Teachers' Perspective towards Using the "Lets View" Application as Innovative Learning Media for Elementary Students in English Foreign Language Classroom

The advancement of technology has a significant impact on teaching English nowadays. One of the tools that can quickly provide access to language learning is a mobile device. Moreover, the rising use of mobile devices or Mobile Assisted Language Learning (MALL) has been closely linked to the role of EFL teachers. Hence, this study aimed to investigate teachers' perspectives towards using the "Lets View" application for elementary students in the EFL classroom. The study was conducted by implementing a qualitative method. The instrument used in this study was questionnaires and interviews. The subject of this study was six English elementary school teachers who teach using the LV application in a private school in Surabaya. The results showed that using the new learning media, such as the LV application in EFL classrooms, is very useful for teachers. It is due to that this application can use mobile phones or iPad as the second portable blackboard for teaching reading, writing, and vocabulary and giving quizzes for beginner-level students. The researchers also revealed four obstacles EFL teachers face when implementing the LV application: internet connection, time limitation, lack of teachers' competence, and lack of student's English skills. Besides, several ways to increase students' learning engagement include allowing students to raise their hands, playing the game on the application, and guessing English vocabulary by giving pictures that appeared on it. To sum up, teachers viewed the LV application as suitable media for learning English at school

Innovative and effective methods of learning other languages and their benefits

[Abstract]: Human beings' ability to communicate in mother tongue can be easily taken for granted until a situation arises when one uses another language. How should people go about acquiring the necessary skills for learning a new language, in this situation? Can learning a new language complement modern tertiary courses such as Business? This paper discusses why and how human beings learn a new language. It presents innovative methods of learning a new language using the latest technologies and teaching/learning ideas and approaches. The use of emerging technologies such as immersive Virtual Reality is discussed. A number of multimedia language learning environments, which encourage creativity and right brain functions are presented and analyzed. The author draws on his own experience of learning several languages, which includes various branches of the Indo-European group

Practice and Assessment of Reading Classes Using Moodle

This research paper details the extensive use of Computer Assisted Language Learning (CALL) for a content-based reading syllabus at Gunma University, through the software program Moodle (Modular Object-Oriented Dynamic Learning Environment ), a free and open-source software learning management system used at Gunma University. 　　The research basis of this paper is within the sphere of Action Research , as a valuable professional development tool (Nunan, 2001) based on this researcher’s perceived valuation of the system and how it could better aid students to perform better in and be more motivated towards their English language and reading studies, introduce new technological skills and abilities, and aid teachers in better preparation, teaching and assessment of reading classes. Moodle enthuses that the Lesson Module ‘enables a teacher to deliver content and/or practice activities in interesting and flexible ways...teachers can choose to increase engagement and ensure understanding by including a variety of questions, such as multiple choice, matching and short answer.’ (Moodle, 2016). Therefore, this paper will ascertain whether the syllabus achieved a greater engagement and enjoyment by the students, and ensured better comprehension and understanding of key tasks and instructions. In addition, it will detail how teachers can benefit course management by employing such technology within the classroom

Enhancing Literacy Instruction through Technology

Technology has altered how children experience language. As technology has taken root in society, literacy skills have expanded beyond simply reading and writing print texts to include interacting with digital texts and media. To prepare students to operate in this digital environment, teachers should integrate technology into language arts instruction; however, many teachers feel unprepared to do so effectively. Additionally, some teachers hesitate to implement technology into language arts instruction as a tool because of its supposed negative effects on literacy. Despite beliefs about technology inhibiting reading and writing, teachers can utilize technology to enhance literacy instruction. The digital age has laid the foundation for new literacies, and teachers must build upon it

Learning cultures on the move: where are we heading?

The paper analyzes the globally recognized cultural move towards a more learner-centred education and discusses the implications for the adoption of mobile technologies and design for learning. Current expectations vis-à-vis learner attributes, skills and competences are explored. The pervasiveness of mobile technologies is precipitating these developments, whilst also generating a distinct mobile culture where learners take mobility and context-awareness as starting points and become more visible as innovators, creators and producers. Language learning, one of the most popular application areas of mobile learning, provides fertile ground for the growth of this phenomenon. The paper reviews several innovative language learning applications and concludes by indicating the directions in which we are heading

Cable-Driven Robots with Wireless Control Capability for Pedagogical Illustration in Science

Science teaching in secondary schools is often abstract for students. Even if some experiments can be conducted in classrooms, mainly for chemistry or some physics fields, mathematics is not an experimental science. Teachers have to convince students that theorems have practical implications. We present teachers an original and easy-to-use pedagogical tool: a cable-driven robot with a Web-based remote control interface. The robot implements several scientific concepts such as 3D-geometry and kinematics. The remote control enables the teacher to move freely in the classroom.Comment: CAR - 8th National Conference on "Control Architecure of Robots" (2013

Revisión tecnológica del aprendizaje de idiomas asistido por ordenador: una perspectiva cronológica

El presente artículo aborda la evolución y el avance de las tecnologías del aprendizaje de lenguas asistido por ordenador (CALL por sus siglas en inglés, que corresponden a Computer- Assisted Language Learning) desde una perspectiva histórica. Esta revisión de la literatura sobre tecnologías del aprendizaje de lenguas asistido por ordenador comienza con la definición del concepto de CALL y otros términos relacionados, entre los que podemos destacar CAI, CAL, CALI, CALICO, CALT, CAT, CBT, CMC o CMI, para posteriormente analizar las primeras iniciativas de implementación del aprendizaje de lenguas asistido por ordenador en las décadas de 1950 y 1960, avanzando posteriormente a las décadas de las computadoras centrales y las microcomputadoras. En última instancia, se revisan las tecnologías emergentes en el siglo XXI, especialmente tras la irrupción de Internet, donde se presentan el impacto del e-learning, b-learning, las tecnologías de la Web 2.0, las redes sociales e incluso el aprendizaje de lenguas asistido por robots.The main focus of this paper is on the advancement of technologies in Computer-Assisted Language Learning (CALL) from a historical perspective. The review starts by defining CALL and its related terminology, highlighting the first CALL attempts in 1950s and 1960s, and then moving to other decades of mainframes and microcomputers. At the final step, emerging technologies in 21st century will be reviewed

Teacher professional development using mobile technologies in a large-scale project: lessons learned from Bangladesh

Mobile technologies have been influencing the field of education including language learning for almost a decade. The literature on mobile technologies for education reports a number of case studies that examine various aspects of mobile learning. However, the use of mobile technologies for teacher professional development, particularly in developing economies, is rarely reported. This paper presents a case study of the English in Action (EIA) project, a UK government funded English language development project in Bangladesh, and its use of mobile technologies which not only provides teachers with the ‘trainer in the pocket’ that helps them achieve pedagogical changes in the classroom but also serves as a tool for improving their own English language competence. The paper, in particular, reports on the design and implementation of audio and video teacher professional development materials for MP3 players and mobile phones. It also highlights implications for similar projects intending to deploy mobile technologies

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