scholarly journals Computermediets differentieringspotentiale i sproglig læring belyst ud fra en procesorienteret synsvinkel

2017 ◽  
Vol 16 (30) ◽  
pp. 13
Author(s):  
Lone Ambjørn
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Model Based ◽  
Strong Point ◽  
Starting Point ◽  
L2 Learning ◽  
Interlanguage Development

The main point of this article is to demonstrate that the existence of the computer-medium within L21 learning and acquisition is justified by its potential of differentiation. In order to make the optimum use of this potential, it is necessary to design syllabi based on L2 research and theories of language learning acquisition. Taking as a starting point the learner’s interlanguage development, I am introducing a model of L2 learning and acquisition, a model based on input as well as on output. The strong point in having this model is that you can use it for computer-assisted language learning, and in this way you can contribute to the implementation of differentiated syllabi that take into account the psycholinguistic processes that characterize interlanguage development.

The Role of Technology in Audio Text Comprehension for English as a Second Language

2020 ◽  
pp. 212-228 ◽  
Author(s):  
Pablo Armando Alcaraz-Valencia ◽  
Laura Sanely Gaytán-Lugo ◽  
Sara Catalina Hernández Gallardo ◽  
Rocio Maciel Arellano
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Text Comprehension ◽  
Theoretical Perspective ◽  
Technology Literacy ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Learning ◽  
Starting Point ◽  
Learning English

This chapter proposes to establish a starting point in the design of technology specialized in the development of listening comprehension skills from a theoretical perspective, when learning English as a second language. Therefore, an exploration about how technologies have evolved in the practice of learning English as a second language was required. Likewise, authors look at fundamental aspects of technology literacy and how this is rooted in users' contexts. From this, they conceptualize the symbolic competence through the ecological theory in order to design a computer-assisted language learning practice. Findings led to the conclusion that a guide on how to build specialized technology in English learning as a second language does not exist. What indeed exists is the application of recycled technology created for other purposes but used for English learning. Authors propose a practice where the meaning is explored through the understanding of what happens in the context by using 3D holograms as an optical illusion.

Towards user/system collaboration in developing a student model for intelligent computer assisted language learning

ReCALL ◽  
1993 ◽  
Vol 5 (8) ◽  
pp. 3-8 ◽  
Author(s):  
Susan Bull
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Approaches To Learning ◽  
Current Work ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Student Model ◽  
Accurate Representation ◽  
Model Based ◽  
Intelligent Computer

This paper examines research in the field of collaborative learning, concentrating on aspects suitable for use in an intelligent computer assisted language learning (ICALL) system. Current work on the project focuses on the construction of a student model, based on the notion that a model constructed and repaired through collaboration between the system and student will lead to a more accurate representation of the learner's beliefs, and is less likely to be regarded with suspicion by the student. Further, the act of collaboration should promote reflection on both the language to be learnt and the student's approaches to learning.

New Trends in ICTs and Computer Assisted Language Learning (CALL)

2011 ◽  
pp. 211-224
Author(s):  
Bolanle A. Olaniran
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Computer Assisted ◽  
Information Communication Technologies ◽  
Computer Assisted Language Learning ◽  
Information Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
L2 Learning

This chapter explores information communication technologies (ICTs) (e.g., computer-mediated communication) and the implications for use in language learning and second language learning (L2). Further, the chapter presents culture and new trends in ICTs for L2 learning. Specific modality, challenges, and issues for future considerations in L2 learning are discussed. The chapter argues for the need to understand culture and contextual appropriateness of L2 learning in ICT environments. Finally the chapter contends that ICTs are best relegated as a supplemental role or tools, rather than as an outright substitute for traditional L2 learning and curricula.

scholarly journals Assessing the quality of TTS audio in the LARA learning-by-reading platform

2021 ◽  
pp. 1-5
Author(s):  
Elham Akhlaghi ◽  
Anna Bączkowska ◽  
Harald Berthelsen ◽  
Branislav Bédi ◽  
Cathy Chua ◽  
...  
Keyword(s):  
Language Learning ◽  
Open Source ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Text To Speech ◽  
Human Voice ◽  
L2 Learning ◽  
Learning By Reading

A popular idea in Computer Assisted Language Learning (CALL) is to use multimodal annotated texts, with annotations typically including embedded audio and translations, to support L2 learning through reading. An important question is how to create the audio, which can be done either through human recording or by a Text-To-Speech (TTS) synthesis engine. We may reasonably expect TTS to be quicker and easier, but humans to be of higher quality. Here, we report a study using the open-source LARA platform and ten languages. Samples of LARA audio totaling about three and a half minutes were provided for each language in both human and TTS form; subjects used a web form to compare different versions of the same item and rate the voices as a whole. Although human voice was more often preferred, TTS achieved higher ratings in some languages and was close in others.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

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