Breaking Physical Barriers With Mobile Technologies

2022 ◽  
pp. 92-113
Author(s):  
Sibel Ergun Elverici
Keyword(s):  
Social Media ◽  
Formal Education ◽  
Language Education ◽  
Mobile Technologies ◽  
Common Trend ◽  
Language Classroom ◽  
Physical Barriers ◽  
Social Media Tools ◽  
The Common ◽  
Social Media Tool

Considering the growing popularity of mobile technologies and therefore social media tools, the idea of this study is not to promote or romanticise a social media tool but to explore the potential of social media for educational use by presenting a specific example. The study also aims to bring a deeper understanding of how mobile applications could be used to foster language education and consider their possible potential in education. Unlike the common trend investigating English vocabulary in the field, this study does not expose students to word lists but attempts to support the curriculum that students have to follow in their formal education. In this context, this chapter suggests an example of going beyond the physical constraint of language classroom by providing learners informal opportunities to practise English outside school in various contexts by using one of the most popular tools, namely WhatsApp.

scholarly journals Research into practice: Virtual exchange in language teaching and learning

2021 ◽  
pp. 1-15
Author(s):  
Melinda Dooly ◽  
Margarita Vinagre
Keyword(s):  
Language Development ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Formal Education ◽  
Language Education ◽  
Pedagogical Approach ◽  
Language Classroom ◽  
Applied Assessment ◽  
Key Aspects ◽  
Insight Into

Abstract In this article, the authors reflect on the ways research on Virtual Exchange (VE) has had an impact on language education practices and, conversely, areas in which research has been underexplored, misapplied or perhaps even over applied by VE practitioners in formal education settings. Starting from a brief historical overview of VE, the text first outlines the features widely accepted as key aspects of this pedagogical approach before considering to what extent research results can be identified in VE implementation. Principal topics covered are the main aims regarding language development when VE is applied, assessment of language development through VE and VE and intercultural competence. While the article is not intended as a comprehensive review, it provides insight into the main foci of VE research and how these findings are reaching the language classroom (primary, secondary and university).

Encouraging Communication Through the Use of Educational Social Media Tools

2018 ◽  
pp. 153-164
Author(s):  
Melissa Barnes
Keyword(s):  
Social Media ◽  
Social Networking ◽  
Classroom Environment ◽  
New Technologies ◽  
Mobile Technologies ◽  
Web Based ◽  
Social Trends ◽  
Language Communication ◽  
Social Media Tools ◽  
Use Of Social Media

Over the last decade, our society has embraced social networking and web-based and mobile technologies. In an attempt to stay current with social trends, educators have become increasingly interested in how best to harness social media tools to enhance their teaching practices. This paper will explore the use of social media tools, such as Edmodo and Glogster, with 30 Japanese high school exchange students in Sydney, Australia. Given that the classes were homogenous, the teachers' biggest challenge was to create a classroom environment that encouraged students to use English rather than Japanese to communicate with one another. By using social media tools, students were given the opportunity to embrace and explore different technologies while creating a space to communicate with their peers and teachers in English. This article will discuss the types of activities and tasks employed and student and teacher feedback. New technologies continue to emerge and evolve, shaping how our society communicates, works and learns. Educators, in particular, have attempted to harness various aspects of technology to enhance teaching and learning. Given that social networking and web-based and mobile technologies have become an integral part of young people's everyday lives, educators have become increasingly aware of the need to incorporate these social media tools in the learning process. The impetus for the action research presented in this paper was born from a desire to promote English language communication through introducing social media tools, such as Edmodo and Glogster. The aim was to explore how a variety of tasks and activities are employed and received by both students and teachers.

