scholarly journals Spaced learning: A review on the use of spaced learning in language teaching and learning

2021 ◽  
Vol 17 (2) ◽  
pp. 1023-1031
Author(s):  
Noraini Mohd Noor ◽  
Kamariah Yunus ◽  
Ahmad Mujahideen Haji Yusoff ◽  
Noormaizatul Akmar Muhammad Nasir ◽  
Nurul Husna Yaacob
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Human Mind ◽  
Memory Retention ◽  
Language Performance ◽  
Spaced Learning ◽  
Positive Performance ◽  
Massed Learning ◽  
Retention Of Knowledge ◽  
The Impact

Time has contributed to most of our daily activities. In the field of understanding how the human brain reacted to specific learning processes, the neuroscientist supports the impact of having multiple learning sessions with the retention of knowledge. Spaced Learning is a product makes out of human's lack of capacity in retaining information and attempts to reduce the forgetting rate. In exploring the condition of how the human mind works and the chances of forgetting, the demonstration of spaced and massed learning in retaining information is recognized in this paper. This paper is aimed to synthesize information on the foundation of Spaced Learning with a focus on language learning, especially to students in academic institutions in Malaysia. This paper used a qualitative design in analyzing documents from articles whereby these articles are synthesized and analyzed using Microsoft excel and the conclusion later on drawn from the analyses. Based on the reviews highlighted in this paper, the practicality of spaced learning is proven in enhancing memory retention in which can contribute to positive performance and can help maximize students' language performance particularly to those who engaged in specific fields of knowledge.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

scholarly journals Circadian rhythms and second language performance

2017 ◽  
Vol 7 (1) ◽  
pp. 47-60
Author(s):  
Kees De Bot ◽  
Fang Fang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Lexical Access ◽  
Language Processing ◽  
Language Performance ◽  
Intraindividual Variation ◽  
The Hours ◽  
L1 And L2 ◽  
The Impact ◽  
Second Language Performance

Human behavior is not constant over the hours of the day, and there are considerable individual differences. Some people raise early and go to bed early and have their peek performance early in the day (“larks”) while others tend to go to bed late and get up late and have their best performance later in the day (“owls”). In this contribution we report on three projects on the role of chronotype (CT) in language processing and learning. The first study (de Bot, 2013) reports on the impact of CT on language learning aptitude and word learning. The second project was reported in Fang (2015) and looks at CT and executive functions, in particular inhibition as measured by variants of the Stroop test. The third project aimed at assessing lexical access in L1 and L2 at preferred and non-preferred times of the day. The data suggest that there are effects of CT on language learning and processing. There is a small effect of CT on language aptitude and a stronger effect of CT on lexical access in the first and second language. The lack of significance for other tasks is mainly caused by the large interindividual and intraindividual variation.

Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities

2019 ◽  
Vol 39 ◽  
pp. 40-51 ◽  
Author(s):  
Glenn Stockwell ◽  
Hayo Reinders
Keyword(s):  
Language Learning ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learner Motivation ◽  
Autonomous Behavior ◽  
Role Of Teachers ◽  
Impact Of Technology ◽  
The Impact

AbstractThe expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003; Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities of technology and its influence on motivation are proving to be somewhat more complex than perceived for both language teachers and learners (Stockwell, 2013). Technology can provide opportunities for motivated learners but is unlikely to lead to motivation or autonomous behavior in many learners unless appropriate pedagogies are applied that capitalize on the affordances of the technologies and include sufficient training in how to use the technologies for language learning purposes (see Reinders, 2018a). At the same time, the role of teachers in the classroom and their attitudes toward their environment and the pressures that they face (Mercer & Kostoulas, 2018) can also impact technology implementation. This article brings together these three interrelated areas and explores how they link to technology: learner motivation and autonomy, teacher psychology, and pedagogical considerations.

scholarly journals Multimodal research: Addressing the complexity of multimodal environments and the challenges for CALL

ReCALL ◽  
2016 ◽  
Vol 28 (3) ◽  
pp. 253-273 ◽  
Author(s):  
Sabine Tan ◽  
Kay L. O’Halloran ◽  
Peter Wignell
Keyword(s):  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Relative Effectiveness ◽  
Computer Assisted ◽  
Multimodal Learning ◽  
The Impact ◽  
Language Teaching And Learning

AbstractMultimodality, the study of the interaction of language with other semiotic resources such as images and sound resources, has significant implications for computer assisted language learning (CALL) with regards to understanding the impact of digital environments on language teaching and learning. In this paper, we explore recent manifestations of CALL in 3-D virtual worlds, illustrated by the example ofSecond Life. The multimodal analyses of a conventional face-to-face lesson and three language learning activities inSecond Lifehighlight some of the affordances and challenges presented by 3-D virtual environments. The results suggest that while multimodal resources integrate naturally to facilitate language teaching and learning in an orderly, structured and goal-orientated manner in classroom lessons, the often uncoordinated use (or absence) of avatars’ gaze, facial expression, body posture, gesture, as well as the unclear proxemics and use of space pose problems for effective communication in a 3-D virtual world. In addition, a “technology-oriented” register, alongside traditional instructional and regulative genres and registers, is introduced to help students cope with the demands of learning a language in a 3-D virtual environment. The study raises the issue of the relative effectiveness of 3-D virtual worlds for language teaching and learning. In doing so, a digital approach to multimodal research is proposed in order to address the complexity of multimodal learning environments and the various challenges for CALL.

scholarly journals Feedback: understanding strategies and impact on EFL learning and teaching contexts

2018 ◽  
Vol 10 (1) ◽  
pp. 43-65
Author(s):  
David Felipe Espinosa Torres ◽  
Iván Camilo González Bejarano ◽  
Juliana Moreno Restrepo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Feedback Strategies ◽  
The Impact ◽  
Minimal Research

