4 research outputs found

    Towards NLP-based Semi-automatic Preparation of Content for Language Learning using LingoSnacks m-Learning Platform

    Get PDF
    Vocabulary growth is an important element for language learning but it requires repeated and varied exposure to the new words and their usage in different context. However preparing suitable learning content for effective language learning remains a challenging and time-consuming task. This paper reports the experience of designing and developing a m-Learning platform (named LingoSnacks) for semi-automatic preparation of content for language learning using Natural Language Processing (NLP) services. LingoSnacks Authoring Tools provide an environment of assisted authoring of learning content and delivering it to the learner in game-like interactive learning activities. Empirical testing results from teachers who used LingoSnacks indicate that the participants were able to ease their lessons preparation tasks. Also the resulting learning packages helped learners in vocabulary acquisition as the number of new vocabulary that they can recognize, recall and retain was significantly higher that participants who just used conventional lessons in a classroom

    Teaching and Assessing Foreign Language Learning through Apps

    Get PDF
    Languages change and develop together with human race. As time goes on, languages adapt to human beings’ needs and preferences. This also applies to foreign language learning and teaching processes, which keep on renovating their approaches and teaching methods in order to connect to learners’ needs in modern times. Nowadays, information and communication technologies (ICT) play such an important role in our everyday lives that they have also found their way into this field. This has given rise to constant innovations such as Mobile-Assisted Language Learning (MALL). Although MALL has existed for more than twenty years, it still undergoes changes and even faces some challenges. Currently, apps appear as new ways of approaching foreign language learning and teaching. In this paper, a Systematic Literature Review (SLR) is conducted, in which MALL studies on the use of apps are examined. The purpose of this analysis is to determine if their use is increasing, on the one hand, and, on the other, to present the tendencies these papers reveal. To this end, a total of 35 valid studies published from 2012 to 2015 are thoroughly analysed, focusing on both the different types of learning supported by the apps and on the kind of assessment the papers propose. The results show that the use of apps in MALL is increasing, but also that the type of learning supported by most apps is not very different from that of traditional learning approaches.Las lenguas cambian y avanzan junto con la raza humana, adaptándose a nuestras necesidades y preferencias a medida que el tiempo transcurre. Esta misma idea se puede aplicar a la enseñanza y aprendizaje de idiomas extranjeros, cuyos métodos se renuevan continuamente con el fin de conectar con las necesidades de los alumnos en tiempos modernos. Como resultado del papel tan importante que hoy juegan las tecnologías de la información y la comunicación (TIC) en nuestras vidas, estas han sido integradas en el mundo de los idiomas. Esto ha dado lugar a continuas mejoras como el aprendizaje de idiomas mediante tecnología móvil. A pesar de que esta disciplina nació hace más de veinte años, todavía sufre cambios e incluso se enfrenta a algunos desafíos. Actualmente, las apps se han convertido en nuevas formas de enfrentarse a la enseñanza y al aprendizaje de idiomas. En este trabajo, se lleva a cabo un estudio sistemático de la literatura existente, en el que se analizan publicaciones donde se expone el uso o la presentación de apps con este propósito. El objetivo de este análisis es demostrar que su uso está en aumento, así como estudiar las tendencias que se presentan en ellas. Para ello, se pretende estudiar a fondo 35 estudios válidos publicados entre 2012 y 2015, centrándonos especialmente en los diferentes tipos de aprendizaje que las apps soportan y los tipos de evaluación propuestos. Los resultados obtenidos apuntan que el uso de apps en la enseñanza de idiomas está en aumento, pero también que el tipo de aprendizaje que estas soportan no es muy diferente de aquel propuesto por métodos tradicionales

    MOBILE ASSISTED LANGUAGE LEARNING (MALL):Teacher uses of smartphone applications (apps) to support undergraduate students’ English as a Foreign Language (EFL) vocabulary development

    Get PDF
    The purpose of this study is to highlight how smartphones, specifically smartphone applications, can be integrated into the vocabulary development of adult English as Foreign Language (EFL) learners in an English for Academic Purposes (EAP) or English for Academic Studies (EAS) context. In the literature on Mobile Assisted Language Learning (MALL), it is largely claimed that the development of language-related technology is on the increase and that the number of tech-savvy students will also grow in the future. These ubiquitous tools, which may also be defined as widely-used, could potentially improve teaching and learning outcomes in vocabulary development, especially through applications installed on smartphones. However, schools and other higher education institutes have not yet fully integrated these devices into their courses and have mostly perceived them as distractors. Moreover, there is limited research on how smartphones could be utilised sensibly, both inside and outside the classroom. This study, therefore, aims to explore methods and approaches which could facilitate vocabulary development and pre-teach EAP words outside the classroom through smartphone applications, while saving in-class time for other activities. The focus in the present study is on vocabulary development, as it is considered to be a priority area in language learning. The majority of language teachers and applied linguistic researchers have recognised the importance of vocabulary learning and aim to promote it further. McCarthy (1990) promotes the idea further, stating that the single, biggest component of any language course through the experience of most language teachers is vocabulary. It is the knowledge of words, which expresses a wide range of meaning. The participants in the present study were required to develop their academic vocabulary, this being a common problem area for EFL learners. Academic vocabulary development is important for them, because when submitting academic assignments, learners have a pressing need to use advanced level academic vocabulary items. This study was conducted using a case-study approach focusing on 20 EFL students at a university in Britain who were attending Pre-sessional EAP classes during the period of the study. Uses of smartphone applications were developed by the teacher, who also acted as the researcher in this study. The focus has been on the students’ perceptions, opinions and overall experience of using these smartphone applications in their EAP vocabulary development, as well as how effective they were. The intention was to discover how the tools can be incorporated into the learning process. The data were collected through questionnaires, a pre-test and a post-test, interviews, diaries and the researcher’s logbook. The latter included a written report of the students’ daily activities and learning experiences, their challenges and success/lack of success in learning. The study provides a rich description and analysis of the effectiveness of smartphone applications in vocabulary development mainly through qualitative data analysis. Limited use of quantitative analysis is made when reporting through numbers and percentages as well as displaying figures. It is anticipated that the results of the study will help to determine the appropriate use of smartphone applications in the vocabulary development of adult EFL students

    Game-based micro-learning approach for language vocabulary acquisition using LingoSnacks

    No full text
    Acquisition of new vocabulary is an important element for language learning but it requires repeated and varied exposure to the new words and their usage. This paper reports the experience of designing and developing a game-based micro-learning platform (named LingoSnacks) for interactive learning of Arabic vocabulary. The LingoSnacks learning platform provides an environment of authoring learning content and delivering it to the learner in game-like interactive learning activities. Usability evaluation was conducted to refine the system and improve its usability. Empirical testing results for students who used LingoSnacks indicate that the participants were able to increase their rate of vocabulary acquisition as the number of new vocabulary that they can recognize, recall and retain was significantly higher that participants who just used conventional lessons in a classroom
    corecore