Towards the Development of an Effective Online Language Learning Model in a University Environment

[ES] Esta tesis documenta el progreso hacia un modelo de aprendizaje de lenguas online. A pesar de las recientes innovaciones en el aprendizaje online, se necesita un conocimiento más profundo de lo que significa aprender online para poder garantizar que la experiencia del aprendizaje de lenguas sea mejor para todos. Los estudiantes a menudo se sienten abrumados con la tecnología a expensas de una pedagogía adecuada. Esta tesis explora la naturaleza de aprender una lengua online. El estudio investiga cómo los recientes avances tecnológicos han propiciado que el aprendizaje de una lengua se esté transformando, pasando de ser una actividad presencial a ser una actividad online. En el proceso de cambio a un entorno online, los profesores deben aprender nuevas formas de interactuar con los alumnos y compartir conocimientos. Esto significa que debemos volver a pensar cómo adquirirá el alumno las competencias lingüísticas. Esta tesis sostiene que analizar las opiniones de los estudiantes es un paso esencial hacia el diseño y desarrollo de un modelo de aprendizaje de idiomas online. La tesis comienza con la revisión de la literatura existente relacionada con el aprendizaje y la tecnología online (tecnologías multimedia, aprendizaje asistido por ordenador, la relación entre la lingüística de corpus y el aprendizaje de lenguas online, el uso de tecnologías móviles, el uso de juegos, la simulación y la realidad virtual, el impacto de las redes sociales). Para la metodología, hemos utilizado un diseño mixto cuasi experimental. Hemos recogido datos de varias fuentes y los hemos analizado para disponer de la información necesaria para así poder diseñar un modelo de aprendizaje de lenguas online. En primer lugar, se ha llevado a cabo una investigación inicial en el aula para descubrir y analizar algunas ideas básicas que los estudiantes tienen sobre el uso de herramientas para el aprendizaje de idiomas online. En segundo lugar, hemos examinado los contenidos y la estructura de los libros de texto electrónicos como representativos de una especie de paso intermedio hacia un curso de aprendizaje de idiomas online. En tercer lugar, hemos analizado Massive Open Online Courses. En cuarto lugar, ofrecemos un análisis sobre el diseño adecuado y apropiado de cuestionarios. A continuación, presentamos el razonamiento en el que basamos los tres cuestionarios utilizados en nuestra investigación. El primer cuestionario se centraba principalmente en el papel de Internet como herramienta de aprendizaje de idiomas. En el segundo cuestionario los alumnos tuvieron que evaluar sitios web para el aprendizaje de idiomas. En nuestro tercer cuestionario abordamos la cuestión de las actividades de aprendizaje de idiomas. El cuestionario pretendía descubrir las opiniones de los estudiantes sobre diferentes tipos de actividades de aprendizaje de idiomas, que iban desde actividades cortas, tradicionales, formales a actividades de mayor duración tipo proyecto. El Capítulo IV está dedicado principalmente a valorar los resultados del análisis de nuestra investigación inicial en el aula, el análisis de los libros de texto electrónicos y sus correspondientes plataformas online, el análisis de los MOOC para el aprendizaje de idiomas y el análisis de las respuestas de los alumnos a los tres cuestionarios. El Capítulo V presenta un modelo de aprendizaje de idiomas online. Esta investigación contribuye a mejorar la experiencia de aprendizaje de idiomas online al hacer explícitos los pasos que se deben seguir para desarrollar un curso de idiomas online impulsado por la pedagogía y fundamentado en las tecnologías más recientes. El modelo puede convertirse en una herramienta de toma de decisiones (una guía y lista de verificación para el diseño de cursos de idiomas online). Además, contribuye a la discusión sobre la mejor manera de integrar herramientas, tareas y aprendizaje de lenguas, una parte fundamental del proceso de apr[CA] Esta tesi documenta el progrés cap a un model d'aprenentatge del llengües en línia. A pesar de les recents innovacions en l'aprenentatge en línia, és necessari un coneixement més profund del que significa aprendre en línia per tal de poder garantir que l'experiència de l'aprenentatge de llengües siga millor per a tots. Els estudiants sovint se senten desbordats davant la tecnologia a falta d'una pedagogia adequada. Esta tesi explora la naturalesa d'aprendre una llengua en línia. L'estudi investiga com els recents avanços tecnològics han propiciat que l'aprenentatge d'una llengua passe de ser una activitat presencial a ser una activitat en línia. En el procés de canvi a un entorn en línia, els professors han d'aprendre noves formes d'interactuar amb els alumnes i compartir coneixements. Açò significa que hem de tornar a pensar com adquirirà l'alumne les competències lingüístiques. Esta tesi sosté que una anàlisi de les opinions dels estudiants és un pas essencial cap al disseny i desenvolupament d'un model d'aprenentatge d'idiomes en línia. La tesi comença amb la revisió de la literatura existent relacionada amb l'aprenentatge i la tecnologia en línia (tecnologies multimèdia, aprenentatge assistit per ordinador, la relació entre la lingüística de corpus i l'aprenentatge de llengües en línia, l'ús de tecnologies mòbils, l'ús de jocs, la simulació i la realitat virtual, l'impacte de les xarxes socials). Per a la metodologia, s'ha usat un disseny mixt quasi experimental. S'han recollit dades de fonts diverses i les hem analitzat per tal de disposar de la informació necessària per poder dissenyar un model d'aprenentatge de llengües en línia. En primer lloc, hem dut a terme una investigació inicial en l'aula per tal de descobrir i analitzar algunes idees bàsiques que els estudiants tenen sobre l'ús de ferramentes per a l'aprenentatge d'idiomes en línia. En segon lloc, hem examinat els continguts i l'estructura dels llibres de text electrònics com representatius