Vocabulary learning by mobile-assisted authentic content creation and social meaning making: two case studies

Abstract In recent years, we have witnessed the concomitant rise of communicative and contextualized approaches as well as the paradigmatic development of the mobile-assisted language learning (MALL) framework in analysing language learning. The focus of MALL research has gradually shifted from content-based (delivery of learning content through mobile devices) to design-oriented (authentic and/or social mobile learning activities) study. In this paper, we present two novel case studies of MALL that emphasize learner-created content. In learning English prepositions and Chinese idioms, respectively, the primary school students used the mobile devices assigned to them on a one-to-one basis to take photos in real-life contexts so as to construct sentences with the newly acquired prepositions or idioms. Subsequently, the learners were voraciously engaged in classroom or online discussion of their semantic constructions, thereby enhancing their understanding of the proper usage of the prepositions or idioms. This work shows the potential of transforming language learning into an authentic seamless learning experience

Seamless Learning: A Scoping Systematic Review Study

In recent years, a new concept called seamless learning has appeared. This concept depends on the premise that learning should be maintained without interruption in different environments. Seamless learning is also important not only for meeting the expectations of the new generation whose life styles and learning needs are different but also for supporting the new paradigms in education. In this respect, the present study aimed to demonstrate the results of content analysis on the articles related to concept of Seamless Learning in Scopus database between 2009 and 2018. A total of 58 papers were examined to determine the concept list, top journal list, most cited papers, research methods and models, participants, data collection tools and variables in these articles. The study is considered to be important as no detailed content analysis has been conducted on the concept of seamless learning concept. The research results revealed a considerable increase in the number of studies on the concept of seamless learning by year. Singapore was the leading country in seamless learning research. It was seen in these studies that conceptual/descriptive methods were prominent as the research methods; that K-12 students were preferred more as participants; and that the most common data collection tools included interview and academic achievement tests. Lastly, in the studies examined, academic performance and perception were among the most popular dependent variables

Learning Chinese Characters via Mobile Technology in a Primary School Classroom

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Seamless Language Learning: Second Language Learning with Social Media

This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. It promotes social interactions with social media about the learners’ day-to-day life using the targeted second or foreign language. The paper first identifies three key features of the language learning approach, namely, authenticity, contextualization and socialization. How these features are related to the communicative approach of language learning are subsequently explicated. This is followed by further explication on how the notion of seamless language learning could inform learning designers and learners in synergizing the desired characteristics of language learning together. Eventually, we propose the SMILLA (Social MedIa as Language Learning Artifacts) Framework to operationalize seamless language learning with the use of social media. A case of seamless language learning environment design known as MyCloud will be described to illustrate the practicality of the SMILLA Framework

Emotional intelligence, storytelling and learning strategies in English-as-a-foreign-language learning

English as a foreign language is an essential skill both in schools and in the domain of work in Taiwan. Students\u27 English ability has become more and more important to their academic and career success. The purpose of this project is to provide instructors methods that enhance students\u27 learning process

Eurolanguages-2010: Innovations and Development

Збірник наукових студентських робіт по підсумкам 8 Міжнародної конференції "Євромови-2010

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

Dissolving the digital divide : Creating coherence in young people's social ecologies of learning and identity building

This chapter discusses current research on educational efforts to connect school learning with young people’s digital practices in- and out-of-school. Instead of focusing on divides between in-school and out-of-school learning or between the “digital generation” and other age groups, in this chapter we discuss what recent research says about the ways in which school can become a space in which young people’s digital practices can transformatively converge with schooling, and how this convergence is related to their learning and identity building. We begin our narrative reflection of current research by focusing on the myth of digital natives. Next, we will conceptualize recent efforts to researching and understanding young people’s engagement, learning and identity building across sites and contexts. We will then turn to illuminating some key rationales of current educational research on creating convergence in young people’s social ecologies via the use of digital technologies and media. We conclude our reflections by pointing out that although there are some promising findings on how digital technologies and media can create convergence in young people’s engagement and learning across sites and contexts, less research attention is given to young people’s personal sense-making and self-making mediated by their digital practices, and how formal education could build on those practices for academic, vocational and/or civic ends.Peer reviewe