Affordances and Pedagogical Implications of Augmented Reality (AR)-Integrated Language Learning

2021 ◽  
pp. 242-261
Author(s):  
Babak Khoshnevisan ◽  
Sanghoon Park
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
Emerging Technologies ◽  
Language Education ◽  
Technological Tools ◽  
Definition Of ◽  
Lack Of Knowledge

Technologies have permeated the field of language education in recent decades. Language education has been informed by the technology-enhanced practices. Researchers have exhausted a variety of technologies and technological tools in the field of language education. Augmented reality (AR) is one of the emerging technologies that has been exploited in both education and language education. However, it is reported that educators' lack of knowledge and confidence in employing emerging technologies such as AR are limiting the use of these technologies in language education. To dive into the employed AR-related practices in language education, this chapter will (1) introduce the definition of AR, (2) discuss the underlying theories undergirding AR-integrated language learning, (3) present both the affordances and thorny issues accompanied with AR, and lastly, (4) share pedagogical implications of AR-integrated language learning to inform and usher the practices of language educators.

scholarly journals MATERIAL EVALUATION AND NEED ANALYSIS IN SYLLABUS DESIGNING

2017 ◽  
pp. 128-134
Author(s):  
Shailendra Pandey
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
General Term ◽  
Modern World ◽  
World Language ◽  
Language Curriculum ◽  
Material Development ◽  
Print Materials ◽  
Definition Of

The study draws insights to teacher and learners in terms of teaching material development. Teaching of the second language has been an important issue in modern world. It is not only an area of teaching but also an area of economic concerns. As a natural outcome that brings out, there is a hard competition among the publishers to obtain the high quality of the teaching materials. Any language learning process traditionally needs print materials or non-print materials (Reinders and White, 2010; Richards, 2001, p. 251; McGrath, 2002, pp. 125-136). The current paper is an assessment of the English Language curriculum that is taught in the colleges across Gujarat. Through this paper, it is focused on whether the curriculum fulfills learners’ needs. Curriculum is used as a general term for the entire organized teaching plan of a subject. Syllabus refers to a pre-defined teacher and supervisor definition of how the curriculum will be accomplished over a predefined period. A curriculum can consist of a number of syllabi. In many parts of the world, language education programs are designed following a syllabus-driven approach, that is, the syllabus determines what kind of materials will be prescribed and in what ways they can be implemented for the classroom teaching. In certain educational contexts, the syllabus even determines how materials should be designed in the first place.

Information and Communication Technology and Language Education

2014 ◽  
pp. 1-28
Keyword(s):  
Language Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Computer Software ◽  
Language Education ◽  
Language Resources ◽  
Learning Programs ◽  
Information And Communication ◽  
Definition Of ◽  
Definition Of Information

This chapter introduces the definition of Information and Communication Technology (ICT) and its concise history along the development of three generations of computers from 1940s to now. It then summarizes the influence of ICT on language education in general. Standalone computer software facilitates the knowledge and skills acquirement and transformation in language learning, including vocabulary, grammar, reading, writing, listening, and speaking, and boosts motivation and interest. The Internet and mobile technology supply not only unlimited resources and practice opportunities but also authentic communication via text or speech for language learners worldwide. Intelligent computer-assisted language learning programs can analyze the learners' text and speech syntactically and semantically, formulate corresponding responses, and provide comprehensive language resources and support. It is equally important to realize that language learning can improve the learner's information literacy, including the knowledge and skill to acquire and apply ICT in daily life, learning, and work.

scholarly journals Communicative grammar in modern Ukrainian linguodidactics

2018 ◽  
pp. 141-156
Author(s):  
Tetyana Andreyeva
Keyword(s):  
Language Learning ◽  
Language Education ◽  
Educational Goals ◽  
Language Competence ◽  
Linguistic System ◽  
Broad Term ◽  
Definition Of ◽  
Linguistic Units ◽  
Active Formation ◽  
Communicative Activity

This article examines the notion of communicative grammar in its relations with the Ukrainian linguodidactics. This problem is related to the language competence, which serves as a component of communicative competence. The present stage of studying the numerous problems of linguistics is characterized by the fact that they are considered in a cognitive-communicative perspective. The fact of the establishment of a cognitive-communicative paradigm in modern linguistics leads to the foreground of the study, which uses the functional description of the language system and its constructive units. Application of the communicative-activity approach corresponds most closely to modern educational goals and psycho-pedagogical ideas of the present, as it creates the preconditions for the active formation of communicative competences among students, serving as the main goal of standardized language education at all levels. The communicative approach to the study of the linguistic system demonstrates the applicable nature, because it involves mastering the linguistic material as an action: acquisition of the lexical and grammatical system of language based on their communicative importance. The specificity of modern research in the field of grammar was the emergence of various types of grammar (generative grammar, communicative grammar, functional grammar). Communicative grammar is one of the areas of language learning, which combines the systematic representation of grammar and text analysis (as part of this, there is a broad term in grammar, it also includes the lexical semantics). Significant linguistic units were in the focus of the study of communicative grammar in connection with the communicative activity of the speaker. The main object of this science is the text, and its purpose is the justification of the specific text and each of its components, the creation of an explanatory model of the grammatical system (that is the definition of functional and semantic specificity of grammatical units, the identification of functional and semantic principles that underpin the organization of the grammatical system). In our opinion, the linguo-didactic elaboration of a range of issues that lie in the sphere of interest in communicative grammar is still rather small. The development of the theory of communicative grammar itself in Ukrainian linguistics, and its linguistic and pedagogical elaboration, is, in large part, a matter of scientific and methodological perspectives.

