Persuasive Design in Teaching and Learning

The EuroPLOT project (2010-2013) has developed Persuasive Learning and Technologies (PLOTs) and has evaluated them in four real-world case studies, which cover the widely different teaching scenarios of university education, adult learning in industry, informal learning at a museum, literature studies, and language learning. At the International Workshop of EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013), the results of the project were presented, and an overview of related research was given. One of the main conclusions of EuroPLOT has been that the specific learning context has to be considered when applying persuasive designs. At IWEPLET 2013, both the theoretical background as well as evaluations of persuasive technology demonstrations were presented. This paper provides an overview of these presentations.

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Will mobile learning change language learning?

ReCALL ◽

10.1017/s0958344009000202 ◽

2009 ◽

Vol 21 (2) ◽

pp. 157-165 ◽

Cited By ~ 196

Author(s):

Agnes Kukulska-Hulme

Keyword(s):

Language Learning ◽

Informal Learning ◽

Mobile Learning ◽

Mobile Phones ◽

Teaching And Learning ◽

Portable Devices ◽

Mobile Assisted Language Learning ◽

Learning Practices ◽

Formal And Informal Learning ◽

Significant Change

AbstractThe use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. This creates the potential for significant change in teaching and learning practices. Taking the broader field of mobile learning as the setting within which developments in mobile-assisted language learning may be understood, the paper argues that an emphasis on mobility can lead to new perspectives and practices. The paper offers reflections on what mobile learning has to offer and considers whether it is likely to change how languages are taught and learnt. ‘Mobile learning’ is not a stable concept; therefore its current interpretations need to be made explicit. Examples of current projects and practices show an affinity between mobile and games-based learning, and can further illuminate what is distinctive and worthwhile about mobile learning.

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Review of doctoral research on second language teaching and learning in Spain (2008–2010)

Language Teaching ◽

10.1017/s0261444812000389 ◽

2012 ◽

Vol 46 (1) ◽

pp. 87-107

Author(s):

Raquel Serrano ◽

Imma Miralpeix

Keyword(s):

Adult Learners ◽

Language Learning ◽

Teaching And Learning ◽

New Technologies ◽

Language Teachers ◽

Learning Context ◽

Learning And Teaching ◽

Doctoral Research ◽

Immigrant Populations ◽

Selection Of

This paper reviews a selection of doctoral theses on language learning and teaching completed in Spain between 2008 and 2010. A total of 16 theses have been identified as representative – in terms of the topics under investigation and the methodology employed – of the doctoral research undertaken in Spain. Current topics include the development of speaking skills, motivation, learner autonomy, pragmatics, learning context, Content and Language Integrated Learning (CLIL), language learning by immigrant populations and, especially, classroom teaching. A variety of research methods were employed in the theses under review, and while most of them focus on adult learners, some also consider children. The interest of researchers in these topics is consistent with the challenges faced by language teachers in Spain, as well as with the new realities of teaching in this country, with its recently-arrived immigrant population, the expansion of CLIL programmes and the use of new technologies.

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The use of Webquest in blended EFL learning in Indonesia to improve students’ speaking skills

ATTARBIYAH ◽

10.18326/tarbiyah.v28i0.1-16 ◽

2019 ◽

Vol 28 ◽

pp. 1

Author(s):

Dian Amalia ◽

Roko Patria Jati

Keyword(s):

Action Research ◽

Language Learning ◽

Teaching And Learning ◽

Lesson Plan ◽

Foreign Language Learning ◽

Pedagogical Issues ◽

Learning Context ◽

English As Foreign Language ◽

Classroom Action Research ◽

Speaking Skills

This study aimed to investigate the implementation of Webquest in a blended EFL (English as Foreign Language) learning context and the students’ speaking skills improvement dealing with it. A number of 21 students were involved in the classroom action research designed. This classroom action research focused on two pedagogical issues of the methodology as well as the students’ improvement of their speaking skills. The lesson plan including the test instruments was prepared in line with the proposed teaching model. To begin, the observation supported with field notes was executed to describe the teaching and learning process. We played the role of passive participant in this period. Subsequently, the students’ speaking skills were evaluated through oral test in which the results of pre-cycle test as well as after-cycles were analyzed using t-test. We found that there was a significant improvement on the students’ speaking skills in term of pronunciation, intonation, fluency, grammar and vocabulary within two cycles of action research. Thus, the implementation of Webquest as media in blended learning was successful to improve the students’ speaking skills.

