Mobile Learning Revolution: Implications for Language Pedagogy

Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. “Mobile pedagogy” may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learned and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers

Challenges in Transcribing Multimodal Data: A Case Study

open2siComputer-mediated communication (CMC) once meant principally text-based communication mediated by computers, but rapid technological advances in recent years have heralded an era of multimodal communication with a growing emphasis on audio and video synchronous interaction. As CMC, in all its variants (text chats, video chats, forums, blogs, SMS, etc.), has become normalized practice in personal and professional lives, educational initiatives, particularly language teaching and learning, are following suit. For researchers interested in exploring learner interactions in complex technology-supported learning environments, new challenges inevitably emerge. This article looks at the challenges of transcribing and representing multimodal data (visual, oral, and textual) when engaging in computer-assisted language learning research. When transcribing and representing such data, the choices made depend very much on the specific research questions addressed, hence in this paper we explore these challenges through discussion of a specific case study where the researchers were seeking to explore the emergence of identity through interaction in an online, multimodal situated space. Given the limited amount of literature addressing the transcription of online multimodal communication, it is felt that this article is a timely contribution to researchers interested in exploring interaction in CMC language and intercultural learning environments.Cited 10 times as of November 2020 including the prestigious Language Learning Sans Frontiers: A Translanguaging View L Wei, WYJ Ho - Annual Review of Applied Linguistics, 2018 - cambridge.org In this article, we present an analytical approach that focuses on how transnational and translingual learners mobilize their multilingual, multimodal, and multisemiotic repertoires, as well as their learning and work experiences, as resources in language learning. The … Cited by 23 Related articles All 11 versionsopenFrancesca, Helm; Melinda DoolyHelm, Francesca; Melinda, Dool

Multimodal ways of eliciting students' voice.

For some time researchers have been exploring how students might best be supported to express their ideas, opinions and feelings and to demonstrate what they know and can do. In this paper, we discuss some of the implications of sociocultural view of learning for how classroom research is conducted and describe some of the approaches we have used to generate information on student classroom experiences. Over the course of our work we have found that the use of multiple and multimodal data generation methods allows student with different interests and abilities to take an active part in research. We then detail some of the challenges and rewards involved in working with students in these ways as part of a research agenda focused on enhancing teaching and learning

L’Evolution du métier d’enseignant de langue de spécialité – une perspective internationale

A travers l’Europe, les professeurs de langues vivantes doivent affronter les mêmes défis : parmi ceux-ci, nous passerons en revue (1) le contexte britannique : l’apprentissage des langues vivantes dans les universités (étudiants spécialistes et non-spécialistes, cours pour adultes) et dans le secondaire, les échanges et le séjour à l’étranger ; (2) le contexte international : le processus de Bologne (interculturalité et employabilité), la markétisation de l’enseignement supérieur, les droits d’inscription, l’anglicisation des programmes ; (3) le contexte technologique : les TIC dans la société et dans l’apprentissage des langues

An Analysis of a Finnish 5th Grade German Class’s Use of an Open-Source CALL tool for Vocabulary Learning : A Case Study

The field of computer assisted language learning (CALL) studies the usage of computers in language learning. The field got its start, many decades ago, through the creation of a few projects, such as PLATO, in which the computer was used as an educational system/program. Thanks to the advancement of different types of computer technology people have access to a wide variety of different advanced language learning tools, for example Kahoot! and Duolingo. Many of these tools are available online through a web browser. However, using a computer tool via the internet is only a method among many. For example, software can be created for mobile phones and computers in many different forms and for different use purposes. One of these purposes is language learning. Additionally, programs can be created to help with smaller sub-tasks, such as vocabulary learning. In this case study, I analysed how a multimodal CALL program was received by a small, Finnish, 5th grade class studying German. Unlike, say, Duolingo, this CALL program was not used via the Internet. It was programmed using open-source, in other words free, software and was available for use on a single personal computer, in the classroom. The program was only available on a single computer, due to administrative restrictions related to the school’s other computers. The CALL program provided the students with additional modes of meaning to benefit their language learning process. By using the program students were able to view German language words in text form. On top of this, they were also able to hear the word spoken out loud by the program and they were supplied with a visual depiction of the word, in the form of a 2D picture. The possible benefit of this multimodal output would be the added context provided by the multiple modes. This way students would encounter a single word in three different ways, at once. Students interacted with the program, by using a touchscreen. During the study, the participating students took part in two vocabulary tests, for which they were able to study using the CALL program. Data on their performance in these two vocabulary tests was gathered. Data was also gathered on their pre- and post-study vocabulary test performance. Additionally, data was gathered from the students and the teacher of the classroom, via feedback forms. The results of this study show that the students were open to the use of the CALL program and that, according to the teacher, the students were motivated by the introduction of the program. The feedback showed that many of the students would be willing to use computer technology in language learning, rather than traditional textbooks. However, due to the small number of available participants, it was impossible to draw any wider statistical conclusions based on students’ vocabulary test scores or their multimodality preferences. Nevertheless, despite the program’s limitations, from a contemporary technological standpoint, the language learning classroom was able to benefit from its use of an open-source language learning tool

