Establishing a Praxis Between Sociocultural Perspectives and CALL-Based Practices

2021 ◽  
pp. 60-81
Author(s):  
Seth Cervantes ◽  
Amirhossein Monfared ◽  
Soo Min Lee ◽  
Monica Jackson
Keyword(s):  
Second Language Acquisition ◽  
Communities Of Practice ◽  
Language Learning ◽  
Role Playing ◽  
Language Teachers ◽  
Record Keeping ◽  
Role Playing Games ◽  
Sociocultural Perspectives ◽  
Use Of Technology ◽  
Sociocultural Theories

The field of computer-assisted language learning (CALL) has grown in terms of second language acquisition (SLA) theory. Researchers have linked sociocultural theories to CALL, noting that technologies can create communities of practice. Although many L2 learners and language teachers are proficient in the use of technology, this does not mean they can use it systematically to learn or teach. The aim of this chapter is to connect current sociocultural perspectives with CALL-based technologies. The first part discusses interactionist and sociocultural theories of SLA and shows how technology can build communities of practice, encourage reflection, and ultimately promote autonomous learning. The second section describes three CALL-based practices: (1) wikis, (2) role-playing games, and (3) online record-keeping. Each description links these practices to sociocultural perspectives of SLA theory and TESOL technology standards (TTS).

Establishing a Praxis Between SLA Theory and CALL-Based Practices

2018 ◽  
pp. 59-79
Author(s):  
Amirhossein Monfared ◽  
Seth Eugene Cervantes ◽  
Soo Min Lee ◽  
Monica Jackson
Keyword(s):  
Second Language Acquisition ◽  
Communities Of Practice ◽  
Language Learning ◽  
Role Playing ◽  
Language Teachers ◽  
Record Keeping ◽  
Role Playing Games ◽  
Sociocultural Perspectives ◽  
Use Of Technology ◽  
Sociocultural Theories

The field of computer-assisted language learning (CALL) has grown in terms of second language acquisition (SLA) theory. Researchers have linked sociocultural theories to CALL (Youngs, Ducate, & Arnold, 2011), noting that technologies can create communities of practice. Although many L2 learners and language teachers are proficient in the use of technology (Prensky, 2001), this does not mean they can use it systematically to learn or teach (Healey et al., 2011). The aim of this chapter is to connect current sociocultural perspectives with CALL-based technologies. The first part discusses interactionist and sociocultural theories of SLA and shows how technology can build communities of practice, encourage reflection, and ultimately promote autonomous learning (Hubbard, 2004). The second section describes three CALL-based practices: (1) wikis, (2) role-playing games, and (3) online record-keeping. Each description, links these practices to sociocultural perspectives of SLA theory and TESOL Technology Standards (TTS).

A Massively Multiplayer Online Role-Playing Game and Its Effects on Interaction in the Second Language

2018 ◽  
pp. 367-389 ◽  
Author(s):  
Nuttakritta Chotipaktanasook ◽  
Hayo Reinders
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Education ◽  
Role Playing ◽  
Computer Assisted ◽  
Face To Face ◽  
Role Playing Games ◽  
Role Playing Game ◽  
Massively Multiplayer

Massively multiplayer online role-playing games (MMORPGs) have been dramatically used in language education and identified in computer-assisted language learning (CALL) research as playing a central role in second language acquisition (SLA). This chapter addresses the integration of a commercially developed MMORPG Ragnarok Online into a language course as a basis for digital game-based language learning and reports on its effects on second language (L2) interaction. Thirty Thai learners of English who enrolled in a 15-week university language course were required to complete 18 face-to-face classroom lessons and six gameplay sessions. Learners' language use in both text and voice chats during gameplay was recorded and analysed to measure the effects of the game. The findings show that participating in MMORPG resulted in a significantly more considerable increase in L2 interaction that used a wider range of discourse functions compared with English interaction in the classroom. The authors discuss some of the theoretical and pedagogical implications of these findings.

