Temat: computer-assisted language learning

Skocz do pozycji: 1.

Tytuł:: QUIZLET IN THE EFL CLASSROOM: ENHANCING ACADEMIC VOCABULARY ACQUISITION OF JAPANESE UNIVERSITY STUDENTS
Autorzy:: Dizon, Gilbert
Tematy:: Computer-Assisted Language Learning
mobile-assisted language learning
vocabulary; Pokaż więcej
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Powiązania:: https://bibliotekanauki.pl/articles/955471.pdf Link otwiera się w nowym oknie
Opis:: This study examined the efficacy of using Quizlet, a popular online study tool, to develop L2 English vocabulary. A total of 9 Japanese university EFL students participated in the study. The learners studied Coxhead’s (2001) academic vocabulary list (AWL) via Quizlet over the course of 10 weeks. Results of the pre- and post-tests revealed that the learners were able to make statistically significant gains. Moreover, a questionnaire administered by the researcher indicated that the students had positive perceptions of Quizlet to study L2 vocabulary. Specifically, all three constructs studied – perceived usefulness, perceived ease of use, and behavioral intention to use Quizlet – had mean scores greater than 4 on a 5-point Likert scale, indicating a high-level of agreement. Based on these findings, the author supports the use of Quizlet in the EFL classroom.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Reflections of English Language Teachers Concerning Computer Assisted Language Learning (Call)
Autorzy:: Safranj, Jelisaveta
Tematy:: computer-assisted language learning
English language teachers
attitudes
motivation; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/59346481.pdf Link otwiera się w nowym oknie
Opis:: This paper reports on the study undertaken to investigate the reflections of English language teachers towards computer assisted language learning and the associated problems and constraints faced by them. The study is qualitative and quantitative in nature and involved 32 English language teachers from 7 primary schools in Novi Sad, Serbia. The findings revealed that the majority of the teachers had a positive attitude, were highly motivated towards the use of computers to teach English and actually used them for teaching and learning purposes. The findings also revealed that intrinsic rewards, such as responsibilities, a sense of self-worth and accomplishments, played an important role in enhancing the positive attitude and motivation.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: THE E-LEARNING COMPONENT OF A BLENDED LEARNING COURSE
Autorzy:: Olejarczuk, Edyta
Tematy:: Computer Assisted Language Learning
blended learning
e-learning
course design; Pokaż więcej
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Powiązania:: https://bibliotekanauki.pl/articles/940853.pdf Link otwiera się w nowym oknie
Opis:: Using new technologies in the academic field has become more and more visible in Poland in the recent years. In the past, digital learning resources were used as supplementary materials helping to support face-to-face instruction. Nowadays, we have the opportunity not only to apply ‘traditional’ methods but also to use more sophisticated approaches such as e-learning and blended learning (BL) to provide more effective and flexible ways of delivering knowledge to students. E-learning can become a very effective part of ‘blended learning’ where a part of the course content is delivered online. This article provides a brief overview of the basic issues that need to be taken into consideration while designing a blended learning course. More precisely, it focuses on the e-learning aspect of blended learning. It also aims at providing the reader with adopted solutions and encountered problems in the process of BL course design.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: An exploratory case study to investigate perceived pronunciation errors in Thai primary school students using audio-visual speech recognition
Autorzy:: Graham, Steven
Tematy:: Speech recognition software
audio visual
English
computer assisted language learning; Pokaż więcej
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Powiązania:: https://bibliotekanauki.pl/articles/2087181.pdf Link otwiera się w nowym oknie
Opis:: An explorative case study has been conducted at a small rural school in the north east of Thailand to investigate the pronunciation errors that primary school students make when reading English aloud. This paper illustrates the opportunities and challenges of employing speech recognition software in rural classrooms by using it with specifically designed audio-visual materials based on the Thai curriculum to identify English language reading and pronunciation difficulties. A comparison is made between this study and published literature.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Automatically generated language learning exercises for Finno-Ugric languages
Autorzy:: Ferenczi, Zsanett
Tematy:: natural language processing
computer-assisted language learning
virtual flashcards
Finno-Ugric languages; Pokaż więcej
Wydawca:: Katolicki Uniwersytet Lubelski Jana Pawła II
