scholarly journals GaeltechVR: Measuring the Impact of an Immersive Virtual Environment to Promote Situated Identity in Irish Language Learning

2019 ◽  
Vol 12 (3) ◽  
Author(s):  
Naoise Collins ◽  
Brian Vaughan ◽  
Charlie Cullen ◽  
Keith Gardner
Keyword(s):  
Language Learning ◽  
Best Practice ◽  
Language Learner ◽  
Small Scale ◽  
Learning Context ◽  
Irish Language ◽  
Design Based Research ◽  
Immersive Virtual Environment ◽  
Situated Identity ◽  
The Impact

This study investigates how a design-based research methodology is best suited to measuring the impact of a designed virtual reality experience to improve situated identity in Irish learners focusing on their attitudes, motivation, and confidence as Irish language learners. This paper describes the design of GaeltechVR: an immersive Irish language VR experience designed for the VIVE Pro. It also gives the results of a mixed-methods study to measure the impact in a local adult Irish language learner context. A questionnaire on situated attitudes and motivation to language learning (Ushioda & Dörnyei, 2009) was adapted for the Irish context to investigate a small scale sample of the local context’s attitudes to Irish language learning. The participant’s gameplay was recorded for analysis along with questionnaires on presence (Witmer & Singer, 1998), simulator sickness and an adapted questionnaire on their attitudes after the intervention.Using best practice in design-based research experiments (Nelson, Ketelhut, Clarke, Bowman, & Dede, 2013) the study had two main goals: To investigate the usability of the design of GaeltechVR and to measure the impact of the intervention on attitudes, identity and motivation in the local Irish language learning context.

scholarly journals Trayectorias: A new model for online task-based learning

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 145-157 ◽  
Author(s):  
CRISTINA ROS i SOLÉ ◽  
RAQUEL MARDOMINGO
Keyword(s):  
New Media ◽  
Language Learning ◽  
Language Learner ◽  
Small Scale ◽  
Learning Approaches ◽  
Learning Context ◽  
New Literacy ◽  
Reading Processes ◽  
The One ◽  
The Web

This paper discusses a framework for designing online tasks that capitalizes on the possibilities that the Internet and the Web offer for language learning. To present such a framework, we draw from constructivist theories (Brooks and Brooks, 1993) and their application to educational technology (Newby, Stepich, Lehman and Russell, 1996; Jonassen, Mayes and McAleese, 1993); second language learning and learning autonomy (Benson and Voller, 1997); and distance education (Race, 1989; White, 1999). On the one hand our model balances the requirements of the need for control and learning autonomy by the independent language learner; and on the other, the possibilities that online task-based learning offer for new reading processes by taking into account new literacy models (Schetzer and Warschauer, 2000), and the effect that the new media have on students’ knowledge construction and understanding of texts. We explain how this model works in the design of reading tasks within the specific distance learning context of the Open University, UK. Trayectorias is a tool that consists of an open problem-solving Web-quest and provides students with ‘scaffolding’ that guides their navigation around the Web whilst modelling learning approaches and new learning paradigms triggered by the medium. We then discuss a small-scale trial with a cohort of students (n = 23). This trial had a double purpose: (a) to evaluate to what extent the writing task fulfilled the investigators’ intentions; and (b) to obtain some information about the students’ perceptions of the task.

scholarly journals Using Vocabulary Apps to Enhance Students’ Vocabulary Knowledge

2018 ◽  
pp. 306-323 ◽  
Author(s):  
Christian Ludwig
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Handheld Devices ◽  
Small Scale ◽  
Computer Assisted ◽  
School Students ◽  
The Impact