Qualitative and mixed methodology for online language teaching research

This paper provides an overview of CALL (Computer Assisted Language Learning), its history and current developments. It presents a rationale for moving CALL research forward, and outlines a particular approach to researching online language teaching and learning: the use of qualitative methodology. It is in this historical context that a case for more qualitative and integrative research designs is made. Examples of qualitative and mixed method studies are taken from the context of language teaching at the Open University in the United Kingdom, the largest institution of its kind in Europe, with a remit of teaching all subjects at university level to adults, regardless of their prior qualifications. With the help of these examples the scope and promise of qualitative approaches are discussed

Multiliteracies Pedagogy in Second Language Learning: Examining How Canadian Elementary ESL Classrooms Can Empower Diverse English Language Learners

Canada\u27s socio-cultural landscape is changing every day due to the transitional migration of demographics from all over the world. The immigrant and refugee populations who enter Canadian society are mostly allophones who do not speak English or French- Canada\u27s two official languages as their mother tongue. The allophone students who belong to this migrator group must learn the official languages to get equal access to the country\u27s social and economic sectors. Thus, Canadian schools are entitled to provide adequate support in teaching English and French to these immigrant students to ensure their merging in broader society. But these immigrant students have diverse linguistic and cultural backgrounds. Therefore, they are essentially various in their second language learning needs. For this reason, it is challenging for educators to support these learners considering their linguistic and cultural diversity. The given research paper conducts a systematic literature review with authentic, peer-reviewed resources to examine how multiliteracies pedagogy can inform second language teaching and learning in elementary classrooms of Ontario, Canada. This study deals with the English language learning of multilingual and multicultural allophone English Language Learners (ELLs) in the English as a Second Language (ESL) programs of Ontario elementary schools. This research paper reflects upon different aspects of multiliteracies approaches. It concludes that multiliteracies pedagogy has numerous potentials to address ELL’s diversity and the educators of Ontario elementary ESL programs can offer a better English language learning environment to the ELLs by ensuring proper implementation of multiliteracies pedagogy in their teaching-learning process

Chinese International Students\u27 Informal Second Language (L2) Learning Through Technology for Enhancing Lived Experiences in Canada

An increasing amount of attention has been drawn to international students’ academic development in the context of studying abroad; however, few studies shed light on students’ studying and lived experiences outside of school. This thesis explores how technology can enhance Chinese international students’ informal acquisition of second language (L2) and their lived experiences in Canada. Through a qualitative case study, I describe what language difficulties newly arrived Chinese international students encounter, and how they cope with those language difficulties through technology-assisted informal L2 learning. Data sources include in-depth interviews and follow-up interviews, participants’ personal narratives, and researchers’ reflective journals. Theories of multiliteracies, basic interpersonal communicative skills and cognitive academic language proficiency distinction, as well as a communicative competence framework have been adopted as the theoretical frameworks for data analysis. The findings show that newly arrived Chinese international students’ major language difficulties includes lack of non-academic vocabulary, lack of understanding of sociocultural differences, and unfamiliarity with informal context embedded phrases. To overcome these language difficulties, they creatively design informal L2 learning experiences through the combinational use of technology tools. The results have significant implications for newly arrived Chinese international students’ informal L2 learning