d'una espècie de pas intermedi cap a un curs d'aprenentatge d'idiomes en línia, ja que molts d'estos llibres de text vénen acompanyats d'una plataforma en línia. En tercer lloc, hem analitzat Massive Open Online Courses. En quart lloc, fem una anàlisi sobre quin és el disseny adequat per als qüestionaris. A continuació, presentem el raonament en què basem els tres qüestionaris emprats en la nostra investigació. El primer qüestionari se centrava principalment en el paper d'Internet com a ferramenta d'aprenentatge d'idiomes. En el segon qüestionari els alumnes havien d'avaluar llocs web per a l'aprenentatge d'idiomes. En el nostre tercer qüestionari abordàvem la qüestió de les activitats de l'aprenentatge d'idiomes. El qüestionari pretenia descobrir les opinions dels estudiants sobre diferents tipus d'activitats d'aprenentatge d'idiomes, que anaven des d'activitats curtes, tradicionals, formals a activitats de major duració tipus projecte. El Capítol IV està dedicat principalment a valorar els resultats de l'anàlisi de la nostra investigació inicial en l'aula, l'anàlisi dels llibres de text electrònics i les seues corresponents plataformes en línia, l'anàlisi dels MOOC per a l'aprenentatge d'idiomes i l'anàlisi de les respostes dels alumnes als tres qüestionaris. El Capítol V presenta un model d'aprenentatge d'idiomes en línia. Esta investigació contribueix a millorar l'experiència d'aprenentatge d'idiomes en línia en fer explícits els passos que s'han de seguir per a desenvolupar un curs d'idiomes en línia impulsat per la pedagogia i fonamentat en les tecnologies més recents. El model pot convertir-se en una ferramenta de presa de decisions (una guia i llista de verificació per al disseny de cursos d'idiomes en línia). A més a més, contribueix al debat sobre la millor forma d'integrar ferramentes, tasques i aprenentatge de llengües, una part fonamental del procés d'aprenentatge en lí[EN] This thesis documents the progress towards a model of online language learning. Despite the recent innovations in online learning, greater in-depth knowledge of what it means to learn online is needed to ensure a better language learning experience for everyone. Learners are often overwhelmed with technology at the expense of proper pedagogy. This thesis explores the nature of learning a language online. My research investigates how recent technological advances have meant that learning a language is transforming from being a face-to-face classroom activity to an online activity. In the process of changing to an online environment, teachers are having to learn new ways of interacting with students and sharing knowledge. This means that we need to re-think how a learner is going to acquire a language. This thesis holds the view that an analysis of learner opinions is an essential step towards the design and development of a model of online language learning. The thesis begins by reviewing the existing literature related to online language learning and technology (multimedia technologies, computer assisted language learning, the relationship between corpus linguistics and online language learning, the use of mobile technologies, the use of gaming, simulation and virtual reality, the impact of social networking). For the methodology, we used a mixed quasi-experimental design. We collected data from various sources and analysed it to provide us with the necessary information to be able to design a model of online language learning. Firstly, we carried out some initial classroom research to discover and analyse some basic ideas that students have about the use of tools for online language learning. The objective of this initial classroom research was to try to become familiar with the type of tools they used and what language skills they thought they would develop with these tools. Secondly, we examined the contents and structure of e-textbooks as representative of a kind of halfway house to an online language learning course as many of these e-textbooks come accompanied by an online platform. Thirdly, we analysed Massive Open Online Courses: their impact on online learning and online language learning. Fourthly, we provide a discussion about appropriate and suitable questionnaire design. This includes discussion of the questionnaire design process. Then, we present the thinking behind the three questionnaires used in our research. The first questionnaire focussed mostly on the role of the internet as a language learning tool. It tried to elicit from students what they know about online learning in general and, more particularly, online language learning. Our second questionnaire was a questionnaire where students had to evaluate language learning websites. Our third questionnaire covered the issue of language learning activities, where the questionnaire aimed to discover student opinions about different kinds of language learning activities, which ranged from formal, traditional, short activities to longer project type activities. Chapter IV is mainly concerned with discussing results from the analysis of our initial classroom research, analysis of e-textbooks and their associated online platforms, analysis of MOOCs for language learning and analysis of learner responses to three questionnaires. Chapter V presents a model of online language learning. This research contributes to enhancing the online language learning experience by making explicit the steps that need to be taken to construct an online language course which is driven by pedagogy and informed by the latest technologies. The model can become a decision-making tool (a guide and checklist for designing online language courses). Furthermore, it contributes to the discussion of how best to combine tools, tasks and language acquisition, a fundamental part of the online learning process.Galstyan Sargsyan, R. (2019). Towards the Development of an Effective Online Language Learning Model in a University Environment [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/117609TESI