The fast and increasingly natural adoption of handheld devices such as smartphones and tablets into everyday life is a rapidly growing social phenomenon which is also believed to have vast potential for foreign language learning. The small-scale study presented in this article contributes to the discussion of whether handheld devices should be further integrated into or eliminated from the classroom by presenting part of the results of a small-scale study conducted in a German secondary English as a foreign language classroom. The study examined the impact of a mobile vocabulary learning app on secondary school students’ vocabulary performance, also giving some indications about the students’ development of foreign language learner autonomy. Although the results of the study showed an unexpectedly limited use of the app, they allow assumptions to be made about the reasons which prevented students from using the app more frequently which can influence future researchers’ and practitioners’ app choices. The first section of this article briefly outlines the theoretical framework of the study, particularly focussing on the potential of computer-assisted and mobile-assisted language learning for enhancing students’ foreign language skills and learner autonomy. The ensuing section then provides some background on investigating students’ foreign language vocabulary learning. This is followed by a presentation of the research design, including the main features of the app (Socrative) used in this study. The next section then critically discusses some of the major research results. The contribution concludes by summarising some of the outcomes of the study and outlining some gaps for further research.

A Preliminary Analysis of Lecturers’ Empathy in Mitigating Challenges of Developing English for Specific Academic Purposes (ESAP) Assessment Materials

2021 ◽  
Vol 5 (1) ◽  
pp. 14-30
Author(s):  
Norkhairi Ahmad ◽  
◽  
Ahmad Mazli Muhammad ◽  
Syafini Ismail ◽  
Harmi Izzuan Baharom ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Engineering Students ◽  
Current Knowledge ◽  
Language Learner ◽  
Assessment Practices ◽  
Learning Context ◽  
Best Interest ◽  
Qualitative Approaches ◽  
Course Outcomes

Running English for Specific Academic Purposes (ESAP) courses at tertiary institutions is becoming more challenging due to a number of factors and it leaves impact on lecturers’ emotions. Emotional dimension is among the aspects that significantly influences the way lecturers view assessments and their choice of assessment practices. This paper specifically looks at empathy as one emotional aspects present within lecturers as they undertake tasks of developing assessment materials and mitigate the challenges that they encounter. Six senior ESAP lecturers teaching engineering students at two engineering related universities reflected on this scenario via interviews and self-reflections. Their empathy in planning and developing assessment materials were elicited and scrutinised via qualitative approaches. All the lecturers exuded empathy based on professional grounds and directed towards essential learner factors and the intended ESAP course outcomes attainment. Empathy was found to be consistently demonstrated towards language learner factors and their language learning context that comprise aspects like background of students, language proficiency level, familiarity with language materials, current knowledge and skills required for test-taking. Such empathy for the best interest of the learners have induced careful and selective practices among the lecturers when preparing assessment materials. The presence of empathy in assessment practices appeared to be second nature to the lecturers and it helps to complement assessment best practices and upholds quality delivery of the ESAP courses. Empathy at a positive level has enabled the lecturers to embrace the spirit of assessment for learning where more time and efforts were devoted towards planning suitable assessments that promote understanding and mastery of the language, before going for the assessment of learning or summative assessments.

The failure of non‐binding declarations to achieve university sustainability

2007 ◽  
Vol 8 (3) ◽  
pp. 301-316 ◽  
Author(s):  
S.A. Bekessy ◽  
K. Samson ◽  
R.E. Clarkson
Keyword(s):  
Best Practice ◽  
Small Scale ◽  
Structured Interviews ◽  
Pilot Studies ◽  
Content Type ◽  
Institute Of Technology ◽  
University Leaders ◽  
The University ◽  
The Impact ◽  
Insight Into