A Massively Multiplayer Online Role-Playing Game and Its Effects on Interaction in the Second Language

2020 ◽  
pp. 424-446
Author(s):  
Nuttakritta Chotipaktanasook ◽  
Hayo Reinders
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Education ◽  
Role Playing ◽  
Computer Assisted ◽  
Face To Face ◽  
Role Playing Games ◽  
Role Playing Game ◽  
Massively Multiplayer

Massively multiplayer online role-playing games (MMORPGs) have been dramatically used in language education and identified in computer-assisted language learning (CALL) research as playing a central role in second language acquisition (SLA). This chapter addresses the integration of a commercially developed MMORPG Ragnarok Online into a language course as a basis for digital game-based language learning and reports on its effects on second language (L2) interaction. Thirty Thai learners of English who enrolled in a 15-week university language course were required to complete 18 face-to-face classroom lessons and six gameplay sessions. Learners' language use in both text and voice chats during gameplay was recorded and analysed to measure the effects of the game. The findings show that participating in MMORPG resulted in a significantly more considerable increase in L2 interaction that used a wider range of discourse functions compared with English interaction in the classroom. The authors discuss some of the theoretical and pedagogical implications of these findings.

An Investigation of the Relationship of Motivation, Attitudes and Environment

2018 ◽  
pp. 1126-1139
Author(s):  
Helen, Yeh Wai Man
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Environments ◽  
Language Proficiency ◽  
Attribution Theory ◽  
Global Economy ◽  
English Language ◽  
Language Teachers ◽  
Self Confidence

This chapter will study a Philippine and a Chinese leaner's approaches to learn and achieve English language proficiency over 15 years in Hong Kong using biographical approaches. It focuses on the experience of individual motivation and social learning environments, and examines the interactions between the learner's motivation, self-confidence, and competition in the global economy. The effect of the interaction on shaping English learning and the learning experiences in three aspects including formal, self-directed and natural learning environments will also be discussed through Gardner's model of socio-educational model in second language acquisition and Weiner's attribution theory in social psychology. The chapter will suggest some practical implications for students and language teachers, discusses the ways to enhance second language learning in a cosmopolitan city, and presents some possible ways to increase learners' motivation and competitiveness in the global economy.

Connected Learners

2018 ◽  
pp. 83-99 ◽  
Author(s):  
Carmen Santamaría-García
Keyword(s):  
Language Learning ◽  
Language Teachers ◽  
Politeness Theory ◽  
Foreign Language Teachers ◽  
Cultural Aspects ◽  
Relational Work ◽  
Cultural Variables ◽  
Use Of Technology ◽  
Globalized World ◽  
Different Cultures

Technology-enhanced language learning (TELL) is moving ahead from the use of technology in language labs to the possibilities offered by technology in setting up new ways of communication and interactivity. The effectiveness of teaching seems to depend more on teachers' ability to motivate students by connecting to their interests and catering for different intelligences. Teachers' creativity and empathy with them will constitute essential skills for the design of tasks and projects that connect with digital native students' interests. Consideration of cultural aspects will be of essential importance in our globalized world, as learning a language must always take into account cultural variables. The objective of this chapter is to review the challenges that technology and interculturality pose to foreign language teachers and note some of the possible solutions that may facilitate efficient teaching. Politeness theory will be discussed as a theoretical framework providing resources for building social identity and doing relational work with different cultures.

scholarly journals A Case Study of Using Online Communities and Virtual Environment in Massively Multiplayer Role Playing Games (MMORPGs) as a Learning and Teaching Tool for Second Language Learners

2012 ◽  
Vol 3 (4) ◽  
pp. 1-15 ◽  
Author(s):  
Isara Kongmee ◽  
Rebecca Strachan ◽  
Alison Pickard ◽  
Catherine Montgomery
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Communities ◽  
Second Language Learners ◽  
Role Playing ◽  
Learning And Teaching ◽  
Role Playing Games ◽  
Second Language Speakers ◽  
Massively Multiplayer

Massively Multiplayer Online Role Playing Games (MMORPGs) create large virtual communities. Online gaming shows potential not just for entertaining, but also in education. This research investigates the use of commercial MMORPGs to support second language teaching. MMORPGs offer virtual safe spaces in which students can communicate by using their target second language with global players. Using a mix of ethnography and action research, this study explores the students’ experiences of language learning and performing while playing MMORPGs. The results show that the use of MMORPGs can facilitate language development by offering fun, informal, individualised and secure virtual spaces for students to practise their language with native and other second language speakers.

scholarly journals Y TÚ, ¿POR QUÉ VAS A CLASE? EXAMEN DE LA MOTIVACIÓN DE ESTUDIANTES DE INGLÉS EN LA UNIVERSIDAD ESPAÑOLA.