Encouraging Communication through the Use of Educational Social Media Tools

2017 ◽  
pp. 1-12 ◽  
Author(s):  
Melissa Barnes
Keyword(s):  
Social Media ◽  
Social Networking ◽  
Classroom Environment ◽  
New Technologies ◽  
Mobile Technologies ◽  
Web Based ◽  
Social Trends ◽  
Language Communication ◽  
Social Media Tools ◽  
Use Of Social Media

Over the last decade, our society has embraced social networking and web-based and mobile technologies. In an attempt to stay current with social trends, educators have become increasingly interested in how best to harness social media tools to enhance their teaching practices. This paper will explore the use of social media tools, such as Edmodo and Glogster, with 30 Japanese high school exchange students in Sydney, Australia. Given that the classes were homogenous, the teachers' biggest challenge was to create a classroom environment that encouraged students to use English rather than Japanese to communicate with one another. By using social media tools, students were given the opportunity to embrace and explore different technologies while creating a space to communicate with their peers and teachers in English. This article will discuss the types of activities and tasks employed and student and teacher feedback. New technologies continue to emerge and evolve, shaping how our society communicates, works and learns. Educators, in particular, have attempted to harness various aspects of technology to enhance teaching and learning. Given that social networking and web-based and mobile technologies have become an integral part of young people's everyday lives, educators have become increasingly aware of the need to incorporate these social media tools in the learning process. The impetus for the action research presented in this paper was born from a desire to promote English language communication through introducing social media tools, such as Edmodo and Glogster. The aim was to explore how a variety of tasks and activities are employed and received by both students and teachers.

Power to Share

2015 ◽  
pp. 129-142
Author(s):  
Sophy Smith
Keyword(s):  
Social Media ◽  
Research Projects ◽  
Online Social Media ◽  
Artistic Collaboration ◽  
The People ◽  
The Social ◽  
Practical Research ◽  
New Methodologies ◽  
Social Media Tools ◽  
Social Media Tool

Online social media tools have made it increasingly easy to communicate, cooperate and collaborate with others online, and as such offer new frameworks for making creative work. Facebook claims that it helps members connect and share, but what if the people you want to connect and share with are your artistic collaborators? Can Facebook be used creatively, as a collaborative artistic environment? This article draws on the practical research projects ‘Feedback', carried out by the author, exploring new methodologies for collaborative creation supported by online social media. The project focused on the creative use of Facebook as a tool for creative collaboration, establishing a possible working model of artistic collaboration using the social media tool.

scholarly journals Use of Social Media Tool “Whatsapp” in Medical Education

2017 ◽  
Vol 23 (1) ◽  
Author(s):  
Qudsia Anwar Dar ◽  
Farooq Ahmad ◽  
Muhammad Ramzan ◽  
Sadaf Humayun Khan ◽  
Khadija Ramzan ◽  
...  
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Instructional Strategy ◽  
Female Students ◽  
Male Students ◽  
Traditional Teaching ◽  
Anonymous Questionnaire ◽  
Social Media Tools ◽  
Use Of Social Media ◽  
Social Media Tool

<p>We are living in an era of technology where smart phones and hence social media has entered into many aspects of our life. Many professions are using social media to improve communication between colleagues. Social media tools are gaining attention in medical education as well.</p><p><strong>Objective:</strong><strong>  </strong>To explore the potential of WhatsApp as an instructional strategy for 4<sup>th</sup> Year MBBS students in Ophthalmology.<strong></strong></p><p><strong>Methods:</strong><strong>  </strong>We made two groups of students on WhatsApp one for males and one for females. Topic of lecture, relevant images of taught topic and MCQs and SEQs were shared in both groups and students were encouraged to ask questions if they had any. After ten lectures the students were asked to give their feedback on our activity of WhatsApp group on an anonymous questionnaire.</p><p><strong>Results:</strong><strong>  </strong>Two hundred and thirty four students, 145 (62.0%) female and 86 (36.8%) males students filled in the anonymous questionnaire. One hundred and eighty nine students (88.77%) were using social media to learn medicine while 45 students (19.23%) were not. Sixty seven students (29.39%) were using both WhatsApp and Facebook, 65 students (28.51%) were using Facebook, 57 students (25%) were using WhatsApp.<strong> </strong>Sixty percent of students were using social media once or more than twice a day. Eighty eight (63.8%) female students and 66 (77.7%) male students ranked this activity as high or above. To the open ended question we got appreciative comments and some suggestion.<strong></strong></p><p><strong>Conclusion:</strong><strong>  </strong>WhatsApp is an effective social media tool to motivate, augmentand perhaps improve the learning of undergraduates in addition to traditional teaching.<strong></strong></p>

scholarly journals Abbreviations/Acronyms and Neologisms in English and French WhatsApp Communication: A Comparative Study and Implications for Translation

