CUTE: A Flexible Approach to the Integration of Online and Face-to-Face Support for Language Learning

2007 ◽  
pp. 94-107
Author(s):  
Debra Marsh ◽  
Eric Brewster ◽  
Nicola Cavaleri ◽  
Anny King
Keyword(s):  
Language Learning ◽  
Flexible Approach ◽  
Face To Face ◽  
Face Support

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

scholarly journals Students' Perception on Blended Learning in English Listening and Speaking Class

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Magdalena Kartikasari Tandy Rerung
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Language And Culture ◽  
Face To Face ◽  
Learning Platform ◽  
Face To Face Learning ◽  
Communicative Teaching ◽  
Listening And Speaking

<p>Nowadays, the communicative teaching has been influenced by the development of technology. Becoming interactive teacher would not be enough if it is not supported by technology usage. Online learning in this case has been a powerful tool to help language learners during their learning progress.  It is said that that online instruction raised the good and average student’s reading performance and the performance of the lowest-performing as well. In listening and speaking, online learning can help students improve their pronunciaton as well the comprehension skill. Therefore, the following study is designed to find out the students’ perceptions towards the use of both online and face-to-face learning in listening and speaking classroom. There are 30 students from the 1<sup>st</sup> and 3<sup>rd</sup> semester of English Language and Culture Departement and they joined the class for 1 semester. Online learning platform used was taken from Cambridge Learning Management System integrated with Unlock 2 and Unlock 4 books as the source of learning. The result shows that most of the students see online learning as an alternative tool to help them during their learning process.<strong></strong></p><strong>Keywords: </strong>blended learning, online learning, face-to-face learning, language learning

scholarly journals An Investigation of How Online Learning Reduces ZPD in Mandarin Language Classrooms

2021 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Noor Hanim Rahmat ◽  
Mok Soon Sim ◽  
Lau Suk Khi ◽  
Ling Tek Soon
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Proximal Development ◽  
Group Discussions ◽  
Face To Face ◽  
Mandarin Language ◽  
Language Classrooms ◽  
Language Needs ◽  
Almost All ◽  
Play Group

Traditionally, language needs to be learnt face-to-face. Pronunciation practices, role play, group discussions are all activities that allow interaction among learners. Previously, some things are better learnt face-to-face, while some can be learnt online. Nevertheless, the pandemic has accelerated the need for online learning in almost all courses offered at institutions. Devices used for online learning can be used as a leaning tool by learners to improve understanding. These devices help to reduce a learner’s zone of proximal development (ZPD) thus maximizing learning. Online learning has been said to facilitate rather than hinder language learning. This study is therefore done to explore how it helps the learning of Mandarin. The study investigates how online interaction affects the learning of Mandarin in language classrooms. 173 participants responded to a 28 items (5 likert scale) instrument. Findings reveal how online learning influences interaction, encourages participation of more knowledgeable others, and improves interaction with content among learners.

Familiar or Unfamiliar Context?

2015 ◽  
pp. 223-250
Author(s):  
Amir Mashhadi ◽  
Saeed Khazaie
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
The Other ◽  
Mobile Game ◽  
Face To Face ◽  
Learning Tasks ◽  
Content Representation ◽  
L2 Learning ◽  
The Face ◽  
Age Range

This chapter endeavored to devise a motivating way to engage learners in L2 English learning tasks presented through the mobile game (m-game). It started on the issue of whether types of a displayed picture on m-games had any significant relationship with learners' performance in the blended mode of L2 learning. To that end, a cellphone-based form of the nonEnglish game of 'Xane Bazi', modified as didactic 'Xane Bazi' for English vocabulary learning, was grafted onto the face-to-face mode of content representation in the blended language learning module. 100 Iranian boys and girls within the age range of 10-13 were divided into two groups to learn English vocabulary items during 12 sessions of an academic semester: One group played a version of 'Xane Bazi' with learner-made paintings and the other group played a version of the game filled with photos. The results hinted at the desired effect of utilizing m-games as applying learner-made painting condition to didactic 'Xane Bazi' was proved to significantly ratchet up the participants' L2 learning.

A Massively Multiplayer Online Role-Playing Game and Its Effects on Interaction in the Second Language

2018 ◽  
pp. 367-389 ◽  
Author(s):  
Nuttakritta Chotipaktanasook ◽  
Hayo Reinders
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Education ◽  
Role Playing ◽  
Computer Assisted ◽  
Face To Face ◽  
Role Playing Games ◽  
Role Playing Game ◽  
Massively Multiplayer

Massively multiplayer online role-playing games (MMORPGs) have been dramatically used in language education and identified in computer-assisted language learning (CALL) research as playing a central role in second language acquisition (SLA). This chapter addresses the integration of a commercially developed MMORPG Ragnarok Online into a language course as a basis for digital game-based language learning and reports on its effects on second language (L2) interaction. Thirty Thai learners of English who enrolled in a 15-week university language course were required to complete 18 face-to-face classroom lessons and six gameplay sessions. Learners' language use in both text and voice chats during gameplay was recorded and analysed to measure the effects of the game. The findings show that participating in MMORPG resulted in a significantly more considerable increase in L2 interaction that used a wider range of discourse functions compared with English interaction in the classroom. The authors discuss some of the theoretical and pedagogical implications of these findings.

