The aim of this study was to investigate the effects of using a smartphone application in a Communicative language Teaching context. Specifically, a web-based application called Let's Talk was designed to facilita...
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ISBN:
(纸本)9781467373340
The aim of this study was to investigate the effects of using a smartphone application in a Communicative language Teaching context. Specifically, a web-based application called Let's Talk was designed to facilitate an Information Gap activity in an English language class. Participants were assigned to an experiment group using Let's Talk or a control group using textbooks to practice English conversation. Communication performance, including vocabulary, sentence structure and comprehension, was measured. Their Willingness to Communicate, including self-perceived languagelearning Anxiety and Communicative Competence, was also collected through questionnaires. Results showed that Let's Talk-facilitated Information Gap activities led to better performance in vocabulary and structure but not comprehension. Also, a lower level of state anxiety was reported when mobile devices were used. There was no significant difference in Willingness to Communicate and Communicative Competence between the two groups. Implications for the use of smartphones in Communicative language Teaching are also discussed.
This study explores participant views regarding the integration of Internet tools in languagelearning activities. The descriptive study has illustrated the perceptions of a class of senior high school students regard...
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This study explores participant views regarding the integration of Internet tools in languagelearning activities. The descriptive study has illustrated the perceptions of a class of senior high school students regarding languagelearning in a technology environment. The subjects were 44 10th-grade male students and their teacher who together joined a technology-enhanced language learning (TELL) project in Taiwan known as "Advanced Joint English Teaching" (AJET). The students participated in six Internet-based teaching activities;group e-mailing, a Web-based course, an e-mail writing program, English homepage design, video-conferencing and chat room discussion. This study found that the AJET project provided the students with an opportunity to experience new technologies;learners experienced the pleasure of learning and thus increased their learning possibilities. The students liked and approved of teaming English using the Internet, but had differing opinions about its benefits. The study demonstrated that learners bring different perspectives to TELL, and that learners who are passively oriented towards Internet English learning require careful guidance from pedagogical applications to this approach. Making students aware that learning English through multimedia technology demands new learning strategies and self-directed learning is a crucial first step. Some pedagogical suggestions are provided for effectively using computer networking in second- and foreign language classrooms. (c) 2006 Elsevier Ltd. All rights reserved.
This paper reports the experience of designing and developing a multimedia m-learning platform (named LingoSnacks) for interactive learning of Arabic spelling and vocabulary. It uses interactive game-like delivery met...
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ISBN:
(纸本)9781467327251
This paper reports the experience of designing and developing a multimedia m-learning platform (named LingoSnacks) for interactive learning of Arabic spelling and vocabulary. It uses interactive game-like delivery methods to acquire new linguistic skills in playful manner using the capabilities of modern mobile devices with multi-touch technologies. The LingoSnacks learning platform provides an environment of authoring Arabic learning content and delivering it to the end-users in interactive, intuitive and enjoyable way. The learning content is organized into packages that contain a list of words, the different meanings of words with examples and multimedia illustrations. The package also contains other related linguistic and morphological information such as the parts of speech of example sentences. The developed system was tested to ensure that it meets its functional requirements. Additionally performance and usability evaluation was conducted to refine the system and demonstrate that the design constraints are satisfied.
Internet-enabled Mobile devices are increasingly used for enhancing the learning experience particularly for languagelearning. They can be exploited to allow learners to access and interact with multimedia learning r...
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ISBN:
(纸本)9781467315203
Internet-enabled Mobile devices are increasingly used for enhancing the learning experience particularly for languagelearning. They can be exploited to allow learners to access and interact with multimedia learning resources from anywhere and at any time while offering an enhanced user experience. There are many systems for English learning such as ***. However there aren't many such mobile learning tools for Arabic. In this context, this paper addresses the need to leverage mobile-supported learning to ease learning Arabic. We report the experience of designing and developing a multimedia m-learning platform (named ArabicTutor) for interactive learning of Arabic spelling and vocabulary. It uses interactive game-like delivery methods to acquire new linguistic skills in playful manner using the capabilities of modern mobile devices with multitouch technologies. The proposed platform provides an environment of authoring Arabic learning content and delivering it to the end-users in interactive, intuitive and enjoyable way. The learning content is organized into packages that contain a list of word, the different meanings of words with example sentences and multimedia illustrations. The package also contains other related linguistic and morphological information such as parts of speech of example sentences and their diacritization.
This paper aims to devise an integrated model of synchronous cyber assessment into a blended learning environment, to be targeted for university foreign language learners, to make the impact on learning meaningful. &#...
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According to the National Standards in Foreign language Education Project, one of the ultimate goals of studying a foreign language is to better understand different cultures. To this end, we implemented a project in ...
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According to the National Standards in Foreign language Education Project, one of the ultimate goals of studying a foreign language is to better understand different cultures. To this end, we implemented a project in an undergraduate foreign language course that promoted a systematic inquiry-based approach to learning about the Hispanic culture. The purpose of the present study was to examine whether this project would increase students' ability perceptions and values related to the Spanish language and the Hispanic culture. Data from questionnaires and reflection essays demonstrated that students reported higher ability perceptions and values in the Spanish language and the Hispanic culture as a direct result of participating in the project. These findings suggest that this inquiry-based teaching approach is a viable way to incorporate the study of culture into a university foreign language course.
This article addresses a pervasive problem of concern to teachers of many foreign languages: the use of Web-Based Machine Translation (WBMT) by students who do not understand the complexities of this relatively new to...
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This article addresses a pervasive problem of concern to teachers of many foreign languages: the use of Web-Based Machine Translation (WBMT) by students who do not understand the complexities of this relatively new tool. Although networked technologies have greatly increased access to many language and communication tools, WBMT is still ineffective for translating text into another language, especially when the user of the software is not able to make grammaticality and acceptability judgments in the target language. This article explains some specific limitations of WBMT (with examples from French) and provides a pedagogical plan for teachers to present this tool to students in order to promote language awareness and electronic literacy, which could help reduce the widespread misuse of this tool by students.
This article reviews the literature on computer uses in second language and foreign languagelearning from I990 to 2000 inclusive. Given the strong interest in technology use for languagelearning, it is important to ...
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