PurposeThis paper aims to assess the impact and value of non‐binding agreements or declarations in achieving sustainability in universities.Design/methodology/approachA case study of Royal Melbourne Institute of Technology (RMIT) University is presented, analysing the reasons for lack of progress towards sustainability and evaluating best ways forward. Using a timeline and analysis of historical records for the 12 years since RMIT first engaged in the sustainability agenda, major trends in the process of implementing policies are identified. Secondly, 15 semi‐structured interviews with university leaders and key sustainability stakeholders from across the university are analysed to provide insight into how and why the university has failed to achieve sustainability.FindingsNew implications for successfully achieving sustainability arise from these findings. Accountability is a key issue, as RMIT appears to reap benefits from being signatory to declarations without achieving genuine progress. To ensure that declarations are more than simply greenwash, universities must open themselves up to scrutiny of progress to determine whether commitments have been honoured.Practical implicationsRelying on small‐scale “club” activities establishing demonstrations and raising awareness is unlikely to lead to permanent change. The evidence of RMIT's engagement with sustainability shows that, for example, even when successful pilot studies are conducted, these initiatives may do little to affect the mainstream practices of a university unless certain conditions exist. Furthermore, given the on‐paper commitments institutions have made, and the role of the university in society, small‐scale and gradual changes in university practice are a far from adequate response to the urgent sustainability imperative.Originality/valueThe initial engagement of RMIT University with the sustainability agenda 12 years ago marked it as a world leader in sustainability best‐practice. Analysing how and why such a disappointing lack of action has resulted from such promising beginnings provides insight into future directions for implementing sustainability in universities. The paper argues that considering the key responsibility of universities in leading the sustainability agenda, a more systemic and serious response is required.

scholarly journals THE TEACHING OF VOCABULARY: A PERSPECTIVE

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 182
Author(s):  
Alpino Susanto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Best Practice ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Teaching English ◽  
Personal View ◽  
Related Research ◽  
New Words

<p>The learning of Vocabulary is important part in foreign language learning. The meanings of new words are very frequently emphasized, whether in books or in verbal communication. Vocabulary is considered as the central in language teaching and is of paramount importance to a language learner. Vocabulary is a basic of one learns a foreign language. Few  research indicate that teaching vocabulary can be considered as problematic, as some teachers are not really sure about the best practice in the teaching and sometimes not really aware how to start forming an instructional emphasis on the vocabulary learning (Berne&amp; Blachowicz, 2008). Through this article, the writer summarizes the related research that focus on the importance of vocabulary and explaining many techniques used by some English teachers and lecturer when teaching English, as well as writer’s personal view of the issues.</p>

scholarly journals Category building of international students as language learners in two secondary schools

2018 ◽  
Vol 27 (1) ◽  
Author(s):  
Anna Filipi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
International Student ◽  
English Language ◽  
English Language Development ◽  
Language Learner ◽  
Small Scale ◽  
Language Competence ◽  
Language Deficit ◽  
Membership Categorization

This paper reports on a small scale study of category building in the context of English language learning. The data for the current study is derived from the interviews with two students, one from China and the other from Mongolia, in two schools in Melbourne. The study uses Membership Categorization Analysis to give an account of identity by examining how categories of English language learner emerge and shift during the course of the interviews. The categories established by the participants in the two interviews were constructed around different sorts of attributes belonging to the category of international student. These emerged as a series of categorical binaries including international student and local student, language competence and language deficit, mainstream English and English as an Additional Language (EAL), and home country and Australia. As the participants took part in the interview, they moved towards accounts that integrated multiple viewpoints resulting in dynamically shifting categorisations. Through these categories, it was also possible to show how students were invited to display their learning and knowledge of English, and to give accounts of their English language development.

scholarly journals Investigating the Impact of Mnemonic-based Instruction on Saudi University Students’ Attitudes Towards Vocabulary Learning

2019 ◽  
Vol 7 (2) ◽  
pp. 13
Author(s):  
Waleed Othman ◽  
Osama Mohammed ◽  
Bakare Kazeem Kayode
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Saudi Students ◽  
Positive Attitudes ◽  
Keyword Method ◽  
Students Attitudes ◽  
Preparatory Year ◽  
The Impact

Vocabulary learning plays an essential role in foreign language learning. It is also central to language teaching and is of paramount importance to a language learner. Mnemonic is a technique that is used to instruct vocabulary and it helps learners remember better. The association of images and sounds with mnemonics can make it more powerful and effective to help language learners remember better and for a longer time, this can be achieved through applying a method called the keyword method. This study was designed to investigate university Saudi students’ attitudes towards the mnemonic keyword method. By employing a survey research design to discover the attitudes of the students enrolled in the preparatory year program at Taibah University. A questionnaire about ‘Students’ Attitudes towards Keyword Method (SAKM) having four Likert scales was used as an instrument for data collection from a sample of 40 students. Descriptive statistics (mean, median, mode, standard deviation.) and independent-sample t-test were exploited to analyze the data. The results of the study showed that Saudi students have positive attitudes towards the mnemonic keyword method that was used to instruct vocabulary.