Powiązania:: https://bibliotekanauki.pl/articles/40221007.pdf Link otwiera się w nowym oknie
Opis:: Morphologically rich languages always constitute a great challenge for language learners. The learner must be able to understand the information encoded in different word forms of the same root and to generate the correct word form to express certain syntactic functions and grammatical relations by conjugating a verb or declining a noun, an adjective or a pronoun. One way to improve one’s language skills is through exercises that focus on certain aspects of grammar. In this paper, a language learning application is presented that is intended to help learners of Finnish and Hungarian (with Hungarian and Finnish L1, respectively) acquire new vocabulary items, as well as practice some grammar aspects that according to surveys are considered difficult by learners of these languages with the other Finno-Ugric language being the learner’s native tongue, while alleviating the need to create these exercises manually. This application is a result of an on-going research project. In this research project, bilingual translation pairs and additional monolingual data were collected that can be utilized to build language learning exercises and an online bilingual dictionary with the help of automatic methods. Several linguistic patterns and rules were defined in order to automatically select example sentences that focus on a given part of the target language. These sentences were automatically annotated with the help of language processing tools. Due to the large size of the previously collected data sets, to date, only a subset of the analyzed sentences and the bilingual translation pairs has been manually evaluated. The results of this evaluation are discussed in this paper in order to estimate the precision of the methodology presented here. To ensure the precision of the information and the reliability of the application, only manually validated data sets are displayed. In this project, continuous data validation is planned, since it leads to more and more examples and vocabulary items that learners can benefit from.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: STUDENTS’ PERCEPTIONS OF THEIR ICT-BASED COLLEGE ENGLISH COURSE IN CHINA: A CASE STUDY
Autorzy:: Zinan, Wen
Sai, George Teoh Boon
Tematy:: ICT-based English Course
College English Course
Computer-Assisted Language Learning; Pokaż więcej
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Powiązania:: https://bibliotekanauki.pl/articles/955647.pdf Link otwiera się w nowym oknie
Opis:: This study investigated foreign language students’ perceptions about their Information and Communication Technology (ICT)-based College English Course (CEC) in China. The research used a five-point Likert-scale questionnaire based on Simsek (2008). A factor analysis confirmed the construct validity of the questionnaire and 6 factors were delineated. 200 non-English majors who responded mentioned that ICT was well integrated into the CEC. They reported that the ICT-based CEC gave them a good environment for independent learning and they were more motivated to learn English as they had more opportunities to communicate, interact and cooperate with other students in English using authentic language in a variety of contexts. They found learning was more effective compared to the traditional learning environment; it provided freer learning environment, less restricted communication, more time flexibility and more self-scheduled study plan ensuring learner-centeredness and learning autonomy.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: INTERMEDIATE GREEK EFL LEARNERS’ ATTITUDES TO ON-LINE TEACHING PRACTICES: A BLENDED TASK-BASED ENGLISH LANGUAGE LEARNING APPROACH
Autorzy:: Liontou, Trisevgeni
Tematy:: on-line teaching practices
Computer-Assisted Language Learning
English Language Learning
students’ attitudes; Pokaż więcej
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Powiązania:: https://bibliotekanauki.pl/articles/955333.pdf Link otwiera się w nowym oknie
Opis:: This paper reports on a one-year longitudinal study that adopted a blended teaching approach based on designing and implementing an online EFL course to be used by Greek students aged 13-14 years old along their more traditional face-to-face lessons. The reason for creating a more dynamic learning environment aligned with the rest of the curriculum was to increase EFL learners’ engagement and motivation through their exposure to authentic online material and participation in a variety of reading, writing, speaking and listening tasks. Data analysis of pre- and post-achievement tests on English language reading comprehension performance along with students’ Computer-Assisted Language Learning (CALL) attitude questionnaire showed that participants generally had a positive attitude toward CALL. At the same time, open online access technologies gave them the opportunity to further develop their EFL reading comprehension skills. The paper concludes by highlighting the fact that online class components were not designed to fit the online tools into a task-based EFL lesson, but rather served the learning objectives of the actual lesson based on a blended teaching approach.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: A RESEARCH DESIGN IN TECHNOLOGY-ENHANCED SCAFFOLDING IN LANGUAGE TEACHING: WHAT LESSONLAMS CAN OFFER AT THE INTERFACE OF EDUCATIONAL AND LANGUAGE LEARNING RESEARCH