Science education for deaf learners : educator perspectives and perceptions.

Traditionally, the curriculum for deaf learners mainly involved language acquisition. The emphasis on academic subjects, such as science was marginal. In South Africa, the National Curriculum Statements (NCS) was introduced to redress the inequalities of the past education system. This research report is an investigation of science education for deaf learners. The study involved, firstly, exploring the experiences of educators that teach science to deaf learners and secondly, the identification of possible barriers that deaf learners experience in acquiring scientific knowledge, values and skills. Methodologically, this research project is located in the qualitative paradigm. The research participants comprised of five educators that teach science to deaf learners. The research sites were schools that cater for deaf learners, and are located in a province of South Africa. To gather data from the participants, the qualitative tools of interviews, field observations and artifact collection were utilized. Findings from the research indicate that there are intrinsic factors, such as literacy, sign language, cognition and motivation, and extrinsic factors, such as policy implementation, instructional strategies and resources that create barriers for deaf learners in science education. The participants’ suggestions that have emerged are also mentioned. Data obtained from the research provides valuable insight for deaf learners, educators that teach science to deaf learners and educational policy makers. The research report concludes with recommendations that could have implications for further research in the context of science education for deaf learners in South Africa

More than Meets the Eye: A Reception Study on the Effects of Translation on Noticing and Memorisation of L2 Reverse Subtitles.

