scholarly journals Google Classroom as a Tool of Support for Flexible Learning in the New Normal

2021 ◽  
Vol 1 (2) ◽  
pp. 25-39
Author(s):  
Jimmylen Zuniga-Tonio
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Teaching And Learning ◽  
The Philippines ◽  
Survey Questionnaire ◽  
Flexible Learning ◽  
New Normal ◽  
Higher Education System ◽  
Learning And Teaching ◽  
Teaching Paradigm

The global crisis of the COVID-19 pandemic affected all areas of life significantly paving the way to the new normal set-up. In response, the higher education system in the Philippines opted to implement flexible learning as its delivery model. Flexible learning unlocked critical areas in redesigning the pre-pandemic learning and teaching paradigm, one of which is the deployment of learning management systems or online platforms to contribute to the effective implementation of flexible learning. The present study attempts to explore Google Classroom’s potentials and acceptability as a tool of support to flexible language learning and teaching. A survey questionnaire was given to a group of 44 university students who completed the Purposive Communication course. Using the Technology Acceptance Model (TAM) analysis of data, the findings revealed that the majority of the students agreed that Google Classroom could provide accessibility, utility, and students’ satisfaction. Similarly, students agreed it could support communication and interaction and instruction delivery in flexible learning. Further, a qualitative-inductive approach using thematic analysis of the open-ended question in the survey questionnaire revealed that Google Classroom supports flexible language learning through the following: (a) easy monitoring of tasks, assignments, projects, and announcements; (b) excellent storage of learning materials (ex. backup files); (c) motivates students to manage time; and (d) motivates students to perform well. Therefore, it occurs that Google Classroom, as an educational interactive tool, has the potential to contribute to the effective delivery of flexible language teaching and learning, provided that responsive and timely faculty guidance is in place.

Research on language teaching and learning in Austria (2004–2009)

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Theory Development ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
National Education ◽  
Learning And Teaching

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.

scholarly journals Case Study of the Commercially Published ELT materials in Foundation of English Course Books 1 & 2

IIUC Studies ◽  
2016 ◽  
pp. 173-182
Author(s):  
Md Yousuf Uddin Khaled Chowdhury
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Global Markets ◽  
Local Market ◽  
Learning And Teaching ◽  
Language Classrooms ◽  
The Right

Brumfit (1979) has suggested that many commercially published ELT materials are little more than ‘masses of rubbish, skilfully marketed’. He perhaps rejects most of the published materials. However, in reality, it is observed that these ELT resources are the only available alternatives in the contexts where infra-structural limitations of language classrooms and the inefficiency of the language-teachers make the goal of language learning and teaching unreachable or unattainable for many of the learners. This paper, through a case study, aims at justifying the use of commercially published ELT coursebooks that are designed and used, considering the limitations and problems of the personally produced materials by untrained teachers. Nevertheless, these materials must consider the local market rather than the global markets so that they meet the needs of the local language learners and instructors. The case study implies that it is the selection or adaptation of the right materials for the specific learners that makes them effective or ineffective. It also suggests that the personally designed or locally produced materials too may make teaching and learning difficult and impossible sometimes.IIUC Studies Vol.10 & 11 December 2014: 173-182

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

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.

Pronunciation among adult Indigenous language learners

2020 ◽  
Author(s):  
Sonya Bird
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Acoustic Analysis ◽  
Indigenous Language ◽  
Coast Salish ◽  
Learning And Teaching

Abstract This paper describes the features that set adult Indigenous language learning apart from other types second language learning, examining in particular the role that unique teaching and learning contexts might play in the acquisition of pronunciation. As a case study, the pronunciation of SENĆOŦEN (Coast Salish) /t’/ is compared across four groups of speakers, including two groups of adult learners. Acoustic analysis shows that /t’/, described as a weak ejective in previous work, is now consistently realized as a strong ejective, especially among learners and teachers. These findings are discussed with reference to factors relevant to language learning and teaching in general, as well as to ones relevant to Indigenous language learning and teaching in particular.

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.

A review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Spanish

2010 ◽  
Vol 44 (1) ◽  
pp. 78-112 ◽  
Author(s):  
Marta Antón
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Social Contexts ◽  
Specific Reference ◽  
Learning And Teaching ◽  
Foreign Language Learners ◽  
L2 Spanish