scholarly journals Augmented/Virtual Reality Promises for ELT Practitioners

2019 ◽  
Vol 2018 (1) ◽  
pp. 360
Author(s):  
Mehrasa Alizadeh
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Language Learning ◽  
Virtual Worlds ◽  
Language Education ◽  
Learning Tools ◽  
Research And Practice ◽  
The Real ◽  
Basic Concepts ◽  
Enhanced Learning

Augmented reality (AR) and virtual reality (VR) are expanding into various fields of education. Thanks to AR and VR, teachers can bring a whole new dimension to the realm of language education, resulting in enhanced learning and increased motivation and engagement. With smartphones and inexpensive VR headsets, teachers are able to take a step forward in blurring the boundaries between the real and virtual worlds, giving their students immersive learning experiences. However, many ELT practitioners are not familiar with or keen on integrating AR/VR-related learning tools and resources into their classes (Bonner & Reinders, 2018; Santos et al., 2016). To get readers more acquainted with AR/VR uses in language education, the author first outlines the basic concepts within this area of research and practice. An AR/VR application is introduced in detail, followed by discussion on the use of this app in language learning. 拡張現実（AR）および仮想現実（VR）は絶えず様々な教育分野に拡大している。ARとVRによって、学習の強化やモチベーションとエンゲージメントの向上が可能となり、言語教育の領域に全く新しい次元をもたらすことができる。スマートフォンや安価なVRヘッドセットの使用によって、現実世界と仮想世界の境界を曖昧にすることで、学生は没入型の学習体験を得られる。しかし、ELT実務家の多くは、AR・VR関連の学習ツールとリソースを教育実践に統合する方法に馴染みがなかったり、統合自体に関心がない現状がある（Bonner & Reinders, 2018; Santos et al., 2016）。読者の言語教育におけるAR・VRの使用法に関する詳細な理解を深めるために、まずこの分野の研究と実践の基本的な概念を概説する。また、AR及びVRアプリケーションについて詳しく説明した上で、このアプリケーションを言語学習に使用する方法について説明する。

scholarly journals THE IMPLEMENTATION OF ENGLISH-MEDIUM INSTRUCTION IN UKRAINIAN HIGHER EDUCATION

2021 ◽  
Author(s):  
Olena Shcherbakova ◽  
◽  
Svitlana Nikiforchuk ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Language Education ◽  
The European Union ◽  
Professional Activities ◽  
Advantages And Disadvantages ◽  
Higher Educational ◽  
Definition Of ◽  
State Educational

The purpose of the paper is to research, summarize and present the question of implementation of Content and Language Integrated Learning (CLIL) in the higher educational establishments of Ukraine. It is considered one of the most widespread and promising methods of teaching foreign languages. The effectiveness of the methodology is recognized in the European Union, and in some European countries CLIL goes to the level of the state educational program. The definition of CLIL, its goal, advantages and disadvantages are studied in the following paper. The obvious goal of CLIL is to provide students with a high level of foreign language proficiency in familiar conditions to a foreign environment, using the language as a means of subject studies and communication, one of the threads of CLIL is integrated language learning in professional activities, thus the article reflects the differences of CLIL from the other methods. The principles of studying the subject and language during the implementation of CLIL methodology in the process of foreign language education are presented by the authors. The use of CLIL methodology in different countries made it possible to determine its advantages, as well as certain problems of its implementation in the educational process. The question of the introduction of this methodology in higher educational establishments of Ukraine still remains open. The analysis of the methodology in the context of the chosen discipline, which is perceived as a practical course of learning a foreign language, is especially important for the research. Also the main objectives of CLIL methodology are distinguished in the given paper. The example of implementing CLIL methodology in practical lessons is introduced in the paper and advantages and disadvantages of using this methodology in higher educational establishments of Ukraine are described. The effectiveness of CLIL methodology is ensured by conducting lessons in modern forms of interaction between the teacher and the student, with the use of innovative educational technologies, and allows students to simultaneously study both the language and the professional subject. The conclusions are made on the basis of detailed research of CLIL implementation in European and Ukrainian universities.

scholarly journals Formation of the polylingual personality of pupils of secondary school

2020 ◽  
Vol 99 (3) ◽  
pp. 18-24
Author(s):  
R Mazhenova ◽  
◽  
G Beisenbekova ◽  
M Yelshina ◽  
J Danek ◽  
...  
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Native Speaker ◽  
Cognitive Activity ◽  
Language Education ◽  
Modern World ◽  
School Students ◽  
Multilingual Education ◽  
The Republic ◽  
Definition Of

