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

Workshop, Long and Short Paper, and Poster Proceedings from the Fourth Immersive Learning Research Network Conference (iLRN 2018 Montana), 2018.

ILRN 2018 - Conferência internacional realizada em Montana de 24-29 de june de 2018.Workshop, short paper, and long paper proceedingsinfo:eu-repo/semantics/publishedVersio

Effects of errorless learning on the acquisition of velopharyngeal movement control

Session 1pSC - Speech Communication: Cross-Linguistic Studies of Speech Sound Learning of the Languages of Hong Kong (Poster Session)The implicit motor learning literature suggests a benefit for learning if errors are minimized during practice. This study investigated whether the same principle holds for learning velopharyngeal movement control. Normal speaking participants learned to produce hypernasal speech in either an errorless learning condition (in which the possibility for errors was limited) or an errorful learning condition (in which the possibility for errors was not limited). Nasality level of the participants’ speech was measured by nasometer and reflected by nasalance scores (in %). Errorless learners practiced producing hypernasal speech with a threshold nasalance score of 10% at the beginning, which gradually increased to a threshold of 50% at the end. The same set of threshold targets were presented to errorful learners but in a reversed order. Errors were defined by the proportion of speech with a nasalance score below the threshold. The results showed that, relative to errorful learners, errorless learners displayed fewer errors (50.7% vs. 17.7%) and a higher mean nasalance score (31.3% vs. 46.7%) during the acquisition phase. Furthermore, errorless learners outperformed errorful learners in both retention and novel transfer tests. Acknowledgment: Supported by The University of Hong Kong Strategic Research Theme for Sciences of Learning © 2012 Acoustical Society of Americapublished_or_final_versio

Proceedings of the 1st Annual CUNY Games Festival

Proceedings of the CUNY Games Conference, held from January 17-18, 2014, at the CUNY Graduate Center and Borough of Manhattan Community College. Topics in Game Design - Teaching with Virtual and Augmented Realities - Writing with Games - Breaking the Magic Circle: Games & Real Life - Interactive Game Design (What\u27s Your Game Plan? - Designing Ethical Games - Games and Gender - Gaming English Language and Literature - Game, Narrative, Literacy - Teaching with Games - Games, Storytelling, and Narrative - Games and STEM - Learning by Design - Students as Game Designers - Experiencing Reality in Popular Games - Making Educational Game