Investigating Students’ and Teachers’ Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom

Recent research indicates that mobile technologies can support second language learning. However, studies focused on the use of the iPad as a mobile technology to enhance second language learning and teaching in schools are still scarce. This study reports on an action research project that investigated the use of the iPad in the English as a foreign language (EFL) context in an Italian school. The study sought to investigate learners’ and teachers’ perceptions of mobile learning through the use of the iPad. The data was collected through a survey (N=41), classroom observations (N=4), interviews (N=20), and recorded teacher meetings (N=5). Results show a positive impact on student motivation and on the approach to second language learning tasks. We found that within the duration of the study students and teachers became increasingly independent in the use of the iPad for English language learning and teaching. This study provides educators with hints on how to start integrating mobile devices to perform specific language learning/teaching tasks

Introducing Peer Collaboration in a Networked English Writing Class

This chapter proposes a model of introducing networked peer assessment to an online course. In the organisation background, the benchmark model of peer assessment is introduced in terms of its theoretical and empirical bases. The discussions about Dadaelous Integrated Writing Environment (DIWE) and empirical studies on its use in language classes set the stage of the model of networked peer assessment. The model is then described in detail in terms of its structure and its use within DIWE. Challenges for using networked peer assessment are then discussed in the light of learners’ technological skills, online collaboration skills, and shifted teachers’ and students’ role in online learning. This chapter ends with solutions and recommendations in dealing with the three challenges mainly in terms of training students in technological use and in developing online collaboration skills and training teachers in using networked peer assessment