Feedback is a powerful tool that has a significant influence on student success. Its meaningful impact on learning and teaching processes has been well-documented. However, there is minimal research concerning the impact of feedback strategies on foreign language learning. This article seeks to provide a theoretical and practical understanding of the impact of feedback on foreign language teaching and learning processes. This is done through a case study research conducted in a private institution in Bogotá, Colombia. The evidence demonstrates that the feedback strategies used and the manner in which they are administered influence their effectiveness. Three main strategies were observed and analyzed: corrective, motivational, and developmental. This article concludes with a suggestion to make feedback an explicit policy of teachers’ education programs in the country.

scholarly journals The Effectiveness of Augmented Reality for English (AR4E) in Vocabulary Learning among Primary 2 Pupils

2021 ◽  
Vol 13 (3) ◽  
pp. 13
Author(s):  
Amalina Binti Hasbi ◽  
Melor Md. Yunus
Keyword(s):  
Action Research ◽  
Augmented Reality ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Future Research ◽  
Learning Collaborative ◽  
Post Test ◽  
The Impact

This paper presents and discusses a part of an action research conducted to evaluate the effectiveness of Augmented Reality for English (AR4E) in vocabulary learning among Primary 2 pupils as indicated in the results of the pre-test, post-test and observation checklist. An action research was employed. However, this paper reports on the pre-test, post-test and observation checklist conducted in the observation, evaluation and reflection stages only. Purposive sampling was employed as the participants were of the same proficiency level in which it was carried out with 14 below average Primary 2 pupils in SKTEN. Two data collection instruments which were pre-test, post-test and observation checklist were analysed statistically and thematically. The pre-test and post-test were analysed using SPSS Version 25 and it showed a higher mean score in the post-test and this is supported by the findings obtained through the given themes of observation. The results reflected that the implementation of AR4E has shown a significant improvement in learner’s vocabulary learning. In addition, the findings have also raised the concern regarding the impact of AR4E in encouraging fun learning, collaborative learning and providing the learners with new language learning experience. Accordingly, the use of AR4E is recommended in vocabulary teaching and learning for English. Finally, the researcher suggests future research can be carried out taking into account differentiated learning tasks in AR4E, larger target users and different language skills to be integrated in AR4E.

scholarly journals The integration of embodied learning in a language learning classroom: conclusions from a qualitative analysis

2021 ◽  
pp. 133-149
Author(s):  
Panagiotis Kosmas
Keyword(s):  
Elementary Schools ◽  
Language Learning ◽  
Embodied Learning ◽  
Language Performance ◽  
Learning And Teaching ◽  
Video Recordings ◽  
Motivation For Learning ◽  
Rich Information ◽  
Teaching Paradigm ◽  
The Impact

Embodied Learning (EL) is now an emerging teaching paradigm that takes into consideration the impact of bodily movements into the learning process. This paradigm, in combination with movement-based technologies, provides strategies and methods for delivering a more engaged and interactive lesson. Following previous empirical evidence, this study presents the results of an educational intervention, based on EL, in the context of language learning in mainstream elementary schools. The study aims to examine whether this practice would improve students’ language performance and enhance their engagement in, and motivation for, learning a language. One hundred and eighteen (N=118) elementary students and six teachers were involved in this investigation. Data were collected from video recordings of 12 intervention sessions in the classroom. The analysis of video recordings provided rich information about the engagement of the students in the classroom during the sessions. It revealed that the EL practice enabled students to actively engage in the lesson, increasing their motivation and participation. Finally, the manuscript discusses the use of such an EL approach in language learning and teaching.

scholarly journals Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014–2018)

2020 ◽  
Vol 53 (1) ◽  
pp. 44-62 ◽  
Author(s):  
Yang (Frank) Gong ◽  
Xuesong (Andy) Gao ◽  
Boning Lyu
Keyword(s):  
Education Research ◽  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Chinese Language ◽  
Mainland China ◽  
Language Education ◽  
Foreign Language Education ◽  
The Impact

AbstractThis review involved 60 articles chosen from 336 empirical studies identified in five leading journals on the learning and teaching of Chinese as a second or foreign language in mainland China during the period 2014–2018. The selected studies document Chinese researchers' efforts to improve the teaching and learning of the Chinese language in terms of language pedagogy, language learning and teacher development. We contend that these studies on the teaching and learning of Chinese as a second or foreign language (CSL/CFL) can contribute to the advancement of second/foreign language education theories even though they were largely conducted to address local needs and interests in the Chinese context. Unfortunately, the impact of these studies on international language education research and pedagogical development remains limited and peripheral. For this reason, this review concludes with recommendations for Chinese researchers and journal editors in the field of Chinese language teaching and learning research on how to promote quality empirical research and enhance their contributions to second/foreign language education research.

Low-Cost Videos for Learning Mathematics by Teaching

2020 ◽  
pp. 172-189
Author(s):  
Amélia Caldeira ◽  
S. O. Lopes ◽  
Isabel Perdigão Figueiredo ◽  
Alexandra R. Costa
Keyword(s):  
Teaching And Learning ◽  
Low Cost ◽  
Mathematical Problem ◽  
Teaching Experiences ◽  
Problem Resolution ◽  
Learning Mathematics ◽  
The Subject ◽  
Retention Of Knowledge ◽  
The Impact

Technology plays an important role in everyday life and can be used in education. Video is a source of material that can play an important role in the teaching and learning field. Using videos engages students, aids student retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts. In this chapter, the authors describe two teaching experiences involving videos, where the students made a video about solving a concrete mathematical problem. In this video, the students should explain the problem resolution to their colleagues (playing the role of teacher). The results of the impact of this kind of project in the students' motivation are also presented.

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