scholarly journals Recommended website BE-CuLT

2008 ◽  
Vol 13 ◽  
pp. 23
Author(s):  
Martina Rost-Roth ◽  
Mats Landgren ◽  
Mikko Turunen
Keyword(s):  
Language Learning ◽  
Intercultural Competence ◽  
Autonomous Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Integrated Learning ◽  
Learning Content ◽  
Program Application ◽  
Theoretical Issues

<p>http://www.becult.org</p><p>The BE-CuLT website draws on a variety of different theories and approaches. The basic underlying principles are Computer Assisted Language Learning, Content and Language Integrated Learning, Autonomous Learning, and the promotion of intercultural competence. In the following, these principles are elaborated; as well as a discussion of other theoretical issues and their impact on the development of the website and organizational aspects of program application.</p>

scholarly journals Developing an intelligent tool for computer-assisted formulaic language learning from YouTube videos

ReCALL ◽  
2021 ◽  
pp. 1-16
Author(s):  
Phoebe Lin
Keyword(s):  
Language Learning ◽  
English Language ◽  
Speech Rate ◽  
Difficulty Level ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Web Based ◽  
Learning Content ◽  
Vocabulary Building ◽  
Youtube Videos

Abstract This paper presents IdiomsTube (https://www.idiomstube.com), the first-ever computer-assisted language learning tool for facilitating the learning of English idiomatic expressions from YouTube videos. The web-based tool is designed to automatically (1) assess the speech rate and lexical difficulty level of any learner-chosen English-captioned YouTube video; (2) generate a range of vocabulary-building and revision tasks (e.g. fill-in-the-blanks, the classic spelling game hangman, pronunciation, flashcards); and (3) recommend YouTube videos based on learners’ individual learning progress, class teachers’ instructions, and current trends. This paper describes the app’s current features in conjunction with the challenges endemic in the development of applications that automatically generate English language learning content out of internet video content. At the time of writing, the IdiomsTube app had over 8,000 registered users worldwide.

scholarly journals Interessenförderung im DaF-Unterricht durch Methodenvielfalt? Eine empirische Untersuchung

2015 ◽  
Vol 8 (2) ◽  
pp. 116-134
Author(s):  
Andreja Retelj
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Integrated Learning ◽  
Empirische Untersuchung

Bisherige Studien zeigen, dass das Interesse eine relativ große Bedeutung für die Lernerfolge aufweist. Das Ziel dieser vorliegenden empirischen Studie ist festzustellen, ob Methodenvielfalt im DaF-Unterricht das Interesse für Deutschlernen steigert. Die Ergebnisse des pädagogischen Experiments, bei dem drei Unterrichtsthemen nach Prinzipien dreier Methoden (kommunikative Methode, CLIL Methode – Content and Language Integrated Learning und CALL Methode – Computer assisted Language Learning) bearbeitet wurden, zeugen von einer größeren Senkung des Interesses in der Experimentalgruppe im Vergleich zu der Kontrollgruppe, die nur nach den Prinzipien der kommunikativen Methode Deutsch lernte. Die Resultate weisen darauf hin, dass das Interesse durch den Methodenwechsel nicht gefördert werden kann. Im Beitrag wird versucht, die Senkung des Interesses zu ergründen und anhand der Ergebnisse werden Anregungen für die Unterrichtspraxis gegeben.

A Comparative Study of Open-Access Websites for Autonomous Learning of English

2020 ◽  
Vol 10 (2) ◽  
pp. 83-95
Author(s):  
María Elena Gómez-Parra ◽  
Roberto Espejo-Mohedano
Keyword(s):  
Open Access ◽  
Language Learning ◽  
Autonomous Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Critical Perspective ◽  
Valuable Contribution ◽  
Authentic Materials ◽  
Professional Guidance

Computer-assisted language learning (CALL) benefits from undeniable steps forward such as the use of authentic materials, real communicative contexts and the ubiquity of learning. However, to discriminate the quality of digital resources for autonomous language learning from a critical perspective is not an easy task due to its diversity. This article offers the evaluation of a selected set of open-access and institutional websites for the learning of English as a Second Language (ESL) as the result of a research project for which expert-validated tools have been used. The statistical analyses carried out offer interesting data on the highest- and lowest-ranked ESL sites from both technical and academic viewpoints related to the quality of the resources offered. The conclusions address at a valuable contribution to the orientation of autonomous learning as an inherently human activity, but which nowadays still needs professional guidance and support.

A Sociocultural Perspective into Intercultural Competence and Computer-Assisted Language Learning

2017 ◽  
pp. 130-141
Author(s):  
Rahman Sahragard ◽  
Hussein Meihami
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Sociocultural Theory ◽  
Intercultural Competence ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Human Beings ◽  
Sociocultural Perspective ◽  
Vygotskian Theory ◽  
Insight Into

The theoretical underpinnings of computer-assisted language learning (CALL) enjoy a lot of shifts since when CALL has been introduced to second language acquisition (Chapelle, 2009). One of the least perused theories in this regard is sociocultural theory which purports that the practices human beings do can support language learning (Ortega, 2007). The sociocultural theory is the direct descendant of Vygotskian theory of learning in which learning is co-constructed through social interaction. This chapter provides an insight into the tenets of intercultural competence promoted through CALL. First, we explore culture and intercultural competence, then we review the studies done to investigate the effectiveness of CALL to promote intercultural competence, next, we review CALL materials through the tenets of sociocultural theory, then after, we examine how language practitioners can promote intercultural competence through CALL, finally, we propose a sociocultural based model on how to promote intercultural competence through CALL.

scholarly journals CALL, Self-access, and Autonomous Learning

2018 ◽  
Author(s):  
Jorge Benavides
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategy ◽  
Autonomous Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Approach ◽  
Self Directed Learning ◽  
Directed Learning ◽  
High Motivation

The idea of autonomous learning through a process of self-access learning is a very powerful one since CALL (Computer-Assisted Language Learning) can provide environments which could cope with a large variety of learning possibilities and learning styles. The autonomous computer user is free to choose his own course, topics, and work at his own pace. However, in this approach, high motivation may not necessarily mean learning efficiently. The student may not be very good at selecting his own learning strategy, especially at initial stages. This problem could be alleviated if the introduction of learning autonomy, through self-access learning, is done as a process where the learner is being trained to progressively go from an externally-directed-learning approach to a self-directed learning approach.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

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