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Using blogs to help language students to develop reflective learning strategies: Towards a pedagogical framework

Australasian Journal of Educational Technology ◽

10.14742/ajet.1091 ◽

2010 ◽

Vol 26 (2) ◽

Cited By ~ 37

Author(s):

Tríona Hourigan ◽

Liam Murray

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Social Networking Sites ◽

Classroom Practice ◽

Teaching And Learning ◽

Computer Assisted ◽

Social Changes ◽

Learning Context ◽

Teaching And Learning Environment ◽

E Learning

Due to the social changes brought about in no small part by Web 2.0 tools, the potential impact of the blog writing phenomenon upon teaching and learning contexts reveals an important area for consideration for all university educators, and in particular for e-learning practitioners. Today, web users may access a wide variety of media to express themselves and to communicate with others. These may include conventional blog websites such as blogger.com or indeed social networking sites such as MySpace, Facebook or Bebo, which continue to integrate blog tools and which also encourage self-expression on the part of the users. Moreover, the application of such written expression tools into a language learning context requires further investigation by the computer-assisted language learning (CALL) community, most notably in the field of exploring the distinct pedagogical environment which emerges within such a context. This paper shall detail the pedagogical and support role of the teacher as well as considering the content of learners' reflective output throughout the course of the semester. Our analysis will consider the overall teaching and learning environment, with additional qualitative examples from the learner blogs and essays in order to define clearly emerging roles and activities with regard to future classroom practice.

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The Use of CLT in the Arab Context: A Critical Perspective

International Journal of English Language Education ◽

10.5296/ijele.v5i1.10486 ◽

2016 ◽

Vol 5 (1) ◽

pp. 15

Author(s):

Basma M. Alwazir ◽

Nadia Shukri

Keyword(s):

English Language Learners ◽

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Communicative Competence ◽

Language Teaching ◽

Theoretical Background ◽

Efl Classrooms ◽

Authentic Environment

One of the main aims behind learning English as a foreign language (EFL) is to communicate effectively with other speakers of the English language. The justification for concentrating on the teaching and learning of English as a second language (L2), and as a foreign language, is that it is the lingua franca (Klimczak-Pawlak, 2014) and the primary language used for communication around the world (Rich, 2014). English language learners are given limited chances to practice speaking in authentic situations in class, and teaching to communicate effectively in an authentic environment is often overlooked. Communicative Language Teaching (CLT) emphasizes meaning and communication in language learning, and with CLT the goal is to improve learners’ “communicative competence” (Richards & Rodgers, 2001). Nevertheless, challenges are faced when applying CLT in the EFL classrooms. Consequently, the purpose of this paper is to critically explore elements of the CLT approach and to better understand some of the cultural difficulties involved in its application. The paper will propose more application of the CLT in EFL classrooms, in place of language teaching techniques currently used in the Arab context. This paper will also examine issues dealing with the theoretical background of CLT, and focus on the implementation of activities that can encourage students' communicative competence.

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СOMMUNICATION COMPETENCE OF A PEDAGOGUE AS A DOMINANT VALUE: POSTMODERN CONTEXT

Educational Psychology in Polycultural Space ◽

10.24888/2073-8439-2021-53-1-37-44 ◽

2021 ◽

Vol 53 (1) ◽

pp. 37-44

Author(s):

N. E. Bulankina ◽

Keyword(s):

Language Learning ◽

Communication Skills ◽

Professional Education ◽

Teaching And Learning ◽

Stock Exchange ◽

Language Education ◽

Theoretical Background ◽

Current Status ◽

Teaching Staff

The problem of this article concerns the value of the communication skills and competence that has steadily risen on the Communicative Stock Exchange over the past ten years due to both global challenges of the modernity, and the current status of Russian public education development in terms of introducing culture of communication into everyday lessons. The purpose of this study is to substantiate the need for the required competence of teachers across all subjects at Regional Destination of cross-border characteristics, and to fill in the gap in the management of current professional education of a pedagogue. Scientific exposition and introduction to the problem will set out the theoretical background of technology, pedagogy and knowledge content of culture of communication and the rational for using it not just in language learning, but in all learning that is based on the ideas and principles of regional and axiological approaches to improving the methodology and scientific support of the tutorials intended for in-service teachers and teaching staff of regional consulting centers. The results of this research cover a) the constructs of the regional project the focus of which is on three main areas of supplementary techniques for doing, being and facing daily difficult situations of communication with others within the routine of the Regional Methodology Centers; b) the answer to the question of how to improve language education, both teaching and learning, spoken communication skills, understanding of text, etc; c) the tutorial practice support for the management of which the Institute Departments are responsible. This comprehensive model of the management of the Regional Methodology Centers presents a number of practical pieces of advice which have focused on the creation of the right atmosphere, both on the role of the pedagogue and the role of the most cooperative students/teachers, on the need of careful planning, timing and preparation during lessons using modern techniques (drama, project works, online and offline activities, business games, modern lesson and its criteria, etc ) for improving the presentation of activities in the regional development spaces, etc. In conclusion the article presents some ideas for further research of the possibilities of the Regional Consulting Centers in improving teachers’ presentation activities in terms of languages for special purposes in the communicative professional spaces.

