检索结果-内蒙古大学图书馆

Immersive, task-based language learning Through XR and AI: From Design Thinking to Deployment

TECHTRENDS 2025年第2期69卷 427-446页

作者： Zhou, Yalun Divekar, Rahul Rensselaer Polytech Inst 110 8th St Troy NY 12180 USA Bentley Univ 175 Forest St Waltham MA 02454 USA

The integration of design thinking with extended reality (XR) and artificial intelligence (AI) offers transformative potential for second language (L2) learning by providing immersive, interactive, and personalized experiences. Despite significant advancements in XR and AI technologies, their practical integration within formal language education remains underexplored. This conceptual paper introduces an innovative "design-to-deployment" framework that combines design thinking with task-based language teaching (TBLT) principles to guide the creation of XR and AI-enhanced learning environments. The model highlights interdisciplinary collaborations among computational designers, software engineers, applied linguists, and instructional designers to integrate XR's immersive capabilities with AI-driven conversational agents that enable adaptive feedback and authentic language interaction. This study demonstrates how design thinking informs the iterative development of instructional content and immersive XR environments, addressing gaps in the literature related to the practical deployment of immersive technologies in intact classroom settings. The proposed framework emphasizes learner-centered design, facilitating authentic language production, cultural understanding, and personalized learning pathways. By showcasing a structured, research-informed approach to integrating XR and AI, the model provides evidence-based strategies for creating task-based L2 learning experiences that transcend traditional classroom methods. The article further highlights the importance of interdisciplinary collaboration in designing and deploying technology-enhanced learning solutions. It lays a foundation for further research on immersive language learning technologies and offers a flexible framework adaptable to diverse educational contexts. Through this approach, the study advances the field of L2 education by demonstrating how theoretical and technological innovations can converge to crea

关键词： Design thinking Extended reality Artificial intelligence Immersive environment Content development Instructional design CALL task-based language learning

来源：评论

学校读者我要写书评

暂无评论

task-based language learning research: expecting too much or too little?

引用

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS 2009年第3期19卷 247-263页

作者： Foster, Pauline St Marys Univ Coll Twickenham England

There are many assumptions about task-based language learning (TBLL) for which empirical support would be illuminating. Some of these are researchable and others are not, and it is important to distinguish between the two. Robust investigations into learning are not easy to design and should not necessarily be regarded as the pathfinder for language pedagogy, though critics sometimes may represent research into TBLL as claiming this role. This paper argues for a greater understanding of the scope of educational research, and a greater role for it in shaping best practice in classrooms.

关键词： task-based language learning research reliability pedagogical implications teacher training teacher inspection

来源：评论

学校读者我要写书评

暂无评论

task-based language learning and focus on form as a teaching concept for German for Tourism

引用

IBERICA 2012年第23期000卷 157-171页

作者： Bosch Roig, Gloria Univ Illes Balears Palma De Mallorca Spain

task-based language learning and focus on form as a teaching concept for German for Tourism task-based German for Tourism is the most realistic alternative among communicative language methods. It makes possible to combine relevant contents for professional purposes with real communicative tasks. Cognitive-interactionist approaches in second language acquisition research assume that communicative, meaning-oriented language learning needs to be complemented with more formal instruction. As a result of a task-based learning with focus on form, Grammar becomes a metalinguistic task that has to be undertaken cooperatively and interactively

关键词： task-based language learning German for Tourism focus on form

来源：评论

学校读者我要写书评

暂无评论

Attitudes Toward task-based language learning: A Study of College Korean language Learners

引用

FOREIGN language ANNALS 2013年第1期46卷 108-121页

作者： Pyun, Danielle Ooyoung Ohio State Univ Columbus OH 43210 USA

This study explores second/foreign language (L2) learners' attitudes toward task-based language learning (TBLL) and how these attitudes relate to selected learner variables, namely anxiety, integrated motivation, instrumental motivation, and self-efficacy. Ninety-one college students of Korean as a foreign language, who received task-based language instruction, participated in this questionnaire study. Data were analyzed using both descriptive and inferential statistics. A correlation analysis between variables indicated that students' attitudes toward TBLL were positively associated with self-efficacy and integrative motivation while they were negatively associated with anxiety. A multiple regression analysis further revealed that only one variable, self-efficacy, was the significant predictor of learners' attitudes toward TBLL.

