The role of self-regulated learning on foreign vocabulary learning: a multi-case study

In recent years, a considerable body of empirical research has acknowledged the role of self-regulated learning (henceforth SRL) in the domain of English as a foreign language (EFL). However, the study investigating the role and mechanism of SRL in vocabulary learning is still in scarcity particularly in Indonesian contexts. To address this noticeable gap, this multi-case study aims to explore the role of SRL on vocabulary learning strategies use and mechanism from the experience of undergraduate EFL learners. After signing the informed of consent form sheets, two undergraduate students from two different countries (Indonesia and Egypt) voluntarily participate in this study. By employing a series of semi-structured interviews and conducting narrative thematic analysis (Braun Clarke, 2006), the findings showcase that both participants employ a myriad of vocabulary learning strategies such as rehearsal, elaboration, and social strategy. Additionally, the empirical evidence indicates that they have higher level of motivation and persistence to maintain vocabulary-learning activity. The findings suggest the important practical implications for teachers, learners, and institution. This article also discusses limitations and recommendations

El aprendizaje de lenguas extranjeras mediante tecnología móvil en el contexto de la educación a distancia y combinada

Since the first special issue on Mobile-Assisted Language Learning (MALL) was published (Shield & Kukulska-Hulme, 2008), language learning by means of electronic devices such as smartphones and tablets has undergone many changes. In fact, mobile devices have become one of the best allies of students in (language) learning so far, since they help them study anytime and anywhere.This special issue of RIED reports on the most recent advances in MALL, exemplified by the evolution of some results concerning this area and presented over the last three years in (1) the last meetings of the EuroCALL Special Interest Group on MALL; and (2) in the EuroCALL (plenary) meetings themselves. It also reviews the foremost current trends in the development of this discipline in general and of its resources in particular (mainly mobile applications or apps) and the main concerns and objections posed to it in the wider scenario of CALL (Computer Assisted Language Learning).All in all, this special issue on MALL reveals that, under some particular conditions, it can be as effective as (or even more effective than) other learning or teaching procedures and techniques, both in (a) distance or autonomous learning; and (b) formal and blended learning. It also shows some of the current shadows of this field (chiefly, the low level of oral interaction and/or communication), which are to be cleared in possible future works.Desde la publicación de Shield y Kukulska-Hulme (2008), primer monográfico sobre aprendizaje de lenguas mediante tecnología móvil (conocido en inglés con el acrónimo MALL: Mobile Assisted Language Learning), son muchos los cambios que han afectado a esta modalidad de aprendizaje de idiomas. Poco a poco, los dispositivos móviles se han ido convirtiendo en uno de los mejores aliados del alumno en el  aprendizaje de lenguas extranjeras, pues le permiten estudiarlas en cualquier momento y en cualquier lugar.En este número especial de la revista se detallan los avances más recientes en el área de MALL, ejemplificados mediante la evolución de los resultados presentados sobre esta área de investigación (1) en las últimas reuniones del Special Interest Group on MALL de la asociación EuroCALL; y (2) en los propios congresos de esta misma asociación celebrados en los últimos tres años. En él se mencionan asimismo las tendencias actuales en el desarrollo de esta incipiente disciplina y sus recursos (aplicaciones para dispositivos móviles o apps, principalmente) y las principales dudas y objeciones que plantea en el ámbito más general de CALL (del inglés,Computer Assisted Language Learning).En conjunto, este monográfico muestra que, en determinadas condiciones, el aprendizaje de lenguas mediante aplicaciones móviles puede ser tan eficaz o más como otros métodos y técnicas de enseñanza, tanto en la modalidad de aprendizaje a distancia o autónoma como en las modalidades presencial y combinada. También muestra algunas de las pequeñas sombras de MALL en la actualidad, que tendrán que ser despejadas en posibles trabajos futuros

Distance education models linked to technological developments

Diferentes factores de carácter sociopolítico, económico y psicopedagógico vinieron influyendo para la emergencia de propuestas educativas que se permitían prescindir de la sistemática relación cara a cara entre docentes y estudiantes. La evolución de estos sistemas corrió pareja al desarrollo tecnológico de nuestra sociedad. Esa evolución generó diferentes modelos de enseñanza a distancia que vinieron propiciando aprendizajes de calidad básicamente comparables a las tradicionales formas de enseñar y aprender. Para ello, se revisan en el artículo formas de adquirir conocimientos, diferentes a los formatos presenciales y soportadas en tecnologías diversas. Modelos diferentes que han ido significándose a través de estos últimos años. Tras los modelos más convencionales de educación a distancia, basados en el medio impreso, el teléfono y los recursos audiovisuales, ahí aparecen denominaciones tales como el e-le arning, blended-learning, aprendizaje colaborativo en red, aprendizaje móvil, ubicuo, etc. En fin, aprendizajes mediados que vienen culminando estos años con la irrupción de los MOOC. Estas formas diferentes, no presenciales, de enseñar y aprender se vienen aplicando con éxito desde hace años, asegurando su calidad, siempre que se doten de las bases y principios pedagógicos adaptados en nuestros días a las posibilidades que nos brinda la sociedad digital. Palabras clave: educación a distancia, tecnología de la educación, modelos didácticos, innovación pedagógica.Different socio-political, economic and psycho-pedagogical factors influenced the emergence of educational proposals that could dispense with the systematic face to face relationship between teachers and students. The evolution of these systems ran even to the technological development of our society. These developments led to different models of distance learning that fostered quality learning basically comparable to traditional forms of teaching and learning. In this context, ways of acquiring knowledge supported by diverse technologies and different from the classroom are reviewed. Different models that have come to stand out in recent years. After the more conventional models of distance education, based on the print medium, the telephone and audiovisual resources, there appear names such as e-learning, blended learning, collaborative learning network, mobile learning, ubiquitous, etc. In summary, mediated learning that has culminated in recent years with the emergence of the MOOC. These different, non-contact, teaching and learning methods have been applied successfully for years, ensuring its quality, as long as they are provided with the bases and pedagog11ical principles adapted today to the possibilities offered by the digital society

