Mobile collaborative language learning: State of the art

This paper presents a review of mobile collaborative language learning studies published in 2012–16 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, second- and foreign-language pedagogical approaches, second language acquisition (SLA) principles and affective designs. The results indicate that affordances such as flexible use, continuity of use, timely feedback, personalisation, socialisation, self-evaluation, active participation, peer coaching, sources of inspiration outdoors and cultural authenticity have been emphasised. These affordances were found to be particularly suited to promote social constructivism, which is often sustained by game-based, task based and seamless learning. In terms of second and foreign language pedagogical approaches, the combination of individualised and collaborative learning prevails, along with task based, situated and communicative language learning, and raising orthographic awareness. Among SLA principles, negotiation of meaning and opportunities for feedback are highlighted. Affective aspects include increases in motivation, engagement and enjoyment, mutual encouragement, reduction in nervousness and embarrassment, and a few negative reports of risk of distraction, safety concerns, feelings of uncertainty and technical problems. The reviewed studies present a convincing case for the benefits of collaboration in mobile language learning

The Effect of Mobile Seamless Based on Multicultural Education Towards The Enhancement of Learning Outcomes Moderated by Academic Self-Efficacy

Learning outcomes have an important role in the learning process. But nowadays, being proficient in theory and getting good learning outcomes is not the only goal of Education to be achieved. In the learning process also requires students to be able to give respect and appreciation for human dignity. In this 21st century, it is time for students to be allowed to choose their way and style of learning, where students can determine when and where they will study. Thus, this study is here to determine the effect of seamless learning based on multicultural education on learning outcomes moderated by academic self-efficacy. This research is experimental quantitative research. The population in this study is all students of SMP Kristen Anugerah Kei Kecil. The sample in this study is selected using a clustered sampling technique in which certain groups that already exist in a population are selected as samples. The data in this study are obtained from a questionnaire using a Likert scale. The data in this study are then analyzed in several stages. Based on the results of hypothesis testing, it is known that academic self-efficacy is able to moderate the implementation of seamless learning based on multicultural education on student learning outcomes. Students, teachers, and parents must start adapting online learning tools in order to be able to get more knowledge and sources of information besides, in habituation and daily learning teachers and parents also need to introduce students to diversity so that students understand the value of tolerance

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

Effectively Teaching a Second Language: Principles and Practices

This portfolio is the amalgamation of the author’s research and experience during his time in the Master of Second Language Teaching program. The first section contains the Teaching Philosophy, which centers on applying effective teaching methods, increasing learner motivation, and incorporating technology into the classroom. The next section consists of three artifacts in which the author further investigates specific aspects of language teaching. The language paper focuses on the effect that identity has on motivation to learn a language. The literacy paper discusses how to increase vocabulary acquisition via a mobile-assisted language learning application called Duolingo. The culture paper addresses how to gain pragmatic competence in the speech act of apologizing among various Spanish-speaking communities. The portfolio concludes with two annotated bibliographies investigating communicative language teaching and mobile-assisted language learning