2016 ◽  
Vol 1 (1) ◽  
pp. 541
Author(s):  
Alba Gutiérrez Martínez ◽  
José Antonio Del Barrio Del Campo
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Motivation Factors ◽  
Learning Success ◽  
Language Learning Motivation ◽  
Second Language Teachers

Abstract:WHY DO YOU GO TO CLASS? A STUDY ABOUT ENGLISH LANGUAGE LEARNING MOTIVATION FACTORS OF STUDENTS IN A SPANISH UNIVERSITY.Research on Second Language Acquisition has stand out the importance of students’ motivation as a crucial individual variable in the learning success (Gardner 2001, 2010, Dörnyei y Ushioda 2011, for instance). The present study reports on motivation factors of a group of English as a Foreign Language students (EFL) from the University of Cantabria. Data was collected through questionnaires and has important pedagogical implications because understanding motivation is an important factor not only for our students but also for parents, instructors and editorials (Babaae, 2012). Moreover, Europe is moving into a multilingual society that requires second language teachers not simply to teach English, French or German but to develop a multilingual and multicultural conscience on students (Lorenzo, Trujillo & Vez, 2011). This data can shed light to the issue by explaining what motivates our students.KEY WORDS: MOTIVATION, SECOND LANGUAGE MOTIVATION, ENGLISH TEACHING, FOREIGN LANGUAGE LEARNINGResumen:Gran parte de la investigación en la adquisición de segundas lenguas ha resaltado el papel de la motivación del alumnado como una importante variable individual para el éxito del aprendizaje (Gardner 2001, 2010, Dörnyei y Ushioda 2011, por ejemplo). El presente estudio reporta los factores de motivación de un grupo de alumnos y alumnas de inglés de la Universidad de Cantabria relacionados con su nivel, edad y sexo. Los resultados han sido recogidos a través de cuestionarios y tienen una gran importancia pedagógica ya que conocer la motivación tiene un papel crucial no solo para nuestro alumnado, sino también para padres y madres, profesorado y editoriales (Babaae, 2012). Además, no hay que olvidar que, con los cambios que nos están llevando hacia una sociedad plurilingüe, el profesorado debe ampliar sus competencias docentes y dejar, por tanto, de enseñar solo inglés, francés o alemán, para pasar a desarrollar una conciencia plurilingüe y multicultural en su alumnado (Lorenzo, Trujillo & Vez, 2011). Estos datos pueden contribuir en gran medida a ello arrojando luz sobre qué motiva a nuestros estudiantes.PALABRAS CLAVE: MOTIVACIÓN, MOTIVACIÓN EN SEGUNDAS LENGUAS, ENSEÑANZA DE INGLÉS, APRENDIZAJE DE SEGUNDAS LENGUAS

scholarly journals Reflective use of video recording in class

2019 ◽  
Vol 2 (1) ◽  
pp. 20
Author(s):  
Peter Joseph Ward
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Video Recording ◽  
Language Teachers ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Use Of Technology ◽  
Wide Range ◽  
High Level

Reflective video-recording in language-learning classes is engaging, effective and fun. Practices and techniques are highly transferable to other subject areas. In developing speaking competence and confidence, language teachers are constantly assessing and balancing the need to address either accuracy and/or fluency.   Video-recording in a supportive, sensitive environment with learners and teachers who know each other well can capture spoken language and visual communication and allow it to be worked on, like words on paper, as a text for analysis, discussion and feedback in a variety of ways, both top-down and bottom-up. Accuracy can be addressed without affecting fluency as the sample of speech is recorded, not live.   The use of video-recording and play-back lends itself particularly well to a wide range of language-learning approaches and methodologies, including Community Language Learning (CLL), Dogme ELT, task-based learning (TBL) and others, under the umbrella of a communicative approach.   Classes using video-recording are spontaneous and adaptive, very learner-centred and allow for responsive and sensitive adjustment to students’ needs, strengths and areas for improvement as well as cultural and linguistic considerations.   This case study will include edited video extracts of a video of a mock speaking test being analysed by a class of learners who are all engaged in practising for this this style of test. They share feedback in a supportive, affirming atmosphere. There is a high level of engagement and interaction.   The video of this class, in turn, is shown to a group of teachers, who use it as a text to workshop ideas for delivering feedback and generating learner-led discussion for meaningful alternative authentic self-assessment. The teachers also discuss the use of technology-enhanced learning in regard to this use of video.   Another layer of video shows a professional development session with a wider body of teachers leading into discussion on using video in professional development of teachers and teacher-trainers.   This case-study session will involve explanation of the methodology and pragmatics of this simple way of using video, recorded with students’ and teachers’ phones in class to enhance reflective learning with a range of clips of the various layers.    

Sign in / Sign up

Export Citation Format

Share Document