Serious game-based word-to-text integration intervention effects in English as a second language

Word-to-text integration (WTI) is the ability to integrate words into a mental representation of the text and is important for reading comprehension, but challenging in English as a second language (ESL). However, it remains unclear whether WTI can be trained in seventh grade ESL learners, who often struggle with reading comprehension and display large individual differences. To pay attention to individual differences, the present study examined an adaptive computer game-based WTI-intervention. The intervention, replacing 50 min of ESL classroom instruction, comprized a 12-week program in which students had to complete WTI-based assignments within four serious games, targeting morphosyntactic awareness, translation of words within sentences, recognizing idioms from words in contexts, and a filler game targeting dictation. The intervention group (n = 164) was compared to a control group (n = 166), who only received regular ESL classroom instruction. Both groups completed the following reading measures: decoding, morphological, and syntactic awareness, WTI (argument and anomaly reading speed and processing), and reading comprehension tasks at the beginning (T1) of the school year and at the end (T2) of the school year. Results demonstrated an intervention effect on decoding and anomaly processing as reflected by an interaction between time (T1 vs. T2) and group (intervention vs. control) in a repeated measures MANOVA. Follow-up mediation analyses for the intervention group only - with game performance as mediators between reading measures at T1 and T2 - indicated that students with better T1 scores on reading measures showed more growth in performance within games. More performance growth within the translation game and the idiom recognition game was related to better reading scores at T2. Both high-achieving and low-achieving students displayed performance growth within games, indicating that a WTI intervention yields promising results for a broad variety of ESL readers

Tandemlernen in Social-Virtual-Reality: Immersiv-spielebasierter DaF-Erwerb von mündlichen Sprachkompetenzen

Bisheriger Fremdsprachenunterricht und aktuelle Sprachlern-Apps weisen oft didaktische Defizite im Mündlichkeitserwerb auf, wie unsere internationale Fragebogenerhebung zu DaF-Lerner*innenerfahrungen zeigt. Geeignete immersive Lernformen wie Sprachtandems und Sprachreisen sind organisatorisch aufwändig und teuer. Wie die Ergebnisse unserer funktional-pragmatischen Diskursanalyse von zehn multimodalen VR-Tandeminteraktionen aus der Pilotstudie Hololingo! zeigen, könnte digitales Tandemlernen in Social-Virtual-Reality (TLSVR) diese Lücke füllen

Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools

While education technology has been widely used in classrooms, and considerable investments have been made to support its use in the UK, the evidence base for many such rapidly changing technologies is weak, and their efficacy is unclear. The aim of this paper is to systematically review and synthesise empirical research on the use of technology in formative assessment, to identify approaches that are effective in improving pupils’ learning outcomes. The review involved a search of 11 major databases, and included 55 eligible studies. The results suggest promising evidence that digitally delivered formative assessment could facilitate the learning of maths and reading for young children, but there is no good evidence that it is effective for other subjects, or for older children, or that it is any more effective than formative assessment without technology. The review found no good evidence that learner response systems work in enhancing children’s academic attainment, and there is no evidence supporting the effectiveness of such technologies that embed gaming features. Much research in this area is of poor quality. More rigorous studies using causal designs are thus urgently needed. Meantime, there should be no rush to use technology on the basis of improving attainment

The added value of a gaming context and intelligent adaptation for a mobile learning application for vocabulary learning

Two groups participated in a study on the added value of a gaming context and intelligent adaptation for a mobile learning application. The control group worked at home for a fortnight with the original Mobile English Learning application (MEL-original) developed in a previous project. The experimental group worked at home for a fortnight with MEL-enhanced, the original application embedded in an adventure game and augmented with intelligent adaptation. Two learning themes were used: Zoo animals and Neighbourhood. Both groups attended lessons at school on Zoo Animals and Neighbourhood during the same periods they were allowed to work with the application at home. A pre- and post-test were conducted to establish the initial vocabulary knowledge and the knowledge acquired during the learning phase. The main results indicated that the students in the experimental condition (MEL-enhanced) outperformed the children from the control group (MEL-original), although the former group did not spend more time with the learning material than the latter, and that the students in the experimental group valued MEL-enhanced more than the children from the control group valued MEL-original