7,800 research outputs found

    Distance learning of foreign languages

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    doi: 10.1017/S0261444806003727This article provides a critical overview of the field of distance language learning, challenging the way in which the field is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Early sections focus on issues of concept and definition and both theoretical and pedagogical perspectives on the field. Emphasis is placed on evident shifts from a concern with structural and organisational issues to a focus on transactional issues associated with teaching/learning opportunities within emerging paradigms for distance language learning. The next section reviews choices and challenges in incorporating technology into distance language learning environments, foregrounding decisions about technology made in particular sociocultural contexts, the contribution of ‘low-end’ technologies and research directions in developing new learning spaces and in using online technologies. The investigation of learner contributions to distance language learning is an important avenue of enquiry in the field, given the preoccupation with technology and virtual learning environments, and this is the subject of section six. The two final sections identify future research directions and provide a series of conclusions about research and practice in distance language learning as technology-mediated interactions increasingly come to influence the way we think about the processes of language learning and teaching

    A Multimedia Resource Manual to Facilitate English Language Instruction for Elementary Youth in Taiwan

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    The purpose of this project was to develop a multimedia resource manual to facilitate English language instmction for elementary youth in Taiwan. To accomplish this purpose, a review of current literature regarding multimedia technology in English language instmction for EFL/ESL learners was conducted. In addition, unit overviews, objectives oflesson plans, learning activities, teaching strategies, and instmctional materials were adapted and developed

    Learning English as a Foreign Language in an Online Interactive Environment: A Case Study in China

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    This case study is designed to examine Chinese university students’ English as a foreign language (EFL) learning in an online interactive context. Investigation focused on the students’ perceptions of and engagement in EFL learning that occurred in a technology-supported context. Informed by the sociocultural theory, four theoretical constructs: learner autonomy, interactive learning, Zone of Proximal Development (ZPD) and scaffolding, form the theoretical framework to investigate Chinese university students’ EFL learning in a Computer-Assisted Language Learning (CALL) context. This theoretical model informs the adoption of a qualitative case study approach with statistical descriptions. A total of 154 Chinese university EFL students participated in the research. Data were collected via a questionnaire, focus groups, individual face-to-face interviews and online documents. Through data analysis, it revealed that Chinese university EFL students had positive perceptions of interactive online language learning, which promoted learner autonomy. Participants were confident about their abilities to find out appropriate learning materials and associated well-scaffolded instructional resources that were within their ZPDs. In the learning process, they enjoyed an increasing level of autonomy in language learning. They autonomously selected, organized and engaged digital resources, including learning materials and tasks as well as learning strategies, in their learning which were appropriate to language levels and catered for their learning needs. They showed the sign of good language learners with high degree of learner autonomy, who indicated a desire to continue their language learning in the future. The participants also regarded online space as a low-stress context for more interactive learning in an English as a foreign language context. Although the participants had developed some degree of learner autonomy via learning in the online mode, their autonomy in language learning, particularly for after-class online EFL learning, was still in development. There was a need for them to expand their language knowledge and skills development, particularly in the area of intercultural learning. Their selection and adoption of learning resources were also expected to improve to suit their current language abilities and their learning needs. Their understanding of and engagement in interactive learning were yet to be enhanced as well as they became more familiar with learning in this emerging context. Built on these findings, a tentative model of online EFL learning for facilitating learner autonomy is proposed to fulfil Chinese EFL students’ language learning needs in an online context, and help them to achieve better learning outcomes. It is envisaged that such a model is replicable to teaching and learning EFL in similar contexts

    Applying New Technologies to Upgrade Non-English Speakers’ English Speaking Skills

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    As technologies are getting more and more advanced, modernized information technologies start to step into the field of education. The application of multimedia- assisted instruction is getting more and more popular. This can stimulate students’ interests as well as promote students’ development and improve teaching efficiency. Teachers’ work should be student centered, and teachers’ function is to provide help and guidance in students’ studies. With the introduction of new technologies, students start to be fond of having classes. They start to have interests in studies. This can create a positive learning environment to students, which meets the social requirements of this era. This project is to provide some ideas and methods of applying new technologies in English instruction to expose students in a more authentic learning environment and improve their speaking skills

    Dissertations and theses on technology and L2 LEARNING (2000-2015)

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    This list has been updated with an eye towards providing working links to actual dissertation texts. Permanent links available free of charge through university databases have been privileged; for-profit enterprises that sell dissertation manuscripts have been listed when universities do not provide for the electronic dissemination of these documents. Manuscripts that are not available by either of these means are nevertheless listed as we hope to provide the most complete coverage of dissertations in the field of CALL that is possible. You will notice that the reference list style is somewhat different than what is suggested by APA. We decided upon a format that includes the name of the institution where the dissertation was completed such that a quick scan of the list reveals where people are studying CALL related themes—and which universities are field leaders in terms of freely distributing dissertations. If you notice that dissertations completed at your institution have not been included, please send us the references, so we can update this list yearly

    The Assessment Tool of L2 Learners\u27 Pragmatic Competence: Written Discourse Completion Test (WDCT)

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    Research studies have shown that pragmatic competence is teachable. The importance of teaching pragmatics has also been recognized, but still foreign language teachers are reluctant to teach pragmatics in their classrooms. This might be partly due to the lack of some valid methods for assessing pragmatic competence. This essay contends that while the Written Discourse Completion Test (WDCT) has some pitfalls, the WDCT effectively assesses learner\u27s pragmatic competence

    The integration of CALL in EFL/ESL learning environment

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    A number of studies have shown that learning through the use of computers is more efficient than traditional methods and arouse students motivation (Johnson & Osguthorpe, 1986; Jung, 1992 ). The purpose of this paper is to provide an overview of Computer-Assisted Instruction (CAI), to investigate the immense potential of Computer-Assisted Language Learning (CALL), and then to identify ways in which computers can be used to enhance foreign language learning

    Sociocultural Theory-Guided College-Level Mandarin Chinese Hybrid Course Design

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    This paper explains how sociocultural theory (SCT), particularly its threekey concepts: mediation, zone of proximal development, and agency, canbe used to guide the course design of college-level 1st-year MandarinChinese hybrid courses. Specific examples are illustrated to demonstratehow three aspects of the hybrid course design: 1) learning materials andtasks, 2) teacher-student and student-student interaction, and 3)assessments, are guided from a SCT perspective. The feedback fromstudents enrolled in a college-level hybrid Mandarin Chinese coursesequence is also provided

    A Journey of Foreign Language Teaching and Learning

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    This portfolio is designed to share with the reader the author’s beliefs about a number of issues related to effective foreign language (FL) learning and teaching rooted in theoretical foundations of second language acquisition as well as provide insights about her own teaching and observation experiences per the requirements for her Master of Second Language Teaching (MSLT) program. The target languages focused on in this portfolio are FL Chinese and English. Divided into three main parts, this portfolio addresses: 1) the author’s teaching philosophy; 2) language, literacy, and culture papers from research perspectives; and 3) annotated bibliographies that serve as additional records of the author’s learning while in the MSLT program. The language paper is a hypothetical study involving the technological application of Memrise in FL Chinese classrooms. The literacy paper is a description of a proposed study that examines the use and effects of digital storytelling on Chinese FL learners’ writing and speaking skills. Finally, the culture paper is a literature review that focuses on the impact of English and Chinese FL learners\u27 identities on their learning
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