This article reports a case study of an English as a Second language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology ...
详细信息
This article reports a case study of an English as a Second language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher's pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.
Spaced repetition has been widely implemented and examined in mobile-assisted word learning as an important learning strategy. However, the nature of spaced repetition by commercial word-learning apps and the factors ...
详细信息
Spaced repetition has been widely implemented and examined in mobile-assisted word learning as an important learning strategy. However, the nature of spaced repetition by commercial word-learning apps and the factors leading to the favoured mobile-assisted spaced repetition have yet to be investigated in authentic contexts. In this study, we coded the spaced repetition patterns and methods of nine apps and interviewed 72 Chinese English learners about their perceptions of spaced repetition for word learning. The results showed three major repetition patterns at three knowledge levels (i.e. the word is unknown, familiar-but-unsure, and known to the learner). The three most common repetition methods were using text-plus-audio for multimedia learning, conducting retrieval practice through flashcards and multiple-choice questions, and integrating game elements such as Goals/Rules and Rewards/Points into learning. Concerning learner preferences, they preferred to have (a) six or seven learning sessions for 'unknown' words, three or four sessions for 'familiar-but-unsure' words, and two or three sessions for 'known' words over ten- to fourteen- day periods, (b) gradually longer intervals between learning sessions, (c) text-plus-audio-plus-image as multimedia, (d) two or three innovative formats of retrieval practice, and (e) integration of Goals/Rules, Rewards/Points, and Time Limits. The results indicate that teachers, researchers, and app designers ought to consider both learning effectiveness and learner perceptions when applying, designing, and developing spaced repetition patterns and methods for mobile-assisted word learning.
technology-enhanced peer feedback (TEPF) activity has been increasingly investigated in L2 writing education. Researchers have conducted many review and meta-analysis studies on related research and identified factors...
详细信息
technology-enhanced peer feedback (TEPF) activity has been increasingly investigated in L2 writing education. Researchers have conducted many review and meta-analysis studies on related research and identified factors influencing the activity effectiveness. However, few reviews have been conducted based on the activity theory that may clarify details of this learning approach and reveal how various factors influence the activity effectiveness. To fill in the gap, we reviewed 40 relevant articles from 2001 to 2021, following the activity theory. The findings showed that most TEPF activities were based on network-based social computing to enhance academic performance in English as L2 writing. College and university students with training experiences attended the activities independently or collaboratively as feedback givers and/or takers in anonymous, out-of-class, online settings for a long term. Learners may influence TEPF activities via peer feedback quality and the efficiency of peer interaction. technology may influence the activities via peer feedback quality, learner emotions, and the efficiency of peer interaction and feedback generation, giving, taking and comprehension. Peer interaction may influence the activities via error identification, affective aspects, and knowledge and ideas of writing. Conditions may influence the activities via learners' experiences, trust in peers, devotion of effort and time, emotions and efficiency in peer interaction and feedback giving and taking. Mechanisms may influence the activities via learners' cognitive processes and active learning. Based on the results, we analysed the interactions in TEPF activities that may influence the activity effectiveness.
This research paper presents a comprehensive exploration of the application of Generative Artificial Intelligence (GAI) within the realm of language education. Through a systematic review of 20 empirical studies condu...
详细信息
ISBN:
(纸本)9786269689026
This research paper presents a comprehensive exploration of the application of Generative Artificial Intelligence (GAI) within the realm of language education. Through a systematic review of 20 empirical studies conducted within a structured three-step framework, this study elucidates the multifaceted integration of GAI in languagelearning. The examination encompasses various dimensions, including target languages, learners' educational levels, GAI applications, language skills, and practical outcomes. Additionally, the study critically assesses the key advantages and challenges inherent in GAI's role in language education. The paper provides valuable insights into human-technology interaction by delving into language learners' attitudes toward GAI. Notably, this research identifies three pivotal roles GAI assumes within the languagelearning process, and they are co-author, evaluator, and learning materials provider. The study concludes by charting a path toward future research endeavors within the evolving landscape of GAI-based languagelearning by implicating the future research direction of integrating the GAI into language education, including collaborations between humans and GAI, clarifying the definition of GAI-powered plagiarism, GAI-based language activities design, prompting strategies, and digital literacy.
Augmented Reality (AR) is a new technology compared with other technologies (e.g., virtual reality, game, corpus). Past research has indicated the facilitative effect of AR on vocabulary learning achievement. However,...