关键词： Korean learner attitudes learner variables task-based language learning task-based language teaching

来源：评论

学校读者我要写书评

暂无评论

learning New Grammatical Structures in task-based language learning: The Effects of Recasts and Prompts

引用

MODERN language JOURNAL 2015年第2期99卷 246-262页

作者： Van De Guchte, Marrit Braaksma, Martine Rijlaarsdam, Gert Bimmel, Peter Univ Amsterdam Res Inst Child Dev & Educ NL-1018 WS Amsterdam Netherlands

In the present study, we examine the effects of prompts and recasts on the acquisition of two new and different grammar structures in a task-based learning environment. Sixty-four 14-year-old 9th grade students (low intermediate) learning German as a foreign language were randomly assigned to three conditions: two experimental groups (one receiving prompts, the other recasts) and a control group. The study involves two subsequent interventions: The first targeted a complex structure, dative case after a preposition;the second a simple structure, comparatives. Pretests, immediate posttests, and delayed posttests included written and oral accuracy as well as oral fluency. Statistical comparisons on both written and oral posttests showed that prompts and recasts were effective, when compared to the control group, with prompts being superior to recasts. Furthermore, the effect of recasts depended on the structure: Recasts were more effective for the comparative than for the dative on written accuracy.

关键词： task-based language learning complex versus simple structure recasts prompts trade-off

来源：评论

学校读者我要写书评

暂无评论

A task-based Role-Playing Game with Educational Robots for learning language

A Task-Based Role-Playing Game with Educational Robots for L...

引用

4rd International Conference on E-learning and Games (Edutainment 2009)

作者： Chen, Gwo-Dong Chang, Chih-Wei Natl Cent Univ Dept Comp Sci & Informat Engn Taipei Taiwan

ISBN: (纸本)9783642033636

In this paper we present our work in the design of playing with robots to learn language in a classroom. We outline our approach of design for emergence: to provide just enough of a game context and challenge for people to be creative, to extend and enrich the experience of play through their interaction in the real world. Robots were designed to put on our mixed reality game stage, a wireless location-based multiplayer game. This paper describes the design and implementation of the task-based role playing game with robots.

关键词： Educational robots Mixed reality Game-based learning task-based language learning

来源：评论

学校读者我要写书评

暂无评论

DarijaGenie: learning Moroccan Arabic Through a Multimodal Chatbot 8th

DarijaGenie: Learning Moroccan Arabic Through a Multimodal C...

引用

8th International Conference on Arabic language Processing

作者： El Alaoui, Hamza Cavalli-Sforza, Violetta Al Akhawayn Univ Ifrane 53003 Morocco

ISBN: (纸本)9783031791635;9783031791642

The rapid advancement of digital technologies has significantly influenced the landscape of language learning, introducing innovative tools and methodologies to enhance educational experiences. Among these developments, the integration of artificial intelligence and chatbot technology in language education offers a unique approach to teaching less commonly taught languages. This paper introduces "DarijaGenie," an early version of a task-based, multimodal chatbot system designed to facilitate the learning of Moroccan Arabic. Characterized by its spoken nature, non-standard structure, and the scarcity of its resources, Darija presents distinct challenges for learners. DarijaGenie aims to address these challenges by leveraging natural language processing and artificial intelligence to simulate real-life scenarios, providing users with an interactive platform for practical language learning.

