scholarly journals Review of "Disruptive Technologies and the Language Classroom: a complex systems theory approach"

2021 ◽  
Vol 29 (1) ◽  
pp. 93
Author(s):  
Behice Ceyda Cengiz
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Computer Mediated Communication ◽  
Theory Approach ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Online Technologies ◽  
Disruptive Technologies ◽  
Computer Mediated ◽  
Language Classroom

<p>Which dynamics of language learning and teaching change when traditional face-to-face language classrooms are moved to the online medium? And more importantly, does the advent of online technologies change the ways language teachers teach and language learners learn? In “Disruptive Technologies and the Language Classroom”, Hampel (2019) provides new insights into these important questions. She points out that online language learning and teaching destabilizes the language classroom by affecting its overall dynamics and by opening up new venues for language learning and teaching. By referring to her years-long experience in online language teaching and research, she argues that understanding the effects of these online technologies will better help language learners to communicate successfully in the second language (L2). Viewing communication as an aim and instrument in language learning, she focuses on the idiosyncrasies of computer-mediated communication and presents a theoretical discussion of computer-mediated communication’s unique features and affordances in reference to related literature. </p>

Exploring German preservice teachers’ electronic and professional literacy skills

ReCALL ◽  
2006 ◽  
Vol 18 (2) ◽  
pp. 174-192 ◽  
Author(s):  
CAROLIN FUCHS
Keyword(s):  
Preservice Teachers ◽  
Language Learning ◽  
Teacher Education Program ◽  
Computer Mediated Communication ◽  
Pilot Project ◽  
Literacy Skills ◽  
Theory Approach ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Computer Mediated

This article presents findings from an exploratory pilot project which aimed at fostering electronic and professional literacy skills of preservice language teachers through computer-mediated peer collaboration. The research context is a qualitative case study involving cooperation via the email and chat functions of FirstClass among preservice teachers at the Justus-Liebig Universität in Giessen and the Pädagogische Hochschule Heidelberg in Germany. The author investigates participants’ prior experiences with regard to computer skills, Internet proficiency, and technology-based language learning and teaching. Next, she discusses benefits and challenges for preservice teachers with respect to collaborating via computers (computer-mediated communication or CMC) with their transatlantic partners. In collecting and analyzing preservice teachers’ reflections, a Grounded Theory approach (Strauss & Corbin, 1998) was used. Instances of electronic and professional literacies were identified and triangulated with data from pre-course questionnaires, post-course self-assessments, logs, email and chat transcripts, and field notes. The author discusses benefits and challenges which preservice teachers encountered through the collaboration. Findings include preservice teachers’ differing levels of electronic literacy skills, tolerance for ambiguity, institutional constraints, peer feedback, and perception of the final product. Based on her findings, the author stresses the need to encourage preservice teachers’ meta-level reflections on the challenges of the collaboration and suggests conducting longitudinal follow-up studies in order to investigate if and how in-service teachers apply the knowledge they gained from their teacher education program to their own teaching.

scholarly journals Theoretical perspectives and new practices in audio-graphic conferencing for language learning

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 21-36 ◽  
Author(s):  
REGINE HAMPEL
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Computer Mediated Communication ◽  
Open University ◽  
Mediated Communication ◽  
Communicative Skills ◽  
Learning And Teaching ◽  
Theoretical Perspectives ◽  
Computer Mediated ◽  
Conferencing System

This article will start with the situation at the Open University, where languages are taught at a distance. Online tuition using an audio-graphic Internet-based conferencing system called Lyceum is one of the ways used to develop students’ communicative skills.Following Garrett’s call for an integration of research and practice at EUROCALL 1997 (Garrett, 1998) – a call which is still valid today – the present article proposes a conceptual framework which can support the use of conferencing systems such as Lyceum in language learning and teaching. In the first part of the article, I examine several pedagogical theories supporting language learning, that is, second language acquisition and sociocultural theories, and multimodality, and apply them to the practice of audio-graphic computer-mediated communication (CMC) as used at the Open University. I also build on previous research, which, however, is still dominated by written CMC. What Erben stated in 1999 is still true: that audio-graphic technology “remains under-researched and under-theorised.” (Erben, 1999:230). Firstly, I therefore examine studies on written CMC and secondly those that have been conducted on audio-graphic CMC in order to identify the benefits and challenges of these media.Both the pedagogical theory and previous studies of CMC have informed the design and implementation of online tuition at the Open University. Thus the second part of the article reports on a research project on Lyceum, which took place in 2002. The goal of the project was to evaluate the use of audio-graphic conferencing in practice, and this in turn has instigated both improvements in the software used and in student support as well as further changes to the task design. I present some findings and discuss both the challenges of audio-graphic conferencing that were encountered and the benefits that were identified.

scholarly journals A case study of a learner’s use of an online translator as a cognitive tool in a SCMC context

2019 ◽  
pp. 113-117
Author(s):  
Morgane Domanchin
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Interaction Analysis ◽  
Computer Mediated Communication ◽  
Multimodal Interaction ◽  
Mediated Communication ◽  
Teacher Trainees ◽  
Computer Mediated ◽  
Comprehension Skills