This experimental study addresses one of the least explored audiovisual modes: reverse subtitling (L1 audio, L2 subtitles). Specifically, it investigates the effects of different translational choices on learners’ noticing and memorisation of lexical items and grammatical structures. The participants were English (L1) native speakers learning Italian (L2) at an upper-intermediate level (CEFR B2). Formal similarity (literal transfer) and discrepancy (non-literal transfer) between L1 and L2 were compared to establish if and how they affect the learners during subtitle processing and recall. Does one of the two translation conditions yield a better recall rate in a verbatim memory post-test? This constitutes the main research question addressed in this study. The main hypothesis was that there would be a difference in recall by translation condition, with formal equivalence having a facilitative effect on memory and literal subtitles therefore being more accurately recalled by learners. To determine how the different subtitle translations were processed, attention allocation and noticing were investigated through triangulation of eye-tracking, the recall post-test and an open questionnaire, which allowed the subjects’ thought processes to also be recorded. Subtitle-specific variables such as corpus frequency and linguistic category (lexicon vs. syntax) were also analysed. While participants watched the reversely subtitled clip, their eye behaviour was recorded using a Tobii X120 eye-tracker. After watching, participants answered the recall post-test followed by the open questionnaire and took part in a working memory control test. Translation condition was found to influence recall, with literal translations yielding superior recall performance than non-literal ones. The data also showed that participants did notice a translation discrepancy. Eye-tracking findings reveal a complex relationship between language elaboration and memory, whereby comparable amounts of visual attention to two subtitle versions can result in significantly different recall. Moreover, considerable insights were drawn from the open questionnaire, indicating that qualitative data can provide a richer picture of processing and memory attainment and should more regularly support experimental studies. The results demonstrate that subtitle-specific factors like translation can indeed influence the viewer and should therefore be taken into consideration in the design of future subtitle reception studies. The mnemonic potential of reverse subtitles for foreign language learning is also confirmed, strongly suggesting that this subtitling mode should be reconsidered as a valuable tool in language learning and deserves a place in the foreign language classroom. Future research could build on this study by using a larger sample size and more advanced statistical techniques, such as multilevel modelling. The results obtained highlight the complexity of the language faculty and call for additional reception studies where more fine-grained analyses further assess the effects of translation during the consumption of subtitled material. For instance, using a higher-frequency eye-tracker and considering more eye movement measures in the future will provide more precise insights in the reading process, enabling deeper understanding of information processing and memory retention, both crucial aspects in the development of foreign language skills

Bakhtin’s theory of the literary chronotope: reflections, applications, perspectives

This edited volume is the first scholarly tome exclusively dedicated to Mikhail Bakhtin’s theory of the literary chronotope. This concept, initially developed in the 1930s and used as a frame of reference throughout Bakhtin’s own writings, has been highly influential in literary studies. After an extensive introduction that serves as a ‘state of the art’, the volume is divided into four main parts: Philosophical Reflections, Relevance of the Chronotope for Literary History, Chronotopical Readings and Some Perspectives for Literary Theory. These thematic categories contain contributions by well-established Bakhtin specialists such as Gary Saul Morson and Michael Holquist, as well as a number of essays by scholars who have published on this subject before. Together the papers in this volume explore the implications of Bakhtin’s concept of the chronotope for a variety of theoretical topics such as literary imagination, polysystem theory and literary adaptation; for modern views on literary history ranging from the hellenistic romance to nineteenth-century realism; and for analyses of well-known novelists and poets as diverse as Milton, Fielding, Dickinson, Dostoevsky, Papadiamandis and DeLill

An Investigation of the Relationships among Several Language Variables and Three Categories of Reading Achievement

The purpose of this study was to investigate the relationships among several language variables and three categories of reading achievement. The sample, thirty second grade students, was given the Test of Language Development and The Metropolitan Achievement Test – Primary II to assess various subskil1s of language development and reading achievement. The subtest scores of these measuring devices were computer analyzed to determine correlation coefficients among the variables. Significant relationships were found between children\u27s Picture Vocabulary competence and Comprehension, and between children’s Grammatic Understanding and Comprehension. Several variables showed negative correlations and almost no relationship existed between some of the variables. This study could be replicated at grade levels other than second; with children of varying reading levels; with respect to factors such as intelligence or sex; or by investigating other language or reading competencies than the ones studied in this research project. A limitation of this study is the small sample. The instruments used to measure language and reading ability must be accepted if the conclusions are to be regarded as valid. This investigation found a variety of relationships among language and reading variables

An Investigation into The Use of The Smartphone Application 'Memrise' in Supporting English Vocabulary Learning among Undergraduate Students in Saudi Arabia