Autorzy:: Campbell, Chris
Smala, Simone
Lim, Jung-Sook (Sue)
Tematy:: technology enhanced language learning
Korean as a Foreign Language
LAMS
LessonLAMS
computer assisted language learning; Pokaż więcej
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Powiązania:: https://bibliotekanauki.pl/articles/941238.pdf Link otwiera się w nowym oknie
Opis:: This chapter aims to provide a language learning design principle using the Learning Activity Management System (LAMS) as a platform in authentic classroom situations. A LessonLAMS sequence has been developed for this research project and was designed using a ‘Dynamic Scaffolding Technique’ within the learner’s zone of proximal development (ZPD) (Vygotsky & Cole, 1978). Participants for this study were South East Queensland secondary students who are studying Korean as a foreign language as an elective subject. The learning design of the LessonLAMS sequence was incorporated in classroom instruction with the research focus on technology-enhanced learning tasks, which was designed and implemented in the foreign language classroom at the participating school.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Computer-mediated communication as an autonomy-enhancement tool for advanced learners of English
Autorzy:: Wach, Aleksandra
Tematy:: Computer-mediated communication
computer-assisted language learning (CALL)
learner autonomy
learning beyond the classroom; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/781009.pdf Link otwiera się w nowym oknie
Opis:: This article examines the relevance of modern technology for the development of learner autonomy in the process of learning English as a foreign language. Computer-assisted language learning and computer mediated communication (CMC) appear to be particularly conducive to fostering autonomous learning, as they naturally incorporate many elements of autonomy that give learners control over and responsibility for their own learning, such as choosing the materials used, managing their contact with various genres and types of interaction, often in authentic contexts, and evaluating their own progress, measured through their success in understanding and conveying meanings. However, providing access to language resources does not automatically lead to the development of autonomy, as much depends on other factors, such as the learners’ level or previous experience in learner training. The present study investigated whether advanced learners of English made use of out-of-class CMC engagement for the purpose of learning English autonomously. The results indicate that most of the participants were eager to use CMC opportunities to deliberately practice their English, although, quite naturally, leisure and social reasons for using CMC predominated. The expressed willingness to deliberately focus on practicing English during beyond-theclassroom meaning-oriented online interactions confirms the great potential of CMC as an autonomy enhancement tool.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: THEORETICAL FRAMEWORKS USED IN CALL STUDIES: A SYSTEMATIC REVIEW
Autorzy:: Akayoğlu, Sedat
Tematy:: Computer Assisted Language Learning
theoretical framework
Social Constructivism
Sociocultural Theory
Interactionist Second Language Acquisition; Pokaż więcej
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Powiązania:: https://bibliotekanauki.pl/articles/569458.pdf Link otwiera się w nowym oknie
Opis:: In the last three decades, there has been a great interest in the field of Computer Assisted Language Learning (CALL). As a newly flourished area, CALL borrowed or adapted theories from other disciplines, such as second language acquisition, linguistics, psychology and education; however, it is still questioned how these theories are modified, utilized and integrated into CALL research. In this study, the articles published in Computer Assisted Language Learning, System, British Journal of Educational Technology, and Language Learning and Technology between 1997 and 2018 were analyzed and the suggested theoretical frameworks for the research studies were examined. First, the articles without any explicit theoretical frameworks were eliminated. Second, the articles with specific theories were categorized and discussed in categories. At the end of the study, it was found that the prominent theoretical frameworks used in the last two decades were Social Constructivism, Sociocultural Theory, and Interactionist SLA in CALL studies. As for further studies, it can be claimed that these prominent theories will continue to be adopted by the researchers no matter what kind of new tools and platforms emerge for educational purposes. These findings might help researchers to better understand the past and the present situation of CALL research and to design further studies.
Dostawca treści:: Biblioteka Nauki

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