2019 ◽  
Vol 1 (2) ◽  
pp. p99
Author(s):  
Marinus Samoh Yong
Keyword(s):  
Social Media ◽  
Social Interactions ◽  
Geographic Location ◽  
The Internet ◽  
Information Superhighway ◽  
Internet Age ◽  
Network Concept ◽  
The Social ◽  
Social Media Tools ◽  
Social Media Tool

Since the invention of the Internet in 1962 when J. C. R Licklider of MIT presented the first recorded description of the social interactions that could be enabled through networking in his Galactic Network concept, what has come to be known as social media has gained a lot of prominence and momentum in the dissemination of information. Prior to the dawn of the Internet age other communication tools like the telegraph, telephone, radio, and computer had served as precursors. A tool of immeasurable capabilities, the Internet is also a medium for collaboration and interaction between individuals and their computers without regard for geographic location. Other social media tools that have boarded this 20th Century information superhighway wagon include Yahoo co-founded by Jerry Yang and David Filo in 1994, Facebook co-founded mainly by Mark Zuckerbeg in 2004, Twitter by Jack Dorsey in 2006, WhatsApp by Jan Koum and Brian Acton in 2009 and Instagram by Kevin Systrom in 2010. Our focus in this paper is on the use of WhatsApp as a social media tool. Adjudged one of the fastest and easiest to use, people of all walks of life have taken full advantage of it. Our aim in this paper is to examine how it has impacted on the use of English and French by Anglophones and Francophones in Nigeria and Cameroon so far as neologisms and abbreviations are concerned. Our approach which is comparative in nature has as its principal tenet the implications for translation to and from the two languages involved in this study.

scholarly journals KOMPETENCJA MIĘDZYKULTUROWA – KONCEPCJE I WYZWANIA

Neofilolog ◽  
2018 ◽  
pp. 137-152
Author(s):  
Teresa Siek-Piskozub
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
National Standards ◽  
Dynamic Nature ◽  
Language Classroom ◽  
The Common ◽  
Intercultural Mediators

One of the goals of foreign language education is to prepare learners to the role of intercultural mediators, as indicated in such documents as National Standards for Foreign Language Education or The Common European Framework of Reference for Languages. Research on culture and its relation to language has a long tradition and reveals a complex and also dynamic nature of the concept. Culture has also been present, although to a different extent, in the long practice of foreign language teaching. However, our understanding of cultural competence in a multicultural and multilingual European Union, which sets goals in the area of education in its Member States, has been evolving. In the article we will discuss different concepts of culture proposed by such researchers as Hofstede (1980, 1991), Binnett (1993), Weaver (2001), and Byram (1997), as well as various concepts of approaching culture in the foreign language education context. We will also look at challenges faced by Polish learners and teachers in the foreign language classroom.

Motivations to enrol in EMI programmes in China: an exploratory study

2022 ◽  
Vol 0 (0) ◽  
Author(s):  
Janina Iwaniec ◽  
Weihong Wang
Keyword(s):  
Language Learning ◽  
Language Education ◽  
Learning Motivation ◽  
Learning Content ◽  
Language Learning Motivation ◽  
Job Opportunities ◽  
Language Classroom ◽  
English Medium Instruction ◽  
The Common ◽  
Learning Journal

