Technology-Mediated Tasks in English for Specific Purposes (ESP)

2013 ◽  
Vol 3 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Cédric Sarré
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Virtual Learning Environments ◽  
English For Specific Purposes ◽  
First Year ◽  
Online Questionnaire ◽  
Biology Students ◽  
Online Module ◽  
Learner Perception ◽  
Published Research

Although many researchers have focused their attention on task-based language teaching (TBLT) in recent years, there is little published research on TBLT in technology-mediated contexts, and on how to design and implement tasks in online settings. In addition, very little can be found in the literature about learner perception of technology-mediated tasks in these new virtual learning environments. The objective of this paper is to bridge these gaps by reporting on the design, implementation and learner perception of English For Biologists (EFB), an online module based on tasks and aimed at French biology students enrolled on a first year Master’s degree programme. The principles underlying the design of EFB (a combination of three action-based approaches) as well as its implementation (tutor mediation in particular) are presented in this paper. This article also offers insight in the learners’ perception of task-based language learning through the analysis of the answers they gave to a post-course online questionnaire. Overall, technology-mediated task reception was positive but learner feedback enabled to uncover specific problems, notably regarding the type of support provided.

scholarly journals Technology-Mediated Tasks in English for Specific Purposes (ESP)

2014 ◽  
pp. 951-967
Author(s):  
Cédric Sarré
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Virtual Learning Environments ◽  
First Year ◽  
Online Questionnaire ◽  
Degree Programme ◽  
Biology Students ◽  
Online Module ◽  
Learner Perception ◽  
Published Research

Although many researchers have focused their attention on task-based language teaching (TBLT) in recent years, there is little published research on TBLT in technology-mediated contexts, and on how to design and implement tasks in online settings. In addition, very little can be found in the literature about learner perception of technology-mediated tasks in these new virtual learning environments. The objective of this paper is to bridge these gaps by reporting on the design, implementation and learner perception of English For Biologists (EFB), an online module based on tasks and aimed at French biology students enrolled on a first year Master's degree programme. The principles underlying the design of EFB (a combination of three action-based approaches) as well as its implementation (tutor mediation in particular) are presented in this paper. This article also offers insight in the learners' perception of task-based language learning through the analysis of the answers they gave to a post-course online questionnaire. Overall, technology-mediated task reception was positive but learner feedback enabled to uncover specific problems, notably regarding the type of support provided.

scholarly journals Towards sustainable language learning in higher education – engagement through multimodal approaches

2019 ◽  
pp. 241-246
Author(s):  
Kirsi Korkealehto ◽  
Vera Leier
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Language Learning ◽  
Course Design ◽  
Task Design ◽  
Business Administration ◽  
First Year ◽  
Analysis Method ◽  
Online Questionnaire ◽  
Content Analysis Method

This project was conducted in a five credit course in English as a Foreign Language, which was a compulsory module in first year business administration studies. The data includes students’ learning diaries and a post-course online questionnaire (N=21). The data were analysed using a content analysis method. The results indicate that the students perceived the multimodal task design as enjoyable and students’ engagement was fostered by course design, teacher’s activity, student’s activity, and collaboration.

scholarly journals Factors affecting the way students collaborate in a wiki for English language learning

2009 ◽  
Vol 25 (5) ◽  
Author(s):  
Vida Zorko
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
English Language ◽  
English For Specific Purposes ◽  
Constructivist Approach ◽  
Factors Affecting ◽  
Constructivist Learning Environments ◽  
Collaborative Interaction ◽  
University Level ◽  
Qualitative Exploration

