scholarly journals Status Quo and Prospective of WeChat in Improving Chinese English Learners’ Pronunciation

2017 ◽  
Vol 10 (4) ◽  
pp. 140 ◽  
Author(s):  
Kanghui Wang
Keyword(s):  
New Media ◽  
Mobile Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Handheld Devices ◽  
Self Directed Learning ◽  
Support Functions ◽  
English Pronunciation ◽  
Chinese English Learners

With the ubiquitous usage of wireless, portable, and handheld devices gaining popularity in 21st century, the revolutionary mobile technology introduces digital new media to educational settings, which has changed the way of traditional teaching and learning. WeChat is one of the most popular social networking applications in China featured by its interactivity and real-time communication that has attracted attention of educators to its pedagogical value. This study evaluates the utilization of WeChat in mobile learning and, in particular, its potential for improving English pronunciation among English learners in China. It probes into the perennial problems of Chinese students in English pronunciation acquisition and oral practice, discusses WeChat’s support functions in mobile learning, demonstrates the relevant empirical studies of WeChat in teaching and learning, and analyses the potential value of using WeChat in improving English pronunciation. Examinations in this paper enable one to reflect on the strengths of mobile learning by WeChat and to explore how this social media tool is likely to solve the pronunciation difficulties of Chinese English learners. It is found that applying WeChat to English pronunciation teaching and practicing helps create better self-directed learning environment, enhance learning flexibility and improve oral learning effectiveness. It is hopefully that insights gained from examining how WeChat helps improve English pronunciation learning will shed light on further innovations of teaching designs in this area.

Not Just Playing Around

2011 ◽  
Vol 2 (2) ◽  
pp. 59-72
Author(s):  
Rebecca Petley ◽  
Jill Attewell ◽  
Carol Savill-Smith
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Handheld Devices ◽  
Nintendo Wii ◽  
Reluctant Learners ◽  
Wide Range ◽  
Health Related ◽  
Game Console ◽  
Mobile Phone Networks ◽  
The Impact

MoLeNET is a unique collaborative initiative, currently in its third year, which encourages and enables the introduction of mobile learning in English post 14 education via supported shared-cost projects. Mobile learning in MoLeNET is defined by MoLeNET as “The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning.” MoLeNET projects use a wide range of handheld devices with their learners including two handheld game platforms: the Sony PSP and Nintendo DS. A small number of projects have also experimented with educational and therapeutic use of the Nintendo Wii game console and experienced considerable success in engaging reluctant learners and supporting learners with difficulties and/or disabilities. This paper explores the impact that mobile game technologies have on teaching and learning for those involved in MoLeNET, including the development of academic and social skills and the improvement of mobility and health related issues.

English Learners in K–12 Mathematics Education: A Review of the Literature

2018 ◽  
Vol 88 (6) ◽  
pp. 879-919 ◽  
Author(s):  
Zandra de Araujo ◽  
Sarah A. Roberts ◽  
Craig Willey ◽  
William Zahner
Keyword(s):  
Mathematics Education ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Future Research ◽  
Sociocultural Perspective ◽  
Mathematics Classrooms ◽  
Persistent Pattern ◽  
Mathematics Teaching And Learning ◽  
K 12

Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K–12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K–12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

L1 Role in Bilinguals’ Mental Lexicon: A Comparative Study between Chinese-English and Alphabetic Bilinguals

2016 ◽  
Vol 6 (8) ◽  
pp. 1584
Author(s):  
Li Li
Keyword(s):  
Language Processing ◽  
English Learners ◽  
Sensory Input ◽  
Empirical Studies ◽  
First Language ◽  
Mental Lexicon ◽  
Second Language Processing ◽  
Translation Equivalent ◽  
Automatic Activation ◽  
Chinese English Learners

This study is to compare L1 (first language) roles between Chinese-English and alphabetic bilinguals’ mental lexicons through reviewing empirical studies. L1 lexicon plays an important role in L2 (second language) processing in two aspects for alphabetic bilinguals, automatic activation of similar L1 to sensory input of L2, and that of L1 translation equivalent. While for Chinese English learners, L1 lexicon basically influences L2 by equivalent activation only, and the effect may persist throughout their lives, which is dramatically different from the developmental pattern of alphabetic bilinguals. The differences may come from different typological distance between the two languages, different composition of L2 mental lexicon, and their unique English acquisition experience in China.

scholarly journals Affix Acquisition of Chinese English Learners: A Case Study Based on a Self-Built Corpus

2021 ◽  
Vol 14 (9) ◽  
pp. 1
Author(s):  
Zhixuan Liu
Keyword(s):  
Second Language Acquisition ◽  
Undergraduate Students ◽  
English Learners ◽  
Corpus Linguistics ◽  
Empirical Studies ◽  
Low Frequency ◽  
Intermediate Frequency ◽  
Central China ◽  
Chinese English Learners