A contextual perspective on oral L2 fluency

2012 ◽  
Vol 12 ◽  
pp. 135-163 ◽  
Author(s):  
Els Schoonjans
Keyword(s):  
Language Learning ◽  
Relevant Factor ◽  
Learning Context ◽  
Learning Contexts ◽  
Grant Support ◽  
Different Dimensions ◽  
Authentic Language ◽  
L1 And L2 ◽  
The Impact ◽  
Different Levels

This paper reports on a study investigating the impact of differences in the learning context on oral L2 fluency outcomes. The study specifically focuses on the effect of different levels of L1 and L2 prominence (as determined by their status, functions roles and domains of use) in the extracurricular context on the speed, breakdown and repair fluency of the L2 speech of German learners of English (ages 8–14). Controlled variation of L1 and L2 prominence is observed across 4 different authentic language learning contexts. The results demonstrate an effect of different levels of L2 prominence on L2 speed and breakdown fluency and grant support to a gradient operationalization of language prominence. We further suggest that L1 prominence is a relevant factor in the operationalization of context. The different dimensions of fluency (i.e., speed, breakdown and repair fluency) are affected differently by elements in the learning context, which confirms the multilayered approach to the construct.

scholarly journals Technology as a Motivational Factor in Foreign Language Learning

2018 ◽  
Vol 1 (3) ◽  
pp. 43 ◽  
Author(s):  
Panagiotis Panagiotidis
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Technology Use ◽  
Foreign Language Learning ◽  
Common Belief ◽  
Motivational Factor ◽  
Learning Context ◽  
Impact Of Technology ◽  
The Impact ◽  
The Relationship

It is a common belief that engagement and motivation are crucial factors in learning and especially in language learning. In particular, increasing motivation can lead to the mobilization of students’ personal, cognitive, emotional and behavioral resources and, consequently to better learning results. As digital technology has become more sophisticated, its tools and applications can be used in and outside the classroom, in both formal and informal settings, in order to increase students’ motivation. Amongst the various factors -tools, methods or strategies- that can lead to increased motivation, this paper examines the role of technology as a motivational factor in foreign language learning. The relationship between the use of technological means such as web tools and services, digital games, mobile apps or communication tools and motivation in language learning context, has been studied extensively, with a wide variety of approaches, and within the framework of several language learning applications. In order to determine the real impact of technology on learners' motivation, an extensive literature review focusing on studies that have examined the impact of technology use in language learning and teaching on motivation to learn, has been carried out. Furthermore, this paper discusses the concept of motivation in learning context and the relationship between technology and language learning, summarizes some of the numerous studies and researches on this subject, presents a synthesis of the studies examined, and formulates conclusions and perspectives for effective integration of technology as a motivational tool / factor in language learning context.

scholarly journals How Does She Learn English? A Case of a Successful Blind Language Learner

2020 ◽  
Vol 9 (2) ◽  
pp. 131
Author(s):  
Sakineh Jafari ◽  
Samaneh Jafari ◽  
Reza Kafipour
Keyword(s):  
Language Learning ◽  
Visually Impaired ◽  
Strategic Behavior ◽  
Language Learner ◽  
Learning Context ◽  
Learner Identity ◽  
High Motivation ◽  
Insight Into

<div><p class="StyleABSTRAKenCambria">This study reports on a case study of a blind EFL learner. The purpose of the study was to explore a detailed situated data to examine to what extent it is feasible to be a successful language learner despite being visually impaired and lacking some learning resources.  Interview data and the narratives of this EFL learner have revealed that her success was mainly based on her agentic interaction with the environment and learning context, her high motivation and strategic behavior, and her sustained efforts. The findings provide further insight into the role of learner in exerting control over contextual resources that frame learning and on how different factors interact with each other in the language learning process in the construction of learner identity and the strategies used by learners.</p></div>

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