<span>Wikis are believed to be a powerful tool assisting the development of constructivist learning environments, as their very nature supports collaboration. However, not much research has been done into the types of collaborative interaction that take place in wikis when used for learning. The main purpose of this study is to explore the factors that affect the ways students collaborate in the wiki environment. To this end, a qualitative exploration of students' perceptions of collaboration in the wiki was carried out among sociology students at university level who used this environment in blended, problem based learning as part of their </span><em>English for Specific Purposes</em><span> course. The research shows that the wiki promoted many collaborative behaviours among students, such as learning from each other and communicating with the teacher. However, the data indicate that the wiki was less successful in facilitating other types of collaboration, such as communicating with peers and co-constructing products, primarily because the students had the opportunity to collaborate in live meetings and preferred to use </span><em>Messenger</em><span> and email to communicate. Overall, the results obtained here confirm that the wiki can be used to enhance effective collaboration in a constructivist approach to language learning.</span>

scholarly journals The Effects of Enhancing Prospective EFL Teachers' Knowledge Management Strategies in Virtual Learning Environments on Their Ideational Flexibility and Engagement

2017 ◽  
Vol 6 (2) ◽  
pp. 154
Author(s):  
Ammar Abdullah Mahmoud Ismail
Keyword(s):  
Knowledge Management ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Environments ◽  
Management Strategies ◽  
Foreign Language Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Efl Teachers ◽  
The Impact

The last few years have witnessed an increased interest in moving away from traditional language instruction settings towards more hybrid and virtual learning environments. Face-to-face interaction, guided practice, and uniformity of knowledge sources and skills are all replaced by settings where multiplicity of views from different learning communities, interconnectedness, self-directedness, and self-management of knowledge and learning are increasingly emphasized. This shift from walled-classroom instruction with its limited scope and resources to hybrid and virtual learning environments with their limitless provisions requires that learners be equipped with requisite skills and strategies to manage knowledge and handle language learning in ways commensurate with the nature and limitless possibilities of these new environments. The current study aimed at enhancing knowledge management strategies of EFL teachers in virtual learning environments and examine the impact on their ideational flexibility and engagement in language learning settings. A knowledge management model was proposed and field-test on a cohort of prospective EFL teachers in the Emirati context. Participants were prospective EFL teachers enrolled in the Methods of Teaching Courses and doing their practicum in the Emirati EFL context. Participants' ideational flexibility was tapped via a bi-methodical approach including a contextualized task and a decontextualized one. Their engagement in virtual language learning settings was tapped via an engagement scale. Results of the study indicated that enhancing prospective EFL teachers' knowledge management strategies in virtual learning environments had a significant impact on their ideational flexibility and engagement in foreign language learning settings. Details of the instructional intervention, instruments for tapping students’ ideational flexibility and engagement, and results of the study are discussed. Implications for foreign language teaching/learning along with suggestions for further research are also provided.Keywords: Knowledge management, ideational flexibility, student engagement

scholarly journals Contribuições do sociointeracionismo para a aprendizagem de um idioma em plataformas digitais / Contributions from sociointeracionism to the learning of a language in digital platforms

2016 ◽  
Vol 9 (2) ◽  
pp. 148-160
Author(s):  
Renata Santos de Morales ◽  
Noeli Reck Maggi ◽  
André Luis Marques da Silveira ◽  
Juliana Figueiró Ramiro
Keyword(s):  
Social Interaction ◽  
Language Learning ◽  
Learning Environments ◽  
Virtual Learning Environments ◽  
Digital Platforms ◽  
Teaching Platform ◽  
Design Projects ◽  
Reflective Display ◽  
Selection Of

RESUMO: Este artigo apresenta, a partir de um breve estudo de caso que tem como objeto a plataforma de ensino da Língua Inglesa My English Online, considerações iniciais sobre as possíveis contribuições da teoria sociointeracionista, proposta por Lev Semenovich Vigotsky, para um melhor desenvolvimento de ambientes virtuais de aprendizagem. No estudo da ferramenta, verificou-se que, tal como ocorre frequentemente em projetos de designinstrucional, o desenvolvimento da plataforma foi orientado pelo construtivismo de Jean Piaget, fato que será apresentado a partir da seleção e exposição reflexiva de algumas funcionalidades dessa plataforma. O desafio deste artigo é pautar, a partir da sugestão de inclusão de novas funcionalidades na plataforma, uma possibilidade de unir ambas as teorias com o objetivo de contribuir para a aprendizagem.PALAVRAS-CHAVE: aprendizagem de idioma; sociointeracionismo; plataformas digitais. ABSTRACT: This article presents, based on a brief case study which has as its object the English teaching platform My English Online, initial considerations on the possible contributions of the sociointeractionist theory proposed by Lev Semenovich Vigotsky, for a better development of virtual learning environments. The case study showed that, as often happens in instructional design projects, the development of the platform was guided by Jean Piaget’s constructivism, which will be presented from the selection and reflective display of a selection of the platform’s features. The challenge of this paper is to suggest, based on the inclusion of new features on the platform, a union of both theories in order to contribute to learning processes.KEYWORDS: language learning; social interaction; digital platforms.