Nowadays, theoretic and empirical research into affix acquisition in Second Language Acquisition has attracted increasing attention (Peng Tingting, 2009; Zhao Ming, 2014; Chen Jie, 2017). However, there are still few empirical studies on affix acquisition of Chinese English learners, especially from the perspective of corpus linguistics. The present research aims to find out how affixes are acquired and used in written texts by Chinese English learners. A case study was conducted based on a self-built corpus. All of the data are collected from 174 undergraduate students majoring in English at a university in central China. Compleat Lexical Tutor (v.8.3) and AntConc (v.3.5.2) are used to process and analyze the data. As is shown in the results of the research, affixes acquired and used by Chinese English learners can be divided mainly into the following categories: 1. High-frequency affixes, such as -s, -ed, -ing, etc. 2. Intermediate-frequency affixes, such as -ly, -al, etc. 3. Low-frequency affixes, such as im-, in-, ir-, etc. Therefore, the affixes that are used most frequently are -s and -es, but prefixes are seldom used in written text. The present study is beneficial for providing a crucial reference for the instruction of vocabulary and writing in colleges.  

scholarly journals Designing Phonetic Alphabets for Bahasa Indonesia (PABI) for the teaching of intelligible English pronunciation in Indonesia

2020 ◽  
Vol 9 (3) ◽  
pp. 726-734
Author(s):  
Yeni Karlina ◽  
Amin Rahman ◽  
Raqib Chowdhury
Keyword(s):  
English Learners ◽  
Teaching And Learning ◽  
Computer Software ◽  
Sound System ◽  
English Classrooms ◽  
Pronunciation Instruction ◽  
Phonetic Transcription ◽  
English Pronunciation ◽  
Teachers And Students ◽  
Bahasa Indonesia

The sociolinguistic development of English has placed a greater emphasis on intelligibility as the ultimate goal of pronunciation instruction. However, various studies have indicated that English pronunciation of Indonesian English learners was not satisfactory due to difficulties in learning English pronunciation and lack of emphasis given to the teaching of English pronunciation in English classrooms in Indonesia. In this paper we propose the development of Phonetic Alphabets for Bahasa Indonesia (PABI). This practical instrument allows English teachers and students in Indonesia to transcribe the pronunciations of English words into phonetic transcription with locally-appropriate readability and accessibility without compromising the pronunciation intelligibility. The development of PABI started with contrastive analysis of common phonemes in the two languages, i.e., English and Bahasa Indonesia (BI). Next, we identified the English phonemes missing in Bahasa Indonesia which English learners in Indonesia have to conceptualise. We then located those English sound ‘pairs’ which seem identical to Indonesians and are thus used interchangeably in BI. A corpus of 30,000 commonly used English words was transcribed in PABI using a computer software IPA to L1PA developed by Rahman and Bhattacharya (2020). Proposals to modify the IPA to suit the BI sound system entailed the adjustments in the consonant phonemes, vowel phonemes, and cluster sounds. These adjustments are expected to improve the readability and accessibility of the conventional IPA in facilitating the teaching and learning of intelligible English pronunciation in Indonesia. Practical uses of the PABI guidelines are drawn to improve its utility. Implications for the development of context sensitive and locally-appropriate pronunciation teaching and learning are drawn based on the findings.

The Mobile Learning Network

2011 ◽  
Vol 1 (4) ◽  
pp. 37-48
Author(s):  
Rebecca Petley ◽  
Guy Parker ◽  
Jill Attewell
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Handheld Devices ◽  
Nintendo Wii ◽  
Mobile Games ◽  
Learning Network ◽  
Second Year ◽  
Collaborative Initiative

The Mobile Learning Network currently in its third year, is a unique collaborative initiative encouraging and enabling the introduction of mobile learning in English post-14 education. The programme, funded jointly by the Learning and Skills Council and participating colleges and schools and supported by LSN has involved nearly 40,000 learners and over 7,000 staff. MoLeNET projects have procured a range of handheld devices and supporting technologies since the initiative began in 2007, with a significant increase in purchases of games technologies (mainly the Nintendo DS and Sony PSP, but also the Nintendo Wii) observed in the second year of the programme. Colleges and schools across England have exploited both the gaming potential of these devices for teaching and learning and the numerous opportunities afforded by their impressive additional functionality. This paper explores the key findings from the MoLeNET research and evaluation strand in relation to mobile games technologies and games based learning and the contribution of these to improvements in teaching practice and learning experiences.