The article is devoted to the consideration of the relevance of multilingual education in the Republic of Kazakhstan and the formation of a multilingual personality of students in secondary schools. The definition of the concepts of polylingualism and polylingual education is available in this article. The authors analyzed various approaches and definitions of the concepts of «linguistic personality», «polylingual personality» and «polylingual personality of pupil». Language education of a pupil as a linguometodic category is a process and result of cognitive activity aimed at mastering the basics of language theory for communication purposes, at speech, mental and aesthetic development, and at mastering the culture of a native speaker of a given language. The article presents the main aspects of language learning in the modern world. The authors considered the levels of formation of a polylingual personality according to the linguist G.I. Bogin. The authors analyzed and systematized the main requirements for the formation of a multilingual student's personality. In addition, the degree of proficiency in several languages of secondary school students is determined. To achieve the effectiveness of the pedagogical process aimed at the formation of a polylingual personality of the student, the necessity of using active teaching methods, developing special techniques and creating pedagogical conditions was shown.

scholarly journals Using Game as an Educational Phenomenon in Foreign Language Education of Adults (Practical Instructions)

2019 ◽  
pp. 1-5
Author(s):  
Ilka Birova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Adult Students ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Russian Language ◽  
General Definition ◽  
Intercultural Skills ◽  
Definition Of

This review paper is dedicated to the learning game as an educational phenomenon in foreign language education of adults. Gamification becomes one of the main trends in language education not only of children but of adults as well. Game is a central subject of the author’s recent research works, including a monograph about game in foreign language education on the base of Russian language. In the article a general definition of game in language education is given. A conception regarding practical foreign language education with active use of game activities is generally presented. Using game in teaching process is active if it takes an average of 30% learning time. The author gives an explanation about relevance of this proportion. Useful practical instructions for using different game activities at elementary, intermediate and advanced levels of foreign language teaching to adults are presented. Game in the foreign language learning process is a real challenge to the intellect and emotions of adult students. Game activities stimulate not only speaking or writing skills but cognitive, creative, social and intercultural skills as well. The game is a valuable educational phenomenon which has to be actively used in foreign language education of adult students.

Blogging in Foreign Language Education

2009 ◽  
pp. 292-312 ◽  
Author(s):  
Nat Carney
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Critical Examination ◽  
Comprehensive Overview ◽  
Research Areas ◽  
Potential Benefits ◽  
Definition Of

This chapter gives a comprehensive overview of blogs in Foreign Language Education (FLE) through reviewing literature, critically analyzing potential benefits and concerns about blogs, and suggesting research needed to better understand blogging’s influence on language learning. The chapter begins with a discussion of Web 2.0’s potential impact on FLE and a detailed description and definition of blogs. Following this a comprehensive literature review of blog use in FLE and a critical examination of blogging’s potential benefits and problems in key areas of FLE is offered. Finally, future trends for blogs and further research areas are suggested. Though blogs are a tool that have received relatively minimal attention in FLE literature to date, this chapter argues that blogs can be an important hub of learning in Web 2.0.

Augmented Reality

2018 ◽  
pp. 291-309
Author(s):  
Nhu Le ◽  
Hanh Dinh
Keyword(s):  
Augmented Reality ◽  
Learning Environments ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Language Education ◽  
Future Research ◽  
Quality Of Teaching ◽  
Technological Tools ◽  
Language Classrooms

Rapid advancement in technology has altered the way language education is conceptualized and practiced. Technological tools, when effectively integrated with appropriate pedagogical foundations, can enhance the quality of teaching and learning experiences. Augmented reality (AR) has emerged as one of the latest technologies offering a new way to bridge virtual and reality worlds. Due to the widespread proliferation of digital technology, the implementation of AR on mobile devices such as smartphones and tablets has become a growing trend in educational settings. Regardless of the advantages that AR technology brings to language classrooms, there have been very few studies exploring the design, evaluation, and applications of AR for educational purposes. Therefore, this chapter aims to (a) introduce AR technology in learning environments, (b) embrace its potentials and foreseeable hindrances to language education, (c) discuss practical and applicable ways to use this merging technology effectively in the classroom, and (d) propose some issues for future research.

TBLT through the lens of applied linguistics

2016 ◽  
Vol 167 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Martin Bygate
Keyword(s):  
Language Learning ◽  
Real World ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Significant Proportion ◽  
Language Education ◽  
Research To Practice ◽  
Future Directions ◽  
Definition Of ◽  
Real World Problems

Ever since the establishment in the 1940’s of the distinguished journal Language Learning, a significant proportion of research in applied linguistics has defined itself as aiming to address practical problems of language teaching. Given the definition of applied linguistics as ‘the theoretical and empirical study of real world problems in which language has a central role’ (after Brumfit, 2001), an ambition to relate its work to practical language teaching problems is appropriate. Task-based language teaching is a subarea of applied linguistics which deliberately aims to link research to practice. With this in mind, this paper will seek to evaluate the extent to which TBLT research has to date engaged with — and helped address — the real world problems of language education. It then attempts to derive some implications for future directions of TBLT research as a part of an empirical applied linguistics.

Sign in / Sign up

Export Citation Format

Share Document