gaming as a popular leisure activity contribute to the popularity of gamification, as application developers can rely on an unprecedented reach of their products and expect acceptance of game-like elements by the users. In terms of content, however, most mobile apps implement traditional language learning activities, such as reading, listening, translating, and solving quizzes. This article discusses gamification of learning natural language grammar with a mobile app WordBricks, based on a concept of more user-centric lab-style experimental activities. WordBricks challenges users to create syntactically accurate sentences by arranging jigsaw-like colored blocks. Users receive instantaneous feedback on the syntactic compatibility each time any two blocks are placed together. This Scratch-inspired virtual language lab harnesses grammar models used in computational linguistics and allows users to discover underlying grammatical constructions through experimentation. The system was evaluated in a number of diverse settings and shows how the principles of gamification can be applied to second-language acquisition. We discuss general features that enable the users to engage in game-playing behavior and analyze open challenges, relevant for a variety of language learning systems.

scholarly journals Supporting Homework Compliance in Cognitive Behavioural Therapy: Essential Features of Mobile Apps

2017 ◽  
Vol 4 (2) ◽  
pp. e20 ◽  
Author(s):  
Wei Tang ◽  
David Kreindler
Keyword(s):  
Mobile Phone ◽  
Behavioral Therapy ◽  
Mobile Apps ◽  
Real Life ◽  
Behavioural Therapy ◽  
Mobile App ◽  
Depression And Anxiety ◽  
Cognitive Behavioural ◽  
Homework Compliance ◽  
Connection Building

Cognitive behavioral therapy (CBT) is one of the most effective psychotherapy modalities used to treat depression and anxiety disorders. Homework is an integral component of CBT, but homework compliance in CBT remains problematic in real-life practice. The popularization of the mobile phone with app capabilities (smartphone) presents a unique opportunity to enhance CBT homework compliance; however, there are no guidelines for designing mobile phone apps created for this purpose. Existing literature suggests 6 essential features of an optimal mobile app for maximizing CBT homework compliance: (1) therapy congruency, (2) fostering learning, (3) guiding therapy, (4) connection building, (5) emphasis on completion, and (6) population specificity. We expect that a well-designed mobile app incorporating these features should result in improved homework compliance and better outcomes for its users.

Viajes desde Appalachia Nivel I

2020 ◽  
Author(s):  
Chris Anama-Green ◽  
Emmanuel Anama-Green
Keyword(s):  
Language Learning ◽  
High Performance ◽  
Real Life ◽  
Rural Students ◽  
Authentic Materials ◽  
Language Programs ◽  
Intercultural Competencies ◽  
Comprehensible Input ◽  
Primary Curriculum ◽  
Based Instruction

Viajes desde Appalachia Nivel I is a beginning Spanish textbook. Viajes is... Proficiency-based Through a scaffolded proficiency-based approach, Viajes Nivel I​ takes students from "no measurable proficiency" to at least Novice-High performance by the end of Spanish I. Tasks and assessments are proficiency-based. In-context Proficiency-based instruction leaves students with skills that they can actually use in the future. The "end result" is that students can function in a variety of real-world scenarios to accomplish meaningful tasks. Place-based and Culturally-authentic The authors grew up in and now teach in Appalachia, and understand the unique needs of rural language educators. Viajes approaches language learning through real-life scenarios and authentic materials that are relevant to rural students. Flexible and Adaptable Viajes and accompanying online resources (www.appviaj.es) can be used as a primary curriculum or to support already-existing language programs. Viajes task-based activities can be used for proficiency-based assessment of language skills acquired through a comprehensible input (CI) approach. Aligned with ACTFL Standards Viajes follows a proficiency-based approach. Each unit includes authentic interpretive reading and listening activities. Interpersonal conversations and realistic presentational speaking and writing activities provide productive skills practice. Intercultural competencies are connected throughout the text.

scholarly journals Virtual exchange contributions to the development of intercultural competence: A Brazilian higher education institutions’ perspective

2022 ◽  
Vol 22 (1) ◽  
pp. 1-23
Author(s):  
Lourdes Evangelina Zilberberg Oviedo ◽  
Jan Krimphove
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Language Proficiency ◽  
Intercultural Competence ◽  
Real Life ◽  
Research Approach ◽  
Structured Interviews ◽  
Exchange Programs ◽  
Internationalization At Home ◽  
At Home

This article presents the results of a study conducted in the Brazilian higher education system aiming at analyzing the contributions of virtual exchange programs to the development of intercultural competence in students. The unprecedented study assists to enrich the limited body of knowledge about virtual exchanges in Brazil. The units of analysis consisted of member institutions of the Brazilian Association for International Education (FAUBAI) that were already running virtual exchange programs in 2020. The study follows an exploratory qualitative research approach based on semi-structured interviews with international office administrators of the institutions analyzed. What stands out among the study’s main findings is the fact that, Brazilian international office administrators consider virtual exchanges as an important tool for Internationalization at Home, and thus, a path toward a more inclusive internationalization model. Even with all the difficulties, such as: major technical issues, low level of language proficiency in faculty and students, lack of commitment and the disadvantages deriving from lack of a deeper and more intense cultural immersion when compared to real-life experiences, there is a consensus that virtual exchanges do contribute toward the development of intercultural competence in students. Therefore, it seems important to promote more Internationalization at Home initiatives to create more circumstances of proximity with other cultures and second-language learning opportunities.  

scholarly journals THE USE OF THE MOBILE APPLICATION "DROPS" IN THE PROCESS OF LEARNING FOREIGN LANGUAGES

2020 ◽  
pp. 107-120
Author(s):  
Oleksii Nalyvaiko ◽  
Anastasiia Vakulenko ◽  
Uliya Zemlin
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Age Groups ◽  
Language Education ◽  
Mobile App ◽  
Educational Process ◽  
Foreign Languages

The article deals with the issues of modernization of the educational process and outlines one of the most effective ways of implementing modern methods and techniques of language learning that are crucial for a successful person today. It is determined that despite the fact that in Ukraine there is an educational program for primary, secondary and higher education institutions, it is considered rather outdated and, unfortunately, negatively affects not only the knowledge base, but also the attitude of people to the educational process. The article analyzes the works of domestic and foreign scientists who have studied the process of introduction of digital technologies and mobile applications in the educational process. The research is a confirmation of previous scientific research and is aimed directly at the question of learning foreign languages, especially English, using personal computer (PCs) programs, tablets, smartphones and other gadgets. The study focuses on exploring the benefits and weaknesses of the Drops mobile app and analyzing its impact on users' level of knowledge and prospects for future interactions with users and mobile apps to successfully learn foreign languages. The article demonstrates the functionalities of the Drops mobile application and identifies the ability to apply it among three different age groups of users with different levels of English, as well as make predictions about the further progress of users in learning the language if the Drops mobile application is used regularly. The experiment analyzes the conditions, which determined: download the Drops application; to study a specific block of vocabulary of the British English language "City & Shops" within one week, the recipients of the experiment were "users" of different age and level of language proficiency. The main problems faced by language learners are highlighted, which confirms the benefits and highlights more of the program's disadvantages that the creators of the Drops mobile application should work on. It was noted that the success in learning a foreign language by using the Drops mobile application was improved, and the effectiveness of using modern technologies in the process of acquiring new knowledge of English was demonstrated. The widespread introduction of mobile applications in English language education programs is recommended.

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

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