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FUTURE EDUCATORS’ LEARNING TRENDS AT THE UNIVERSITY: HOW IMPORTANT AND SIGNIFICANT THE LEARNER’S EXPERIENCE IS?

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2019vol1.3855 ◽

2019 ◽

Vol 1 ◽

pp. 89

Author(s):

Remigijus Bubnys

Keyword(s):

Quantitative Research ◽

Teaching And Learning ◽

Education Institution ◽

Practical Experience ◽

Practical Training ◽

Theoretical Knowledge ◽

Learning Context ◽

Self Reflection ◽

The University ◽

Specific Learning

The structure and content of studies at a higher education institution, educating specialists in the field of education studies, are more oriented to subject-centred rather than pedagogical preparation; insufficient attention is paid to students’ practical training, where through self-reflection and reflection students’ sensations turn into experience. The problematicity lies in the fact that often students’ practical experience is limited only to technical skills applied in concrete situations; the basis is mechanical learning, when the focus is on theoretical knowledge gained at the university, which is not integrated with the students’ experience outlived earlier or during practice. On the other hand, theoretical knowledge is often not related to the practical activity. The results of the quantitative research disclose future educators’ teaching and learning trends at the university by analyzing, assessing and linking learners’ outlived experience with a specific learning context.

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Specific learning difficulties in second language learning and teaching

Language Teaching ◽

10.1017/s0261444819000442 ◽

2020 ◽

Vol 53 (2) ◽

pp. 129-143

Author(s):

Judit Kormos

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Learning ◽

Language Learners ◽

Learning Difficulties ◽

Learning Context ◽

Learning And Teaching ◽

Inclusive Language ◽

Set Up ◽

Specific Learning

Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.

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Closing the 21st-Century Knowledge Gap

Journal of Transformative Education ◽

10.1177/1541344617738514 ◽

2017 ◽

Vol 16 (3) ◽

pp. 197-219 ◽

Cited By ~ 4

Author(s):

Anne-Liisa Longmore ◽

Ginger Grant ◽

Golnaz Golnaraghi

Keyword(s):

Reflective Practice ◽

21St Century ◽

Teaching And Learning ◽

Business Environment ◽

Organizational Leaders ◽

Learning Context ◽

Learning Agents ◽

Technical Competencies ◽

Subject Matter Expertise ◽

Specific Learning

The 21st century is seeing dramatic shifts in the business environment. In order for organizations to adapt to these shifts, they must be more flexible and learning oriented. To thrive in this environment, organizational leaders must facilitate and build the capacity for learning throughout the organization. Organizational leadership is looking for employees to bring more than technical competencies or subject-matter expertise to their work; they are requiring specific learning-oriented competencies such as critical thinking, problem-solving, agility, adaptability, initiative, communication, and collaboration among others. To that end, business education is under heavy criticism for failure to produce the workforce needed to meet the demands of the 21st century. We set out to develop a conceptual teaching and learning model anchored in transformative and constructivist perspectives of learning that engages the whole learner in learning, reflective practice, and interactions with learning facilitators, other learning agents, and actors in a learning context.

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Teaching Strategies from the Perspective of Learners’ Individual Factors

English Language and Literature Studies ◽

10.5539/ells.v5n4p135 ◽

2015 ◽

Vol 5 (4) ◽

pp. 135

Author(s):

Lili Zhao

Keyword(s):

Individual Differences ◽

Language Learning ◽

Detailed Analysis ◽

Present Status ◽

Teaching And Learning ◽

Language Teaching ◽

Theoretical Background ◽

Individual Factors ◽

College English ◽

Learning And Teaching

Individual factors play a significant role in language teaching and learning. However, the phenomenon still exists that cognition and individual differences are separated from each other in college English teaching in China, which attaches too much importance to cognitive side of language learning while neglecting the functions of individual factors. The paper first gives a brief introduction about the present status of language teaching in China. And then the theoretical background of the study is proposed. Afterwards, a detailed analysis is given in this paper about the influences that individual factors bring about on language learning and teaching. Finally, some suggestions are put forward on how to reduce the negative aspects of learners’ individual factors to strengthen the positive teaching effects.

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