scholarly journals ICT in the Application of Language Learning to TESOL in China

2021 ◽  
Vol 22 ◽  
pp. 282-289
Author(s):  
Hui Zhang
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Current Situation ◽  
Existing Problems ◽  
The Third ◽  
Language Class ◽  
Underlying Causes ◽  
Basic Concepts ◽  
Language Teaching And Learning

Science and technology has become more and more important in education, especially in language teaching and learning. Also, more and more teachers realize it is the popular issue nowadays. In China, the application of ICT in the language class to TESOL has already been a hot topic. This paper is divided into five parts: the first part is the introduction; the second part explains the definition and types of ICT and its advantages in the field of education; the third part describes the basic concepts of TESOL; the fourth part focuses on ICT in the application of language learning to TESOL in China through analyzing the existing problems and underlying causes and providing some suggestion to improve the current situation; the last part is the conclusion. All in all, this paper attempts to contribute to the growing understanding of the present application of ICT in language teaching and learning in China, which will be extremely beneficial for the improvement of the current ICT environment in TESOL, and hopefully offer some references for the future researches in this area.

scholarly journals Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education

2020 ◽  
Vol 29 (1) ◽  
pp. 71
Author(s):  
Min Huang
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Teaching And Learning ◽  
Formal Language ◽  
Online Courses ◽  
Language Teaching ◽  
Language Education ◽  
The Third ◽  
Learning Platforms ◽  
Language Teaching And Learning

The edited book Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education, built on the 2017 Innovative Language Teaching and Learning at University conference (InnoConf), collected chapters with the theme: “Integrating informal learning into formal language education” (p. 3). Focusing on the exploration of innovative technologies for the purpose of language learning, the editors present a variety of approaches, including online courses, Wikipedia, social networking apps, online learning platforms, game-based tasks, video-based support, and Twitter. Based on the aims of the articles, the editors organized the chapters into two sections, with the first section addressing users’ feelings about these technologies and the second section addressing users’ evaluations of the technologies. The third section is an interview between the editor Tita Beaven and Richard Simcott, a founder of the Polyglot Conference. The interview emphasizes the importance of learning languages in informal ways.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

scholarly journals Update Chapter English Language Learning Using Social Media

2017 ◽  
Vol 6 (2) ◽  
pp. 265-271
Author(s):  
Evi Mahsunah
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
English Language Teaching ◽  
Media Technology ◽  
The Social ◽  
Language Teaching And Learning

This study explores the changing students’ habit update status in social media into update chapter to increase their achievement in English. It is a learning strategy in English language teaching and learning using social media technology. The aim is to motivate students more active to read their literature and then share and discuss their reading in social media. The students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. So, this strategy makes the students discuss their lesson more than usual. This study uses questioner and documentation technic to collect the data. Based on the data, it is known that students are already using social media for purposes that include the social and the educational. Update chapter make them using this technology in class/after class. Social media brings learning outside the classroom autonomous, independent, motivational and fun. Therefore, the students‘achievement in English language teaching and learning also increases significant.

On the roles of repetition in language teaching and learning

2012 ◽  
Vol 3 (2) ◽  
pp. 195-210 ◽  
Author(s):  
Diane Larsen-Freeman,
Keyword(s):  
Language Learning ◽  
Complexity Theory ◽  
Teaching And Learning ◽  
Language Use ◽  
Language Teaching ◽  
The World ◽  
Mutable State ◽  
Exact Replication ◽  
Language Teaching And Learning

AbstractRepetition is common in language use. Similarly, having students repeat is a common practice in language teaching. After surveying some of the better known contributions of repetition to language learning, I propose an innovative role for repetition from the perspective of complexity theory. I argue that we should not think of repetition as exact replication, but rather we should think of it as iteration that generates variation. Thus, what results from iteration is a mutable state. Iteration is one way that we create options in how to make meaning, position ourselves in the world as we want, understand the differences which we encounter in others, and adapt to a changing context.

The Use of Virtual Worlds in Foreign Language Teaching and Learning

2019 ◽  
pp. 1949-1972
Author(s):  
Ellen Yeh ◽  
Guofang Wan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Dynamic Environment ◽  
Foreign Language Teaching ◽  
Learning Instruction ◽  
Language Teaching And Learning

This book chapter presents, a review of the literature from 2004-2014 regarding the various models of virtual worlds used in foreign language teaching and learning, the impact of virtual world learning environments and the implications of language teaching. The study being reported aims to address the following questions: (1) What are the models of virtual worlds used in language learning instruction in K-12 and higher education; (2) How do VWLEs impact language learning in terms of motivation, communicative competency, intercultural competency, collaborative competency, constructivist learning, and sociocultural competency; and (3) What are the implications of using VWLEs in foreign language teaching and learning? Results indicate that social context and task-based learning enhanced language learners' participation and motivations. Findings also indicate that consistent use of interactional strategies encouraged learners to engage in the tasks and stay motivated. The study suggested that a VWLE offers a motivating, engaging, and multi-dynamic environment for language learners.

scholarly journals A Review of Computer-Assisted Language Learning (CALL): Development, Challenges, and Future Impact

2019 ◽  
Vol 5 (1) ◽  
pp. 37
Author(s):  
Javed Iqbal Mirani ◽  
Shokat Ali Lohar ◽  
Abdul Razaque Lanjwani Jat ◽  
Muhammad Faheem
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Cognitive Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching ◽  
Audio Video ◽  
Language Teaching And Learning

The use of computer technology has become compulsory in education particularly in foreign language teaching and learning. It is known as Computer Assisted Language Learning (CALL). Language teachers and learners usually take more interest to utilize technology like mobile phone, computer, and internet in their teaching and learning. CALL has unlocked innovative dimensions in learning. Further, CALL offers advanced learning and teaching methods such as Audio–Video, Cognitive and Communicative approaches. Learning with help of CALL improves students’ cognitive and communicative abilities more as compare to traditional methods of teaching and learning. Cognitive learning makes learner responsible for his own learning and communicative approach improves learner communication skills in the language. It is necessary to consider major aspects of CALL. This paper discusses detail information about Computer Assisted Language Learning (CALL). The overview focus is especially on the development of CALL, Challenges and Future Impact on language teaching and learning.