This research investigated students’ use and perception of value of the mobile smartphone application Memrise as a support to their vocabulary learning of the English as a Foreign Language (EFL). This study followed a mixed method sequential explanatory approach in which data were collected through questionnaire survey, pre and post tests and semi-structured interviews. The total participants (n=225) were learners at the Imam University in Saudi Arabia who had completed the basic entry year to study the language to degree level. Data gathered from the questionnaire (n= 205), pre and post-tests (n= 189) and semi-structured interviews (n= 11). Participants were provided with the questionnaire at the beginning of the semester and vocabulary pre-test. Then, participants were randomly divided into two groups Memrise and non-Memrise. The findings of the study showed a significance in the post-test scores for Memrise users. It was further made possible to identify vocabulary learning strategies that students use to learn with and without the use of mobile apps and the results were indicative of improved performance in test score achievement for those utilising the app functions which aided vocabulary knowledge accumulation and retention. The students were not schooled in the use of the functions of the software, simply advised where to access it, to ascertain evidence of its ease of use and enable conclusions to be drawn of the motivation to seek their own methods of learning. The evidence showed Memrise to be valuable in the support of traditional learning for students, improving performance beyond that achieved by institutional teacher guided learning. Essentially, a conclusion drawn from the qualitative interviews is that independence and autonomy in the practice of learning must be taught. This finding enables propositions to be developed to change the somewhat authoritarian teaching attitudes and practice prevalent in Saudi institutions. The study has, as such, achieved its objectives and it is expected to be submitted to the Saudi Ministry of Education in its review of the Vision 2030 initiative in 2020

A psycholinguistic exploration of focus of attention in second language learning based on recent research findings from the field of motor skill learning

Significant findings from motor skill learning research provide evidence that focus of attention (FOA), induced through instruction, impacts on performance and learning (Wulf, 2007). External FOA instructions, which direct focus to the effect of actions, enhance performance compared with internal focus instructions which direct focus towards the body. The objective of this explorative study is to investigate whether FOA as operationalised in the Wulf model can be transferred and replicated in the context of second language learning (SLL). Two cross-linguistic studies were conducted to investigate the effects of focus instructions on two sample populations comprising a total of 140 adult L2 learners of English. The experiments, run on E-Prime, involved grammaticality judgements and vocabulary learning conducted under practice and test conditions. Subjects were assigned to one of three instructional groups: baseline, internal or external-focus and accuracy and response times were analysed. The findings indicate that attentional focus impacts on SLL learning differentially with regard to practice and test conditions, task complexity, number of language trials and learner proficiency. Other results reveal no significant differences between the groups but a significant statistical difference as a function of type of task. This research raises important questions which merit further investigation regarding the possibilities and limitations of transferring empirical research models

Narrativizing Success : Attitudes toward African American Vernacular English in the Composition Classroom

My thesis analyzes academia’s response to African American Vernacular English (AAVE) features in academic writing and how teachers’ responses to AAVE writing create socially constructed personas for students based on their vernacular dialect features. The results show spoken language strongly influences written language, although the range of dialect use varies from single feature usage to use of multiple features, and occurrences of use are highly localized. While instances of AAVE in academic writing are irregular, instructor response to features shows a pattern of strikethroughs and imperative statements used to correct language. As studies demonstrate such approaches to writing have negligible effect on students’ writing (analysis shows AAVE features that have been marked by instructors in such fashion persist in final drafts), educators must practice new approaches to addressing AAVE in composition classrooms. As academic writing is more than the application of standard grammars, academia needs to rethink the weight placed upon Standard American English (SAE) in relation to non-standard varieties of English. Current attitudes of “zero tolerance” for non-standard English dialects suggest educators could benefit from a course on language awareness and on American dialects. However, knowledge of nonstandard dialects does not appear to be sufficient, as negative attitudes towards AAVE persist, even in classrooms where instructors have received training. Instructor attitude may greatly influence student writing, but to prepare students for success as agents of language, students must recognize social implications of language. As instructors should be expected to gain knowledge of and have respect for language diversity, students should be expected to gain a similar knowledge of language diversity and the choices available to them as writers. Academia presents a space of interaction between knowledge and thought, designed to develop students into professionals within a wide range of areas. As academia continues to grow and diversify in the areas of studies, instructors, and students, room must be made to include the diverse languages of marginalized groups. This thesis addresses the history of academia’s treatment of AAVE, an examination of AAVE features, and solutions towards shifting current attitudes towards languages in order to support the design of academia