详细信息
Augmented Reality (AR) is a new technology compared with other technologies (e.g., virtual reality, game, corpus). Past research has indicated the facilitative effect of AR on vocabulary learning achievement. However, no investigation with substantial evidence of the effect size has been conducted to understand how AR can be applied to vocabulary learning. The present meta-analytic study examines the overall effect size and uncover the effect's moderating factors. Generated from 13 primary studies, implementing AR for vocabulary learning showed a sizeable overall effect (d = 0.84). The moderator analysis indicated that the practical application of AR was still limited in its scope for English vocabulary learning in a foreign language context. Elementary school students were found to benefit the most from AR programs. Teacher-directed and task-based approaches were essential for learning vocabulary in an AR environment. The present study also discusses AR vocabulary learning research gaps for future investigations.
The patent literature is the world's largest and earliest open technology source for learning about technological innovation in a specific research area. However, for English as a Foreign language (EFL) students i...
详细信息
The patent literature is the world's largest and earliest open technology source for learning about technological innovation in a specific research area. However, for English as a Foreign language (EFL) students in Taiwan, reading an English-language patent application might be a challenging task, due to its special genre type and vocabulary features. It is also easy for EFL students to be overwhelmed by the huge amount of authentic English patent materials. Therefore, it is necessary to construct a supportive English for Specific Purposes (ESP) learning environment for learners to achieve better understanding of English-language patents. To meet these challenges, the current study aimed to integrate technology support (websites, patent search systems, patent glossaries, corpus and interactive software) to assist Taiwanese engineering students' understanding of English-language patents. To achieve the research goal, the researcher first conducted a needs analysis and developed a technology-enhanced English-language patent module for engineering graduate students. In addition, the study employed questionnaire surveys and interviews to investigate students' attitudes toward the technology-enhanced module. The results indicated that students' prior experiences with English-language patents were limited. In addition, students showed positive attitudes toward the module and the technology support. Based on the research results, this paper discusses the values and limitations of the study and provides some suggestions for future research.
Chatbots have been increasingly applied for EFL education and demonstrated overall usefulness in improving knowledge and motivation, while this technology has yet to be used for learning logical fallacies (i.e. errors...
详细信息
Chatbots have been increasingly applied for EFL education and demonstrated overall usefulness in improving knowledge and motivation, while this technology has yet to be used for learning logical fallacies (i.e. errors in reasoning) in EFL writing. However, knowledge of logical fallacies is essential, with which learners can avoid fallacies in EFL writing and have enhanced writing quality. To fill in the gap, this study investigated the perceived effectiveness of chatbots in developing knowledge of logical fallacy in EFL writing and enhancing learner motivation. Features of this learning method were also explored based on the comparison against website-based learning. Two groups of 15 Chinese EFL learners engaged in five-week autonomous, out-of-class, out-of-class learning of logical fallacies in EFL writing using a chatbot or a website. Semi-structured interviews, pre-post tests of fallacy knowledge and pre-post motivation questionnaires were conducted. The results showed that the chatbot was perceived as slightly less effective than the website in developing target knowledge but more effective in improving motivation. Compared to the website, chatbots were advantageous in high-quality human-computer interactions, study plan making, and high accessibility. Based on the research results, we discussed how this technology might influence fallacy learning based on the self-regulated learning framework.
Learners tend to engage in task-based languagelearning from behavioural, cognitive, and emotional dimensions, and their engagement has overall positive influences on language development. Recently, digital game-based...
详细信息
Learners tend to engage in task-based languagelearning from behavioural, cognitive, and emotional dimensions, and their engagement has overall positive influences on language development. Recently, digital game-based vocabulary learning (DGBVL) has been increasingly investigated and implemented. However, research remained insufficient on how learners engaged in DGBVL and how their engagement influenced their vocabulary knowledge. Since an in-depth understanding of learner engagement is essential for designing languagelearning tasks, it appears valuable to research this topic in DGBVL. Hence, we developed a DGBVL programme and conducted a mixed-method study to explore learner engagement therein and its effects on vocabulary development. Fifty Chinese EFL university students participated in the programme, completing pre-post-delayed vocabulary tests, questionnaires and interviews. Their eye movements during DGBVL were collected via a Tobii eye-tracker. The findings indicated learners' overall active engagement in DGBVL behaviourally, cognitively, and emotionally. The three dimensions of engagement in DGBVL had different patterns, fluctuating degrees, and interdependent relationships. Statistically significant, positive effects of learner engagement in DGBVL were identified on vocabulary development, while engagement from different dimensions had different influences. Based on the results, we analysed the mechanism underlying learner engagement and the interactions among the three dimensions of learner engagement in DGBVL.
暂无评论