Planning for Future Inquiry

2018 ◽  
Vol 8 (2) ◽  
pp. 39-59 ◽  
Author(s):  
Joy L Egbert ◽  
Seyed Abdollah Shahrokni ◽  
Xue Zhang ◽  
Intissar Ahmed Yahia ◽  
Nataliia Borysenko ◽  
...  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
The Body ◽  
Future Research ◽  
Research Practices ◽  
Learning And Teaching ◽  
Focal Area ◽  
Perceived Importance ◽  
Language Teaching And Learning

The body of research on CALL tasks and topics grows daily; however, there are still a number of areas that are underrepresented in the literature. While there are many gaps in the CALL research to address, this article specifically focuses on eight gaps, chosen because of their perceived importance in improving CALL evidence and research practices and, by extension, language teaching and learning. In presenting the gaps, each section in this article: 1) provides a rationale for exploring the topic, 2) briefly reviews studies that typify the extant research in the focal area, and 3) provides recommendations for future research. The purpose of this article is to encourage all stakeholders in CALL to join in the rigorous and multi-perspective exploration of these under-addressed areas and strengthen the use of CALL for language learning and teaching.

scholarly journals ‘There’s an App for That!’ Writing Technology Reviews for Academic Journals

RELC Journal ◽  
2020 ◽  
pp. 003368822094541
Author(s):  
Lucas Kohnke ◽  
Benjamin Luke Moorhouse
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Short Article ◽  
Online Appendix ◽  
Learning Journals ◽  
Writing Technology ◽  
Language Teaching And Learning

Technology reviews are becoming an increasingly common genre within English language teaching and learning journals. This is due to the proliferation of technologies and their affordance in language learning. Although journals provide editorial guidelines for how to write technology reviews, they can be quite general. This short article offers some practical considerations and ideas, and includes published technology review as an example in the online appendix, showing the rhetorical moves for writing technology reviews in the field of English language teaching and learning.

Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy

ReCALL ◽  
2007 ◽  
Vol 19 (3) ◽  
pp. 269-286 ◽  
Author(s):  
Íde O'Sullivan
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Empirical Studies ◽  
Metacognitive Skills ◽  
New Literacy ◽  
Process Oriented ◽  
Oriented Approach ◽  
Language Teaching And Learning

AbstractCorpora and concordancing have become much more widely available as researchers recognise that they can significantly enrich the language learning environment. There is still, however, a strong resistance towards corpus use by teachers and learners (Römer, 2006:122). An understanding of the implications and relevance of corpus use for pedagogy may help teachers and learners overcome this resistance, and hence accelerate the process of “percolation” (McEnery & Wilson, 1997:5) or the “trickle down” (Leech, 1997:2) of corpus research to language teaching and learning. The pedagogical context in which learners' consultation of corpora (corpus consultation literacy) can be developed is fundamental in understanding this new literacy and developing it so that it leads to successful language teaching and learning. This paper seeks to investigate the role which corpus consultation literacy plays in enhancing the language learning process and, consequently, aims to establish whether this new literacy can contribute to a process-oriented approach to language learning. Firstly, a theoretical overview of a process-oriented approach to language learning will be outlined, before investigating if corpus consultation can potentially enhance such an approach. This will be supported by evidence from a number of published empirical studies, covering aspects such as learning within a constructivist framework, and the development of cognitive and metacognitive skills through the use of cognitive and developmental tools. Learners' comments from related studies, namely Chambers and O'Sullivan (2004), O'Sullivan (2006), and O'Sullivan and Chambers (2006), which pertain to the learning process and the influence of corpus consultation literacy on this same process, will also be considered. The hypothesis presented here is that corpus consultation literacy can enhance a process-oriented approach to language teaching and learning. It is envisaged that this research will contribute towards the establishment of a sound theoretical and pedagogical foundation for the integration of corpus consultation literacy into language teaching and learning.

On using intelligent computer-assisted language learning in real-life foreign language teaching and learning

ReCALL ◽  
2011 ◽  
Vol 23 (1) ◽  
pp. 4-24 ◽  
Author(s):  
Luiz A. Amaral ◽  
Detmar Meurers
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Intelligent Computer ◽  
Activity Design ◽  
Language Teaching And Learning

AbstractThis paper explores the motivation and prerequisites for successful integration of Intelligent Computer-Assisted Language Learning (ICALL) tools into current foreign language teaching and learning (FLTL) practice. We focus on two aspects, which we argue to be important for effective ICALL system development and use: (i) the relationship between activity design and restrictions needed to make natural language processing tractable and reliable, and (ii) pedagogical considerations and the influence of activity design choices on the integration of ICALL systems into FLTL practice.

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