Is mobile-game based learning effective for international adults learning Maltese?

The EULALIA (Enhancing University Language courses with an App powered by game-based learning and tangible user interface activities) project aimed to enhance the learning methodologies of four university language courses for Erasmus students in Italy, Malta, Poland and Spain by developing innovative and effective learning tools based on mobile and game-based learning paradigms and the use of tangible user interfaces. This study focuses on Malta by providing an in-depth view of the impact of game-based applications on enhancing international adult learning of Maltese as a second language (ML2). The findings encourage international adult students to learn ML2 through a game-based application to aid in increasing cultural awareness and better communication with locals. As part of the methodology, pre-surveys and post-surveys were used on a test group comprising 28 pre-surveyed and 9 post-surveyed ML2 adult learners who used the app and a reference group of 24 pre-surveyed and 23 post-surveyed ML2 learners who did not use the app. The results revealed that according to the participants, game-based learning did not improve cognitive function even though the learners were more engaged in language activities, and thus could process and absorb a wider range of information. The research found that game-based learning did not have a statistically significant effect on adult learners’ language proficiency and digital skills.peer-reviewe

An institution-based enquiry into concepts of proficiency, automaticity and second-language learning among dyslexic students

It is, for some, 'common knowledge' that dyslexic students cannot master a foreign language 'because' they cannot master their own. This study enquires into the assumption, and the 'because', above, and seeks other explanatory routes for dyslexic university students' difficulties with foreign language learning. Building on earlier work concerned with notions of 'automaticity' in relation to concepts of 'proficiency' in proficiency and dyslexia literatures, it relates these directly to second language teaching/learning concepts and discusses this in relation to 'phronetic', 'professional' and tacit' views of knowledge. The empirical part of the study comprises cross-comparison of four narrative sources: the narratives of a dozen dyslexic students engaged in a semi-structured, in-depth interview concerning their language difficulty and how they view it; a second narrative relating the voices of the advisors most directly linked to dyslexic language learners in the institution, also including past and future difficulties of some dyslexic students who may face a study year abroad, e.g. on Erasmus and similar schemes; a third interview with the then current head of the unit dealing with both English as a Foreign Language, and Modern Foreign Languages; and the over-arching narrative of the researcher – his story in conducting this study. Within this framework, the research uncovers how, at a practical level as well as theoretically, phronetic, teaching-learning and exceptional language-acquisition 'knowledge' may be open to subversion from several quarters: the pragmatics and economics of 3rd-level EFL and MFL1 language teaching; transposing child language acquisition concepts onto adult language learning ones; the cross- and/or mismatching of these with dyslexia ones; and the possible collision between some areas of professional knowledge – tacit or otherwise. The research shows how for the 'institutional dyslexics' concerned, and sometimes despite their advisors, the unit's academic director and the institution, automaticity is anterior to proficiency and agency is anterior to automaticity. Moreover reversing this, discovering or rediscovering their sense of agency allows certain of the dyslexic participants to attain a qualified measure of automaticity in their language studies and hence, of proficiency. These findings have important implications for those engaged in second language teaching and learning. The organisation of the thesis is as follows: in a first chapter which the researcher introduces with a short autobiography and an account of how the research came about, a broadly descriptive and factual introduction to the piece then summarises previous work in the doctoral degree particularly the critical analytical study, focusing the research questions, and discussing the relationship between methodology and methods, and begins a consideration of what a 'case' is, and what is the case here. Chapter 2 expands the theoretical focus with a discussion of the notion of coherentism and the notion of 'fit', and introduces issues in narrativity and in phronesis. Chapter 3 addresses understandings and terminologies in 'communicative' language teaching, cross-mapping these to both dyslexia and 'proficiency' issues previously discussed. Chapter 4 explores the data, and begins an assessment of the 'fit' between the respondents. Finally, Chapter 5 summarises and discusses the 'findings' of the research – what emerges from the research questions and what from their interpretation; how theoretical understandings now 'fit', or not; what else emerged during the study; what constitutes a finding; and returning to Chapter 1, asks to what extent the study is a foundationalist 'case' which can or should be 'generalisable'. A short discussion of further research avenues is presented

English Language Learner Teachers’ Perceptions Of Digital Games On Student Learning

This body of work contains three articles that examine the intersectionality between English Language Learner (ELL) teachers and digital games. The purpose of the study is to qualitatively explore the perception of ELL teachers’ use of digital games as educational tools and whether they realize the potential to promote language learning for ELLs. This study aims to understand the lived experiences of ELL teachers to identify their viewpoint of language learning through gaming. The work focuses particularly on the teacher in an effort to contribute empirical work that supports the need for a more holistic approach to digital games in teacher education programs. This dissertation sought to answer four main questions: 1) What is the perception and lived experiences of ELL teachers use of digital games as educational tools?; 2) What are the perceived challenges facing ELL teachers in incorporating digital games?; 3) How does ELL teacher’s perception of digital games influence their use and incorporation?; 4) How do ELL teachers define best practices for digital games in order to promote language learning? I employed qualitative case study methods with a phenomenological lens to analyze the data. I interviewed six ELL teachers in the upper Midwest of the United States. The outcome of this study has the potential to enable teachers to use digital games effectively and to ultimately improve teaching and learning. Today, almost every aspect of society requires the use of technology. Therefore, the incorporation of technology into lesson plans is aligned with the needs of society in the 21st century. By adding digital games into classroom learning, educators may be able to better prepare students for their future careers. This preparation can be achieved because digital games have the potential to increase students’ problem-solving skills, as well as spatial and logical reasoning. The upward mobility and learning opportunities in digital games for ELLs are multiplied in fun and engaging ways

Technology Education for the Future: A Play on Sustainability.