Esta reseña presenta una visión general de los estudios sobre español como segunda lengua en contextos educativos. La temática y el ámbito geográfico es amplio a fin de captar la diversidad de alumnos y contextos de aprendizaje de español L2 a sólo dos décadas de que la enseñanza de este idioma adquiriera ímpetu a nivel global. Los alumnos tradicionales de segunda lengua o lengua extranjera, hablantes de herencia, inmigrantes y niños indígenas presentan una variedad de contextos de investigación que contribuye y expande las disciplinas de enseñanza y aprendizaje de segunda lengua/lengua extranjera, lingüística aplicada y sociolingüística. Siguiendo tendencias iniciadas en años anteriores en adquisición de segunda lengua, y en relación con investigaciones sobre otros idiomas, los temas principales en este periodo reciente han sido la adquisición y enseñanza del sistema lingüístico, procesos de aprendizaje y su contexto social. La reseña se organiza temáticamente según estas categorías principales.This review presents a broad picture of recent work on L2 Spanish1in educational contexts. The thematic and geographic scope of the review is wide, in order to capture the diversity of learners and learning contexts of L2 Spanish, just two decades after teaching and learning the language gained impetus worldwide. Traditional second or foreign language learners, heritage learners, immigrants and indigenous children provide a variety of contexts for research that builds on and expands the fields of second and foreign language learning and teaching, applied linguistics and sociolinguistics. Continuing the trend from previous years in SLA, and in connection with research on learners of other languages, main themes in this time period have been the acquisition and teaching of the language system, learning processes, and social contexts of learning. The review is organized thematically according to these main categories.

scholarly journals TELL and CALL in the Third Millenium: Pegagogical Approaches in a Growing EU-Community

ReCALL ◽  
2005 ◽  
Vol 17 (1) ◽  
pp. 1-3
Author(s):  
CHRISTIAN HOLZMANN ◽  
INGE-ANNA KOLEFF ◽  
KLAUS PETERS
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Best Practice ◽  
Learning And Teaching ◽  
Grass Roots ◽  
The Third ◽  
Practice Models ◽  
Traditional Language ◽  
Technological Developments ◽  
New Ideas

Contained within this special issue is a selection of papers presented at the 2004 annual EUROCALL conference, hosted in early September in Vienna, Austria. CALL Austria, which is part of the great EUROCALL family, has played a major role in disseminating pedagogical approaches towards TELL and CALL within Europe since the early 1980s. It has always been a grass-roots movement, and its work has always reflected that fact that CALL Austria is run by active teachers, many of them teaching at secondary level. Thus the application of new ideas in the language classroom was a major consideration in the preparation of the 2004 Conference. In this context welcoming Eurocallers to Vienna in 2004 has been a crowning achievement and a reward for our attempts to promote the meaningful use of computer technologies in language learning. “TELL and CALL in the Third Millenium: Pegagogical Approaches in a Growing EU-Community”, focussed on the great variety of concepts, applications and best-practice models concerning pedagogy and methodology supported by technological developments, particularly in relation to language learning and teaching. As in previous conferences sub-themes focussed on the changes in practices involving literacy brought about by the World Wide Web; the need to re-interpret current teaching paradigms; the relationship between the more ‘traditional’ language skills and the ‘new literacies’; interactivity, learner interaction and feedback; and spoken and written corpora in language teaching and learning.

language teaching

2007 ◽  
Vol 40 (1) ◽  
pp. i-i ◽  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Educational Practice ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Replication Research ◽  
Timely Response ◽  
New Research ◽  
Teaching Learning

Phil Benson's state-of-the-art review of autonomy in L2 learning and teaching is a timely response to an ever-growing interest in autonomous language learning. Focusing his attention on the recent literature, he explores how this interest in autonomy is influencing theory and practice, leading to the emergence of new research agendas in the field. He focuses particularly on the ways in which conceptions of autonomy have evolved and continue to change, and how these new conceptions fit in with broader developments in language teaching and learning theory, educational practice, and social thought.This issue includes also a call for papers on Replication Research Studies, two features marking the publication of this fortieth volume of the journal, and reports on a series of research seminars.Richard Johnstone's article in which he reviews research published in 2004 and 2005 on language teaching, learning and policy is available online at <http://journals.cambridge.org/jidLTA&volumeId=39&issueId=04>.

scholarly journals Review of doctoral research on second language teaching and learning in Spain (2008–2010)

2012 ◽  
Vol 46 (1) ◽  
pp. 87-107
Author(s):  
Raquel Serrano ◽  
Imma Miralpeix
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Language Teachers ◽  
Learning Context ◽  
Learning And Teaching ◽  
Doctoral Research ◽  
Immigrant Populations ◽  
Selection Of

This paper reviews a selection of doctoral theses on language learning and teaching completed in Spain between 2008 and 2010. A total of 16 theses have been identified as representative – in terms of the topics under investigation and the methodology employed – of the doctoral research undertaken in Spain. Current topics include the development of speaking skills, motivation, learner autonomy, pragmatics, learning context, Content and Language Integrated Learning (CLIL), language learning by immigrant populations and, especially, classroom teaching. A variety of research methods were employed in the theses under review, and while most of them focus on adult learners, some also consider children. The interest of researchers in these topics is consistent with the challenges faced by language teachers in Spain, as well as with the new realities of teaching in this country, with its recently-arrived immigrant population, the expansion of CLIL programmes and the use of new technologies.

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