Cross-Cultural Perspectives on Technology-Enhanced Language Learning

2018 ◽  
pp. 1-15 ◽  
Author(s):  
Somaye Piri ◽  
Sahar Riahi
Keyword(s):  
Language Learning ◽  
Cultural Awareness ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Face To Face ◽  
Intercultural Communications ◽  
Positive Attitudes ◽  
The People ◽  
Computer Mediated ◽  
Diverse Cultures

Cultural awareness and intercultural understanding are crucial parts of learning a new language. However, not everyone has the chance to have face-to-face interaction with the people from diverse cultures. Computer-mediated technologies are favorable tools that can help learners to engage in intercultural communications. This chapter aims at intercultural learning through technology-enhanced language learning. Five main themes have emerged as the result of literature review alongside a report on major research descriptive. The literature revealed that there are 1) positive attitudes toward using digital tools in intercultural language learning, 2) the development of critical cultural awareness and intercultural communicative competence, 3) opportunities for improving all aspects of language learning. However, 4) textbooks are still the predominant learning resource, and 5) a necessity is felt for special technical skills and competencies. This study is helpful to consider the existing challenges and find new directions for future investigations.

Exploring the Effectiveness of Online Synchronous Learning Management Systems

2019 ◽  
pp. 168-190
Author(s):  
Fatemeh Nami
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Writing Assignments ◽  
Face To Face ◽  
Synchronous Learning ◽  
The Face ◽  
Learning Management ◽  
Writing Knowledge

In line with calls for a more comprehensive understanding of the potentials of virtual environments for language learning/teaching, the chapter reports a study on the application of a synchronous learning management system (SLMS). The development of academic writing knowledge of a group of MA students attending an online academic writing course in a state university in Tehran was compared with that of a similar group in a face-to-face course in the same university. The analysis of participants' classroom discussions and their writing assignments indicated that although the writing knowledge of both groups improved by the end of the course, the nature of changes differed from the online group to the face-to-face one. It is suggested that while SLMSs have opened up new horizons for the instruction/practice of language skills, their uses are largely context- and user-specific. The finding of this study feeds into research on SLMS-based foreign language instruction.

Getting Started

2011 ◽  
pp. 54-69
Author(s):  
Maria Elena Corbeil ◽  
Joseph Rene Corbeil
Keyword(s):  
Language Learning ◽  
Online Courses ◽  
Lessons Learned ◽  
Student Survey ◽  
Course Content ◽  
Face To Face ◽  
Mobile Assisted Language Learning ◽  
Learning Programs ◽  
Materials Used ◽  
Effective Use

Podcasting is an excellent way to engage students and to supplement the instructional materials used in face-to-face and online courses and in Mobile-Assisted Language Learning programs. A well-produced weekly podcast can enhance course content, learning activities, and student-teacher interactions, while enabling students to take their learning materials with them wherever they go, thus reinforcing and supporting language acquisition. While there are many resources that delineate how to create a podcast, few address the instructional, technological, and production factors that must be considered for the effective use of podcasting in instruction. This chapter includes a brief review of the literature that addresses the use of podcasts in language learning programs, and offers a simple guide for creating your first podcast, lessons learned, and the results of a student survey on the use of podcasts.

Performance and Anxiety in Videoconferencing

2011 ◽  
pp. 137-157
Author(s):  
Daniel A. Craig ◽  
Jungtae Kim
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
Communication Technologies ◽  
Assessment Instruments ◽  
Face To Face ◽  
Text Chat ◽  
Test Face ◽  
Anxiety Levels ◽  
And Performance ◽  
Performance Research

Anxiety has long been considered a hindrance to both language learning and performance. To address this issue in oral language testing, it has been suggested that the use of Information & Communication Technologies (ICT) to distance the test-taker from the interviewer could reduce anxiety levels and, thus, improve performance. Research has been undertaken on the use of synchronous and asynchronous text chat to lower anxiety and increase communication. However, research on the use of videoconferencing is largely unknown in the same areas. Thus, this study undertakes the challenge by comparing forty students’ anxiety levels when they took an oral test face-to-face and via an online videoconferencing medium. The students were from a private, mid-sized, Korean university, and they were interviewed and rated by two interviewers under both face-to-face and video conference conditions, as well as surveyed for state anxiety. The findings in this study will be used to guide the design of future distance assessment instruments as well as inform educational research in this field.

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