Not Just Playing Around

2012 ◽  
pp. 1429-1442 ◽  
Author(s):  
Rebecca Petley ◽  
Jill Attewell ◽  
Carol Savill-Smith
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Handheld Devices ◽  
Nintendo Wii ◽  
Reluctant Learners ◽  
Wide Range ◽  
Health Related ◽  
Game Console ◽  
Mobile Phone Networks ◽  
The Impact

MoLeNET is a unique collaborative initiative, currently in its third year, which encourages and enables the introduction of mobile learning in English post 14 education via supported shared-cost projects. Mobile learning in MoLeNET is defined by MoLeNET as “The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning.” MoLeNET projects use a wide range of handheld devices with their learners including two handheld game platforms: the Sony PSP and Nintendo DS. A small number of projects have also experimented with educational and therapeutic use of the Nintendo Wii game console and experienced considerable success in engaging reluctant learners and supporting learners with difficulties and/or disabilities. This paper explores the impact that mobile game technologies have on teaching and learning for those involved in MoLeNET, including the development of academic and social skills and the improvement of mobility and health related issues.

The Mobile Learning Network

2013 ◽  
pp. 91-102
Author(s):  
Rebecca Petley ◽  
Guy Parker ◽  
Jill Attewell
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Handheld Devices ◽  
Nintendo Wii ◽  
Mobile Games ◽  
Learning Network ◽  
Second Year ◽  
Collaborative Initiative

The Mobile Learning Network currently in its third year, is a unique collaborative initiative encouraging and enabling the introduction of mobile learning in English post-14 education. The programme, funded jointly by the Learning and Skills Council and participating colleges and schools and supported by LSN has involved nearly 40,000 learners and over 7,000 staff. MoLeNET projects have procured a range of handheld devices and supporting technologies since the initiative began in 2007, with a significant increase in purchases of games technologies (mainly the Nintendo DS and Sony PSP, but also the Nintendo Wii) observed in the second year of the programme. Colleges and schools across England have exploited both the gaming potential of these devices for teaching and learning and the numerous opportunities afforded by their impressive additional functionality. This paper explores the key findings from the MoLeNET research and evaluation strand in relation to mobile games technologies and games based learning and the contribution of these to improvements in teaching practice and learning experiences.

Not Just Playing Around

2012 ◽  
pp. 65-78
Author(s):  
Rebecca Petley ◽  
Jill Attewell ◽  
Carol Savill-Smith
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Handheld Devices ◽  
Nintendo Wii ◽  
Reluctant Learners ◽  
Wide Range ◽  
Health Related ◽  
Game Console ◽  
Mobile Phone Networks ◽  
The Impact

MoLeNET is a unique collaborative initiative, currently in its third year, which encourages and enables the introduction of mobile learning in English post 14 education via supported shared-cost projects. Mobile learning in MoLeNET is defined by MoLeNET as “The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning.” MoLeNET projects use a wide range of handheld devices with their learners including two handheld game platforms: the Sony PSP and Nintendo DS. A small number of projects have also experimented with educational and therapeutic use of the Nintendo Wii game console and experienced considerable success in engaging reluctant learners and supporting learners with difficulties and/or disabilities. This paper explores the impact that mobile game technologies have on teaching and learning for those involved in MoLeNET, including the development of academic and social skills and the improvement of mobility and health related issues.

scholarly journals MOBILE LEARNING AMONG FORM SIX STUDENTS: ARE THEY READY?

2021 ◽  
Vol 6 (38) ◽  
pp. 147-166
Author(s):  
Jol Kankok ◽  
Abdul Said Ambotang ◽  
Syahrul Nizam Salam
Keyword(s):  
Learning Strategies ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Preliminary Finding ◽  
Great Majority ◽  
Learning System ◽  
Mobile Technologies ◽  
Self Directed Learning ◽  
Technological Readiness ◽  
High Level

Prior to embarking on mobile technologies, mobile learning has become an integral part of learning strategies. It is viewed as a potentially significant learning tool as it has made learning ubiquitous with the use of wireless mobile devices. However, before designing and implementing a new learning system, learner’s readiness should be taken into consideration. Despite its notable advantages, mobile learning is largely unresearched at Malaysian Form Six Students. Therefore, this quantitative study aims to investigate the extent of readiness of Malaysian Form Six students., A set of questionnaires was administered to 106 randomly selected form six students to serve this purpose. The questionnaire was designed to explore three main readiness, namely Self-Directed Learning (SDL), technological readiness, and psychological readiness. The overall findings revealed that a great majority of the students show a high level off readiness for the implementation of mobile learning. The evidence from this preliminary finding has provided valuable information for educators and curriculum designers to discover ways to exploit mobile learning in the teaching and learning process.

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