scholarly journals Comparing Two Teacher Training Courses for 3D Game-Based Learning

2021 ◽  
pp. 267-292
Author(s):  
Michael Thomas ◽  
Letizia Cinganotto
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
Learning Environments ◽  
Virtual Learning Environments ◽  
Digital Tools ◽  
Game Based Learning ◽  
Immersive Environments ◽  
Language Teacher ◽  
3D Game ◽  
Training Courses

This chapter explores data form two online language teacher training courses aimed at providing participants with the skills to create and use games in 3D immersive environments. Arising from a two-year project which explored how game-based learning and virtual learning environments can be used as digital tools to develop collaborative and creative learning environments, two training courses were developed to support teachers to use two immersive environments (Minecraft and OpenSim). The first course was self-directed and the second was moderated by facilitators. Both courses provided a variety of games and resources for students and teachers in different languages (English, German, Italian, and Turkish). This chapter explores feedback from the teacher participants on both courses arising from a questionnaire and interviews with teachers and provides recommendations about the technical and pedagogical support required to develop immersive worlds and games for language learning.

Navigating the Shortcomings of Virtual Learning Environments Via Social Media

2019 ◽  
Vol 9 (2) ◽  
pp. 1-14
Author(s):  
Puvaneswary Murugaiah ◽  
Siew Hwa Yen
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Learning Space ◽  
Technology Students ◽  
Institutions Of Higher Learning ◽  
Teachers And Students ◽  
Use Of Social Media

It is undeniable that the higher education landscape worldwide has changed with the emergence of virtual learning environments (VLEs). These systems offer learning space and resources for teachers and students regardless of time and place. Although they significantly contribute to the achievement of learning objectives and outcomes, their usage is generally limited. This article uncovers the shortcomings of the use of VLEs for language learning in several Malaysian institutions of higher learning. It also aims to highlight the use of social media in addressing the barriers. Adopting a qualitative approach, data were gathered via in-depth interviews. Employing the dimensions proposed by Chun, Kern and Smith, the hindrances related to VLEs were examined. The findings revealed that instructors faced obstacles linked to the technology, students' experience and expectations as well as language learning environment. Social media helped them in addressing these obstacles.

scholarly journals Teachers’ interaction in combined physical and virtual learning environments:

2021 ◽  
Author(s):  
Katri Hansell ◽  
Michaela Pörn ◽  
Sandra Bäck
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Computer Mediated Communication ◽  
School Context ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Virtual Learning Environments ◽  
Target Language ◽  
Mediated Communication ◽  
Learning And Teaching

The development of the Internet and digital tools for interaction has enabled computer-mediated communication as part of the communicative approach to language learning and teaching. This creates affordances for learners of any target language from any location to communicate with each other, for example, through tandem language learning – that is, reciprocal two-way learning in dyads of two students with different first languages. Previous studies on tandem learning have mainly focused on the interaction between tandem partners in informal learning situations. In this study, we explore the teacher’s role in virtual classroom tandem applied to curriculum-based language teaching. The aim is to describe teachers’ engagement in interactional situations in the classroom, including the interplay between the physical classroom and virtual learning environments (VLEs). The data comprise video and screen recordings of teacher activities and interactions. The results reveal that virtual classroom tandem is a strongly student-centred approach where the teacher interaction during tandem lessons is notably narrower compared with tandem language learning based entirely on face-to-face meetings in a formal school context and in classroom instruction generally.

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