This study explores a language learner’s screen while interacting from a desktop videoconferencing device as part of an intercultural telecollaboration exchange that connected teacher-trainees and French learners. Communicative tasks involving opinion exchanges require from language learners simultaneous speaking and listening comprehension skills, which may prompt linguistic difficulties. To compensate for their weaknesses, learners had access to online resources exposing them to various and complex language use. Based on Jonassen’s (1992) work on ‘cognitive tools’ as intelligent resources that contribute to knowledge construction, the author draws on multimodal interaction analysis to question the uses of an automatic online translator in the context of Synchronous Computer Mediated Communication (SCMC). This study illustrates a learner’s technical autonomy using Google Translate (GT) to search for vocabulary while interacting with his interlocutors. It reports the learner’s emergence of a linguistic need which is followed by a search for vocabulary leading in some cases to the searched translation’s integration within the pedagogical interaction. This study raises cognitive challenges that such a practice presents for language learning.

Culture and Language Learning in Computer-Enhanced or Assisted Language Learning

2011 ◽  
pp. 73-87
Author(s):  
Bolanle A. Olaniran
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Communication Technology ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Computer Assisted ◽  
Information Communication ◽  
Mediated Communication ◽  
Computer Mediated

This chapter explores computer-mediated communication (CMC) and information communication technology (ICT) use in language learning. More specifically, the chapter addresses the impact or implications of CMC tools for computer enhanced language learning. The chapter attempts to present a review of key literature in adaptation of communication technologies to teaching or learning language in general and specifically second language acquisition. The chapter stresses the need to understand culture and contextual appropriateness of language, thus, it argues for communication technology to be used as a secondary resource rather than a primary tool for language learners. The discussion addresses the dimensions of cultural variability with respect to language learning. At the same time, features of synchronous and asynchronous CMC were analyzed in the context of language learning. Finally, the chapter addresses implications for language learning in computer mediated communication or computer assisted environments.

Virtual immersion

2004 ◽  
Vol 18 ◽  
pp. 63-80 ◽  
Author(s):  
Vincenza Tudini
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Native Speakers ◽  
Computer Mediated Communication ◽  
Discourse Markers ◽  
Negotiation Of Meaning ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated

Most studies in the field of synchronous Computer Mediated Communication (CMC) deal with interactions between language learners, while interactions between native speakers (NS) and learners have not been explored to the same extent, particularly to ascertain whether chatting with NS can provide a pedagogically sound bridge to conversation. Through the analysis of interactions within a NS Italian chatline, this paper considers whether the chatline environment can act as a bridge to conversational Italian by providing the same opportunities for second language acquisition reputedly offered by face-to-face interaction. Italian NS chatline discourse is analysed for its conversational ‘flavour’ by considering variety of Italian, range of topics, questions, discourse markers, feedback tokens and negotiations. The findings of this study suggest that NS chat discourse can provide learners with exposure to colloquial and regional varieties of Italian, which are generally unavailable in language textbooks. Furthermore, NS chatline discourse offers learners a type of informal conversational practice which also includes negotiation of meaning, thus confirming its role in promoting language learning.

scholarly journals The 'Virtual Language Lab' Virtually Painless, Simply Real

2011 ◽  
Vol 41 (1) ◽  
pp. 137-160 ◽  
Author(s):  
Lunden MacDonald
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Language Classroom ◽  
Detailed Assessment ◽  
Portable Technology ◽  
Video Interface ◽  
Collaborative Publishing ◽  
Social Networking Tools

This paper discusses the technology that has inspired and guided the design of a ‘virtual language center,’ within the context of a major urban college. Specifically, a number of mobile and cloud-based resources will be proposed and discussed such as: Asynchronous writing computer-mediated communication; Collaborative publishing; Textbook specific technological assistance; Video interface; Virtual realities and cyber-real estate; social networking tools; and communication tools that function in tandem with other technologies. The present paper provides a detailed assessment of the implementation of a virtual language learning center at one institution alongside suggestions for implementing a host of similar technologies at other schools. The paper argues that portable technology in the language classroom is particularly beneficial to the student and the instructor, and how it brings the language classroom and curriculum into the realm of best practices for 21st-Century Learning.

Current Trends in Online Language Learning

2011 ◽  
Vol 31 ◽  
pp. 19-35 ◽  
Author(s):  
Robert J. Blake
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Language Instruction ◽  
Language Games ◽  
Computer Assisted ◽  
Mediated Communication ◽  
Online Language Learning ◽  
Second Language Development ◽  
Computer Mediated ◽  
Virtual Classes

Online language learning (OLL) can take place in Web-facilitated, hybrid, or fully virtual classes. These formats are beginning to attract serious attention from the language profession and, in particular, the field of computer-assisted language learning (CALL). This article traces recent studies of online learning and then focuses in on its application to language learning through tutorial CALL, social computing, and games for language learning. I strive to show that tutorial CALL and computer-mediated communication can complement each other in the service of modern language instruction, along with the inclusion of language games. Although assessment studies of OLL remain sparse, the evidence is steadily mounting that shows that these new formats can provide learning environments conducive to successful second language development when properly integrated into the curriculum.

Sign in / Sign up

Export Citation Format

Share Document