关键词： Chatbots task-based language learning Natural language Processing Computer Assisted language learning Second language learning

来源：评论

学校读者我要写书评

暂无评论

Introduction to go-alongs as a qualitative research method in applied linguistics

引用

Research Methods in Applied Linguistics 2025年第2期4卷

作者： Chen, Yingqiu Buckingham, Louisa School of Cultures Languages and Linguistics University of Auckland 18 Symonds Street Auckland 1142 New Zealand

The go-along method, a place-based research approach that integrates the strengths of interviews and observations, presents opportunities for exploring the intersections of language and place, such as language use and performance (e.g., people's engagement with the linguistic landscape or people's choice of language in certain contexts or for particular tasks), and language teaching (e.g., situational language teaching, out-of-class language learning, language teaching through linguistic landscapes). Initially developed in sociology and subsequently adopted in other disciplines, go-alongs remain underutilised in applied linguistics research. Grounded in the sociocognitive approach and public pedagogy (out-of-class learning), this study demonstrates how go-alongs can conceptually link language and place by illustrating the three functions they serve: descriptive, pedagogical, and diagnostic (or evaluative). The descriptive function facilitates the documentation of participants’ language use across various places and settings. The pedagogical function supports go-along language teaching by assigning participants tasks tied to specific real-life places, and the data of place-related language use collected during task-doing is developed into materials for future teaching. The diagnostic (or evaluative) function allows for testing participants’ language skills/performances at different places. Go-alongs can also contribute to triangulating interview and observation data, thereby strengthening methodological validity and reliability. Drawing on our two empirical projects that used go-alongs as the primary research tool, we propose a set of procedural guidelines aimed at researchers or practitioners using go-alongs in applied linguistic research. We close with limitations and suggestions for future studies. © 2025 Elsevier Ltd

关键词： Go-alongs Methodological guidelines Place and language Qualitative methods task-based language learning

来源：评论

学校读者我要写书评

暂无评论

Can a kitchen teach languages? Linking theory and practice in the design of context-aware language learning environments

引用

Smart learning Environments 2015年第1期2卷 1-19页

作者： Preston, Anne Balaam, Madeline Seedhouse, Paul Kurhila, Salla Kotilainen, Lari Rafiev, Ashur Jackson, Daniel Olivier, Patrick University of Newcastle Newcastle United Kingdom University of Helsinki Helsinki Finland

Smart learning environments offer rich opportunities for language learners. In particular, context-aware systems which allow learners’ progress to be sensed within and across an activity, enable instructed language learning to move beyond the traditional confines of the classroom walls. In this paper we present the European Kitchen, a real-world task-based environment for cooking and language learning. In doing so, we demonstrate how specific design decisions, in the development of this longer-term iterative design project, conjoin Human Computer Interaction practice and learning theory for situated language learning. We also show how this approach is combined with Conversation Analysis, which is used as a tool to measure the impact of these decisions on the interactions taking place in and with the kitchen. Our work reveals that in order to design for and evaluate effective and meaningful language learning, there should be more balance between technologically-driven theory and theory driven research which has a strong pedagogical foundation. Our work has implications for a transferable, interdisciplinary model of task-based, situated learning which can be applied and adapted to different skill and knowledge sets. © 2015, Preston et al.

关键词： Attentional manipulation Information processing theory language learning pedagogy Situated learning task-based language learning Technology-enhanced learning

来源：评论

学校读者我要写书评

暂无评论

A context-aware ubiquitous learning environment for language listening and speaking

引用

JOURNAL OF COMPUTER ASSISTED learning 2009年第6期25卷 515-527页

作者： Liu, T. -Y. Lunghwa Univ Sci & Technol Dept Multimedia & Game Sci Guishan 333 Taoyuan County Taiwan

This paper reported the results of a study that aimed to construct a sensor and handheld augmented reality (AR)-supported ubiquitous learning (u-learning) environment called the Handheld English language learning Organization (HELLO), which is geared towards enhancing students' language learning. The HELLO integrates sensors, AR, ubiquitous computing and information technologies. It is composed of two subsystems: an English learning management system and a u-learning tool. In order to evaluate the effects of the proposed learning environment on the learning performance of students, a case study on English learning was conducted on a school campus. The participants included high school teachers and students. A learning course entitled 'My Campus' was conducted in the class;it included three activities, namely 'Campus Environment', 'Campus Life' and 'Campus Story'. The evaluation results showed that the proposed HELLO and the learning activities could improve the students' English listening and speaking skills.

关键词： augmented reality handheld device immersive learning task-based language learning ubiquitous learning

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：