EFL TEACHERS' ROLES IN TECHNOLOGY-INTEGRATED INSTRUCTION PRACTICES

Since 1990s the world citizens have been facing a rapid progress in technology and digital development. This development influences all life aspects including educational area. For teachers, one of ways to be able to effectively and efficiently cope with millennial students is through technology integration within classroom practices. While technology can assist and/or accomplish most duties teachers need to do, they need to explore more on how they can act in instructional context to sustain their existence and cope with existing challenges in technology-integrated instruction (TII). While much research focuses on practices, benefits, opportunities, and challenges, only a little pays attention to teachers’ role in TII. Moreover, much of the existing research has not addressed teachers’ roles in TII within English as a foreign language (EFL) context. This study describes teachers’ reasons of technology integration and selection, and explores their roles within TII framework especially in the context of junior secondary school English classroom in Indonesia. The participants were selected purposively to those who had adequately thorough experience on utilizing digital technologies to support EFL teaching. Lesson plan analysis, observation, and interview were conducted to collect relevant data. Findings show that teachers’ considerations in technology integration are driven by pedagogical purposes and rooted from current social phenomena especially those addressing technology advancement. Meanwhile, factors contributing to technology selection process are based on curricular, technological, and institutional factor respectively. Regarding teachers’ roles within TII, it can be concluded that most of teachers’ roles are getting extended as each of these roles attempts to accommodate technological matter which previously was not taken into account. Only in several sub categories of cognitive roles do they become narrower as technologies replace some of teachers’ duties. Teachers also voice out their concerns related to TII in English language teaching (ELT). First, technological skills should not outweigh or shift the learning focus on the subject knowledge; second, TII in its best employment can assist students to appreciate their learning process more; and third, teachers have to be ready with plan B as most TII contexts in Indonesia have not been able to provide stable and reliable facilities

Creating An At-Home Learning Tool For Chinese Language Immersion Students

The research question addressed in this capstone was, why it is important to provide an at-home learning tool for parents to help their child improve their Chinese language learning by connecting in-school learning with at-home reviewing materials. It will show that an online language learning website is a wonderful solution to this question. When parents set up an at-home routine for their child, it is easy for their child to transition the routine concept from home to school smoothly. The capstone project informed the creation of the language learning website. An at-home language learning website will be a transitional tool for students to make the connection with school learning at night, on the weekends, during vacations and when school is off. Also it will meet students’ learning needs. The purpose is to provide an at-home online language learning website for students to practice and review their language learning at home, because students need to practice the target language daily to achieve their academic learning goal. Parent involvement ensures that students will adapt, adjust and succeeding in the classroom and at home. There are seven themes in the website, which are Chinese Language, Reading, Writing, Math, Science, Social Studies and Songs. Those seven themes are the same as the class schedule. Matching the website design with the curriculum design provides students and parents with an easy way to follow along on the website. It is important for parents to provide an opportunity for their child to practice or review their target language learning

Learning in hybrid spaces as a technology-enhanced outdoor learning: Key terms

One of the ideas for improving urban green spaces is adding to them a virtual dimension, or - in other words - equipping them with some kind of technological infrastructure. Such spaces, combining a nature with technology, are named in many terms, e.g. outdoor cyber-mediated spaces, technologically enhanced urban green spaces, blended digital/urban green spaces or - what is the most precise - hybrid spaces. Hybrid space is quite innovative solution, because traditionally the natural environment and digital domains are seen as distinctly different. In addition, researchers agree that hybrid spaces offer an attractive learning context. Although little is known about learning in hybrid spaces. This paper defines learning in hybrid spaces as a technology-enhanced outdoor learning and discusses contextual key terms as technology-enhanced learning and outdoor learning, and also technological requirements for technology-enhanced outdoor learning, selected technologies of technology-enhanced outdoor learning such as personal digital assistant, e-library, quick response codes, Kinect-laptop-integrated system, geographic positioning system, digital textbooks, cloud computing; and finally design guidelines for technology-enhanced outdoor learning. This can be useful for anyone interested in educational use of hybrid spaces

How Adult EFL Teachers Can Effectively Utilize Duolingo in Their Curriculum

The proliferation of cell phones and application technology has changed the way individuals access learning. It’s also opened up a space for profit-driven companies to be included in educational options. This project focuses on Mobile-Assisted Language Learning applications, in particular Duolingo, and how they can best be used by Language teachers, especially English teachers of adults in non-immersive environments, to use Duolingo as a supplement to their teaching. The literature shows that these applications can be helpful, but need traditional support to be most effective. The question the literature brings to mind is how teachers can best use these apps. This project consists of a website for adult EFL teachers to use as a reference, as well as a podcast which includes adult language learner and teacher input on using Duolingo in their learning and teaching