Digital Video Creation in the LSP Classroom

[EN] The twenty-first century world of digital media and multimodalities demands a rethinking of approaches to languages for specific purposes (LSP). This article seeks to determine the effectiveness of digital video creation as a teaching and learning tool in the LSP context through an investigation of students’ perceptions of the usefulness of this activity. The study is based on a digital video creation project carried out with a group of second year undergraduate students on the BSc in Biotechnology programme in NUI Galway who also study French as part of their degree programme. The findings are indicative of an overwhelmingly positive response from learners to this activity, both in terms of the development of language skills and other key social and professional skills. However, findings also warn that students’ digital competencies must not be over-estimated, despite a general assumption in technology-enhanced language learning research, that the current generation of students have a high level of digital literacy. This study highlights the pedagogical potential of digital video creation in the language classroom and demonstrates that it embraces many of the core elements underpinning progressive LSP pedagogy, by giving students the opportunity to keep pace with the multimodality afforded by digital media and by ensuring their language learning is both contextualised and authentic. It advocates the use of digital video creation in language learning and particularly in LSP, by highlighting the strong impact that this activity had on the participants in this study.Rodgers, O.; Ni Dhonnchadha, L. (2018). Digital Video Creation in the LSP Classroom. The EuroCALL Review. 26(1):43-58. doi:10.4995/eurocall.2018.96664358261Allan, M. (1985). 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A multi-disciplinary approach. Cambridge: Cambridge University Press.Dugartsyrenova, V. and Sardegna, V. (2016). Developing oral proficiency with VoiceThread: Learners' strategic uses and view. ReCALL, 29(1): 59-79.Duman, G., Orhon, G. and Gedik, N. (2014). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2): 197-216.García Laborda, J. (2011). Revisiting materials for teaching languages for specific purposes. The Southeast Asian Journal of English Language Studies, 17(1): 102-112.Gardner, D. (1994). Student-produced video documentary: Hong-Kong as a self-access resource. Hong Kong Papers in Linguistics and Language Teaching, 17: 45-53.Gee, J.P. and Hayes, E.R. (2011). Language and learning in the digital age. New York: Routledge.Goldstein, B. and Driver, P. (2015). Language learning with digital video. Cambridge: Cambridge University Press.Gollin-Kies, S., Hall, D. and Moore, S.H. (2015). Language for specific purposes. 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Researching language classrooms. In Paltridge, B. and Phakiti, A. (eds.). Research Methods in Applied Linguistics. A Practical Resource. London; New Delhi; New York; Sydney: Bloomsbury, 457-470.Hutchinson, T. and Waters, A. (1987). English for specific purposes. London: Longman.Kearney, M., Jones, G. and Roberts, L. (2012). An emerging learning design for student-generated 'iVideos'. Teaching English with Technology. Special Issue on LAMS and Learning Design. 12(2): 103-120.Naqvi, S. and Mahrooqi, R. (2016). ICT and language learning: A case study on student-created digital video projects. Journal of Cases on Information Technology, 18(1): 49-64.Nikitina, L. (2010). Video-making in the foreign language classroom: applying principles of constructivist pedagogy. Electronic Journal of Foreign Language Teaching, 7(1): 21-31.Nokelainen, P. (2006). An empirical assessment of pedagogical usability criteria for digital learning material with elementary school students. Educational Technology and Society, 9(2): 178-197.Prensky, M. (2012). From digital natives to digital wisdom: hopeful essays for 21st century learning. California, London, New Delhi: Sage.Prensky, M. and Heppell, S. (2008). Teaching digital natives: partnering for real learning. Thousand Oaks, California: Corwin Press.Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon (MCB University Press). 9(5): 1-6.Reyes, A., Pich, E. and Garcia, M.D. (2012). Digital storytelling as a pedagogical tool within a didactic sequence in foreign language teaching. Digital Education Review, 22: 1-18.Rodgers, O., Chambers, A. and Le-Baron Earle, F. (2011). Corpora in the LSP classroom: a learner-centred corpus of French for biotechnologists. International Journal of Corpus Linguistics. Applying Corpus Linguistics, 16(3): 391-411.Sager, J.C., Dungworth, D. and McDonald, P.M. (1980). English special languages: principles and practice in science and technology. 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Standardization of Design Interfaces Applied to Language Test on-line through Ubiquitous Devices

[EN] Normalization of design rules and guidelines in English language tests to help future instructors and assessment developers in the field of examination of English as a foreign language. have not been defined sufficiently until present days. In fact, there are several experiences and investigations related to the user¿s experiences in the handling of computer exams for learning a second language that have been evaluated in, for and through different experimental interactive digital environments. These interactive scenarios oriented to the user experience, UX in the ubiquitous devices, have allowed to learn technological, functional and design aspects that will be necessary in the future to establish the standards in design and vision for language tests in its online environment. The lack of effective and realistic regulations has become a functional requirement for the progress of research on digital environments adapted to the needs of competence assessment and more specifically, to the learning environment of second language (L2). Proliferation of on-line tests of language certification of ls with a structural corpus depends on where there are not really functional and formal guidelines that allow evaluating their quality and adequacy from the experience of the user and according to the level of learning competences acquired in a second language. This article describes aspects of design that should be taken into account when defining an online test of languages in a ubiquitous device that will mark verifiable guidelines of a general nature and affect the evaluation task in the formation of languages that need to be checked and evaluated periodically.Magal Royo, T.; García Laborda, J. (2018). Standardization of Design Interfaces Applied to Language Test on-line through Ubiquitous Devices. International Journal of Interactive Mobile Technologies (iJIM). 12(4):21-31. https://doi.org/10.3991/ijim.v12i4.9197S213112