Strategies in technology-enhanced language learning

The predominant context for strategy research over the last three decades has focused on language learning situated in a conventional classroom environment. Computer technology has brought about many changes in language learning and has become ecological and normalized rather than a supporting tool in the language classroom. Consequently, the landscape of language learning has been rapidly and largely changed with the normalization of technologies in people’s daily communication. The pervasive use of mobile technologies and easy access to online resources require that digital language learners understand and employ appropriate learning strategies for learning effectiveness and that their teachers are able and willing to teach these strategies as needed. This article provides an overview of the state-of-the-art research into technology-enhanced language learning strategies. The strategies under review include those for language learning skill areas, language subsystems, and self-regulated learning. At the end, we discuss the pressing issues that Digital Age language learning has posed to learners, teachers, and researchers and propose considerations for strategy research in digital realms

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Learner Agency, Motive, and Self-Regulated Learning in an Online ESL Writing Class

Online learning has become a viable popular alternative to traditionalESL writing classes over the past decade. However, the effectivenessand validity of online ESL learning remains controversial.Furthermore, most researchers have used surveys to assess studentperceptions of online learning. This study presents a case study of twoparticipants in an online ESL writing course at a university in theNortheastern United States. Using activity theory as a framework, Iexplore what makes a successful learner in an online environment andhow learner agency, motive, and self-regulation impact studentperformance and academic achievement in the online learning context.Data from different sources were collected to provide a triangulatedanalysis. Results suggest that learners who employ good self-regulationstrategies and are motivated to learn and adapt tend to benefit morefrom the online learning experience, while students who do not employsuch strategies and are motivated solely to fulfill a degree requirementare more likely to be frustrated. The results also reveal that thephysical distance created by technology could be a challenge for thosewho do not seek assistance from instructors or peers. In other words,learners need guidance and support on how to be self-motivated andself-directed in the online environment. I also discuss how to effectivelydesign and deliver an online ESL course

Beyond the language classroom: researching MOOCs and other innovations

With the rise of the internet and new communication technologies, language learning has moved beyond the classroom walls. This volume presents a range of important studies on innovative ways for learning languages outside the classroom. Chapters discuss MOOCs in the UK, Belgium, China, and Italy for studying a range of languages, research on new apps, flipped classroom modes, and approaches to informal learning in a range of international settings. In these ways, the volume offers a significant contribution to our understanding of how learning beyond the language classroom will transform language education in the decades to come

Mastery-based language learning outside class: Learning support in flipped classrooms

In the last five years or so, research has extensively explored the benefits and problems of flipped classrooms in helping improve the student learning experience. However, little attention has been given to the kinds of support that students would need in the process of mastering learning outside class. To address this gap in research and practice, the current study proposes and evaluates a learning support framework for mastery-based learning outside class that aims to respond to students’ cognitive and affective needs and needs for developing appropriate learning strategies. The proposed framework was evaluated in a Chinese language course offered at an Australian university in Semester 1, 2016. This study focuses on the qualitative data collected through courses, such as screen captures of various learning support mechanisms, a student survey, and reflective journals from teachers. Our findings highlight the necessity, benefits, and challenges of offering learning support for mastery-based learning outside class in the flipped classroom context

Self-Regulated Learning and Academic Achievement in Blended Learning in China

College students who participate in blended learning face a greater challenge because they cannot achieve good academic achievement without self-regulated learning (SRL). The purpose of this study is to examine the SRL level of students, investigate the correlation between SRL and achievement, and determine the predictive power of SRL on achievement. A questionnaire was distributed to 90 students at a university in Shandong, China. The data were analyzed using descriptive analysis, correlation analysis, and regression analysis. As a result of the findings of this study, instructors will gain a better understanding of how to design language curricula that incorporates SRL into blended learning to enhance students’ SRL

Rethinking distance education in China: Mobile-assisted language learning designs in a blended foreign language curriculum

In recent years, China’s distance education has largely adopted a blended learning approach. However the online aspects of learning are characterized by a lack of interactivity and individualization. This could change with the advent of mobile learning. Many web 2.0 tools that allow for collaborative interactions are compatible with mobile devices, and mobile learning can engage learners by offering a rich, informal, contextualized, situated and ubiquitous learning environment. Mobile learning can also be personalized as smartphones and other devices can be customized and learning resources can be tailor-made. This is very important for Chinese distance learners who have a wide age distribution and diverse learning experiences and therefore have individual learning needs and desires. It seems an opportune moment to integrate mobile-assisted language learning (MALL) into a blended foreign language curriculum. A collaborative project between The Open University UK and the Open University of China (Nanhai) enabled exploration of how MALL could be integrated in a blended foreign language curriculum for distance learners, from a learning/instructional design perspective. Based on a literature review, knowledge of the requirements and habits of Chinese distance learners gathered via a survey, and tutor feedback from a mobile learning pilot course, we present our findings and put forward a number of design principles that can guide mobile learning designs to support transformation of distance education in China

Research Trends in Flipped Classroom Empirical Evidence from 2017 to 2018: A Content Analysis

Purpose – This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach – The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings – The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value – The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards

Examining the Relationship between EFL Students' OSEL and Their Achievement

Background: The purpose of this study is to examine the correlation between EFL student’s online self-regulated (OSEL) and the achievements of senior high school students in Malang, Indonesia. The subject of this study were 136 EFL students of a senior high school in Malang, Indonesia with the use of two instruments: the online self-regulated learning questionnaire (containing five dimensions of OSEL; Goal Making, Environmental Construct, Task Approach & Time Management, Help-Seek, Self - Evaluation) and the mid-term test scores. Methodology: The Pearson product-moment correlation is used to analyze the data and further verifies that students OSEL strongly correlates to their achievements while undertaking online learning. Findings: It was reported that the higher the OSEL, the better they achieve. For example, students who have high achievement test scores agree that finding someone knowledgeable in online learning is an excellent solution to solve online learning difficulties. However, since technical and individual obstacles that students encounter could be the challenge, the role of teachers are essential in helping students overcoming them. Conclusion: The results of this correlation provide prediction towards pedagogical implications related to successful teaching-learning process, teacher professionalism, and maintaining a high quality school

Dissertations and theses on technology and L2 LEARNING (2000-2015)

This list has been updated with an eye towards providing working links to actual dissertation texts. Permanent links available free of charge through university databases have been privileged; for-profit enterprises that sell dissertation manuscripts have been listed when universities do not provide for the electronic dissemination of these documents. Manuscripts that are not available by either of these means are nevertheless listed as we hope to provide the most complete coverage of dissertations in the field of CALL that is possible. You will notice that the reference list style is somewhat different than what is suggested by APA. We decided upon a format that includes the name of the institution where the dissertation was completed such that a quick scan of the list reveals where people are studying CALL related themes—and which universities are field leaders in terms of freely distributing dissertations. If you notice that dissertations completed at your institution have not been included, please send us the references, so we can update this list yearly