We are very pleased to welcome Technology Education scholars from around the world to New Zealand for PATT 27. We are delighted to have the PATT conference in the Southern Hemisphere for only the second time in its history. This conference, and these proceedings, continue the almost 30 year old tradition of sharing research and ideas in a collegial and inclusive setting. While the conference theme provides a particular focus on considering the future and sustainability through Technology Education, the proceedings also include a broad range of papers which focus on key areas of importance in primary, secondary and tertiary levels of education. We believe the conference and these proceedings will make a valuable, interesting and significant contribution to the discourses of Technology Education through the introduction of new ideas, the confirmation or critique of assumptions, and the exploration of experiences. This moves our profession forward to rest on a more secure research base and to mature through analysis, interrogation and communication. We appreciate your willingness to come to Christchurch despite the 2010 and 2011 earthquakes. We hope that you enjoy the city as it starts to rebuild its future. Your presence here is a small contribution to the rebuild so thank you from the shaken and determined citizens of Christchurch

Generalist student teachers' experiences of the role of music in supporting children's phonological development

Researchers agree that phonological awareness (or the awareness of the sound structure of language), along with letter knowledge, is the strongest predictor of reading ability. There have been many studies which have shown how musical activity can impact on children’s phonological awareness, and thus their early reading ability. However, it is true to say that many generalist Primary school teachers do not feel competent or confident to teach classroom music. This thesis describes an Action Research study in which the author, a teacher educator (TE) with interests in both English and music, developed a resource bank of musical activities using just the singing voice and un-tuned percussion instruments to support the Early Learning Goals related to music, phonological development and several aspects of Phonics Phase 1 Letters and Sounds (DfE, 2007). Drawing on the notion of a ‘Cycle of Enactment’ (Lampert, Franke, Kazemi et al., 2013), the TE then worked with a group of student teachers (STs). The TE shared the rationale for this project. The TE and the STs then rehearsed the activities together and the STs observed the enactment of those activities by the TE with children in the Early Years Foundation Stage. Subsequently, the STs collaboratively planned, taught and reflected upon music sessions with small groups of children in the same setting. This was then repeated with a different group of STs in a different school. The findings suggest that the teaching model and the use of the resource pack developed the student teachers’ competence and confidence to teach music, and their understanding of the impact that musical activity can have on other areas of learning

Hidden biographies : dyslexia, disability and social class

The aim of this thesis is to establish a sociological understanding of dyslexia within adulthood. The research explores the effects dyslexia has on the life course of individuals within an educational and employment context. The thesis commences by examining both the historical and the contemporary medical and educational literature on dyslexia. This is in order to develop a general understanding from existing research of dyslexia as a label. A feature of this study is that it draws from literature within disability studies rather than employing the psycho-educational approach that dominates contemporary research. The study has placed dyslexia within the field of disability studies in an attempt to understand how this syndrome can be interpreted through the concept of disabling barriers, and has developed a critical realist perspective to broaden this understanding. As a result, the research has further developed the debate in relation to the medical and social model ideologies which are represented within disability studies. This approach has enabled a contribution to be made to current debates surrounding definitions of dyslexia within disability studies. In order to explore dyslexia within the field of disability studies, as well as include the voices of dyslexic adults, the thesis employs a biographical narrative approach. This study primarily used a quantitative questionnaire method to locate dyslexic participants within four distinct populations, chosen through a theoretical sampling frame. However, the majority of the data was collected by using a qualitative biographical approach, which explored the experiences of 13 dyslexic participants selected via analysis of the quantitative data. These participants were selected according to a number of social variables including socio-economic positioning, age and gender to maximise a diverse range of experiences and approaches to living with dyslexia. The study discovered that disabling barriers were intensified by an individual's socio-economic status. By using a social class analysis, the research illustrates how dyslexia and social class affect both educational and employment possibilities within the participant's life course. The thesis concludes by discussing the importance of identifying and supporting people with dyslexia within education and employment. By acknowledging that dyslexia is affected by issues of socio-economic status, the research has broadened the debate in relation to labelling individuals within education. The study has developed a pro-labelling approach based on evidence from the social and educational perspectives in order to represent the voices of participants within this study. However, the research findings do not suggest that dyslexia is a social construct, but rather, the experience of dyslexia is produced through an interaction between the social and the biological embodied self. As a result of developing this pro-labelling approach, the research illustrates how socio-economic positioning, combined with issues related to dyslexia, restricts access to education and employment provisions. This develops into a discussion on how dyslexia is not just an educational issue but also has major ramifications within adult life. In order to overcome the negative aspects of dyslexia, the study suggests that by using a disability rights perspective the dyslexic community can positively transform social attitudes as well as enhance the status of a dyslexic identity. This will allow individuals access to vital technological support as well as allowing them to confront disabling barriers within society.EThOS - Electronic Theses Online ServiceGBUnited Kingdo