Abstract A recent interest in English Medium Instruction (EMI) has led to the flourishing of studies that examine motivation in EMI classrooms. Some of these studies tend to compare language learning motivation of students who are and are not enrolled in EMI programmes (see e.g. Doiz, Aintzane, David Lasagabaster & Juan Manuel Sierra. 2014. CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal 42(2). 209–224; Sylvén, Liss Kerstin & Amy S. Thompson. 2015. Language learning motivation and CLIL: Is there a connection? Journal of Immersion and Content-Based Language Education 3(1). 28–50), showing that EMI learners are typically more motivated than their peers in non-EMI contexts. This has led to the common perception that learners enrol in EMI primarily to improve their English. Yet, there is a dearth of comprehensive studies exploring learners’ reasons behind their enrolment in EMI programmes and how these change throughout their studies. To address this gap, 247 university students from a range of universities across China filled in the questionnaire, which included scales pertaining to reasons for choosing an EMI programme. The data were analysed in SPSS. The results show that enhanced future job opportunities, opportunities for contact with an international community as well as potential gains in learning content and language specific vocabulary are the most strongly endorsed drivers that motivate EMI students to undertake their studies in English. They also tend to pursue their ideal visions of themselves as bilingual professionals and derive pleasure from EMI classes. To a lesser extent, students are motivated by what is expected of them and the actual pedagogy in the language classroom. Their motivation tends to stay stable over their years of study. However, the survey also revealed that not all students are equally motivated and resolved to continue with EMI studies. The findings highlight that, whereas students tend to be strongly motivated, there is a potential to improve the delivery of EMI courses.

Overcoming cross-cultural barriers to knowledge management using social media

2014 ◽  
Vol 27 (1) ◽  
pp. 45-55 ◽  
Author(s):  
Deepa Ray
Keyword(s):  
Social Media ◽  
Knowledge Management ◽  
National Culture ◽  
Cultural Dimensions ◽  
Cultural Barriers ◽  
Content Type ◽  
Multiple Dimensions ◽  
Social Media Tools ◽  
Cultural Traits ◽  
Social Media Tool

Purpose – The purpose of this paper is to examine the barriers to knowledge management (KM) due to various national cultural dimensions and to understand how social media can be used to mitigate those barriers to KM processes within organizations. Design/methodology/approach – The paper begins with a focussed review of existing literature to understand the key concepts in KM and national culture. The paper then outlined the important dimensions of national culture and the barriers they introduce to the KM processes. The paper also briefly reviews the features of some of the popular social media tools available. The paper then conceptually link the three areas of KM, national culture and social media to emerge with a clear picture of how social media can overcome KM barriers due to specific cultural traits. Findings – National culture has multiple dimensions and each of these dimensions can act as a significant barrier to KM within organizations. Social media tools have rich interactive features which can help overcome these barriers. Choosing the correct social media tool with specific features can help alleviate the issues introduced by specific cultural traits. Originality/value – This paper integrates the three areas of KM, national culture and social media. It provides an understanding of how the various cultural dimensions can act as barriers to KM. It particularly outlines specific social media tools to remedy obstacles to KM due to each of the national culture dimension.

Knowledge Contribution in Organizations via Social Media

2017 ◽  
Vol 16 (1) ◽  
pp. 12-24 ◽  
Author(s):  
Nicole Behringer ◽  
Kai Sassenberg ◽  
Annika Scholl
Keyword(s):  
Social Media ◽  
Social Identity ◽  
Social Identity Theory ◽  
Knowledge Exchange ◽  
Expectancy Theory ◽  
Perceived Usefulness ◽  
Abstract Knowledge ◽  
The Social ◽  
Willingness To Contribute ◽  
Social Media Tool

Abstract. Knowledge exchange via social media is crucial for organizational success. Yet, many employees only read others’ contributions without actively contributing their knowledge. We thus examined predictors of the willingness to contribute knowledge. Applying social identity theory and expectancy theory to knowledge exchange, we investigated the interplay of users’ identification with their organization and perceived usefulness of a social media tool. In two studies, identification facilitated users’ willingness to contribute knowledge – provided that the social media tool seemed useful (vs. not-useful). Interestingly, identification also raised the importance of acquiring knowledge collectively, which could in turn compensate for low usefulness of the tool. Hence, considering both social and media factors is crucial to enhance employees’ willingness to share knowledge via social media.

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