1,721,076 research outputs found
Introduction:learning-oriented language assessment—insights for evidence-based practices
No full textLanguage assessment is any activity, both inside and outside the classroom, that aims to collect information about language learners’ performance, proficiency, knowledge, and skills. There is an expectation that such information will be analysed and acted on by the teacher and/or the learners. Central to the processes of collection, analysis, and action is the environment (e.g., classroom, sociocultural contexts) where the assessment is enacted, and the relationship between the environment and learners. Language assessment can include a wide range of activities including quizzes, tests, exams, portfolios, feedback, teacher-learner discussions on learners’ performance, as well as automatically collected and analysed data, such as attendance and participation rates. All of these can take place in class or beyond
Twenty ideas for using mobile phones in the language classroom
Full text linkThese days it seems mobile phones are used everywhere by everyone, which leads to the obvious question: How can mobile phone technology support learning in the second language classroom? The answer is "in a number of ways" because mobile phones come with ever-increasing functions that most students are adept at using. In this article the author describes 20 practical ways to use mobile phones to support second language learning, both inside and outside the classroom. Most of the activities will work with most mobile phones and do not require special knowledge or additional software or hardware. The author also discusses drawbacks such as cost, increased workload, and other problems that might impact the use of phones in the classroom, and suggests ways of mitigating the
Personal Learning Environments for Supporting Out-of-Class Language Learning
Full text linkA Personal Learning Environment (PLE) is a combination of tools and resources chosen by a learner to support the learning process. The author discusses tools that help learners control their language-learning process—e.g., collaboration tools, synchronous tools, planning and monitoring tools, and a content repository—and outlines a six-week plan for integrating PLEs into a language course. Discussion of technical and pedagogical considerations of implementing PLEs rounds out the topic
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The enactment of task design in Tellecollaboration 2.0
No full textSection 1 of this chapter argues that among the various forms of computer-supported collaborative learning telecollaboration is particularly well suited to raise awareness of online modes and meaning making and to foster the development of multimodal literacy. In section 2, the 2008 telecollaborative pilot project is presented, with information provided on the project framework, the participants and the methodological approach. Section 3 is dedicated to the description of project Task 1, in particular the approach to task design and the outcome. Next, the main issues that arose during the implementation of Task 1 are discussed. And finally section 5 draws this chapter to a conclusion with a summary of the insights gained and the amendments made for the current iteration of the project (2009)
Contextualising Digital Games in Language Learning: Paradigm Shift or Business as Usual?
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Negotiations for meaning in the context of a massively multiplayer online role-playing game
Full text linkThis study investigated negotiations for meaning as conditions for second language (L2) learning in the context of a massively multiplayer online role-playing game, World of Warcraft (WoW) (Blizzard Entertainment, 2004). Varonis and Gass’s (1985) and Smith’s (2003a) models were used to identify negotiation episodes during on-task and off-task talks among the participants while playing WoW. The participants were six non-native (NNS) and one native English speaker (NS). The NNSs were divided into two teams of three: Team 1 (T1) pre-intermediate and Team 2 (T2) upper-intermediate. The NS played the game with both teams. The study lasted for six months and resulted in 59.96 hours of recorded audio and nine hours of screen-recorded gaming sessions. Negotiation patterns were compared across the L2 proficiency levels and three different types of dyads. The results revealed that (a) T1 encountered more communication breakdowns, but T2 engaged in more negotiations, (b) T1 engaged in more complex negotiations, (c) breakdowns and negotiations occurred more during off-task talk, and (d) breakdowns were triggered more by the NS’s utterances in T1 and by NNSs’ utterances in T2. The results also showed the participants’ abundant L2 use to undertake authentically contextualized game-driven tasks, meticulous involvement in bi- and multi-lateral negotiations, and creative strategies to resolve incomprehension
A cost-benefit analysis for using the internet in the language classroom
No full textIn recent years, the Internet has obtained its place in the educational environment. As part of the
examination requirements, students have to be able to use the Internet to find information and to gain experience with international communication, for example by using email. Investments in both time and money for this purpose are large, while the results are often hard to measure. Sometimes, computer literacy seems to be the only result of using computers in the classroom, the development of which may be a laudable goal, but is certainly not the responsibility of a language teacher.
Using the Internet for language teaching purposes can of course provide benefits, but whether they balance the investments remains to be seen. To aid in this process the author developed a short quizz consisting of a number of questions, the answers to which determine whether the necessary investment to using a particular site is worth it. A ‘scorecard’ makes this easy
Tandem Learning in Virtual Spaces: Supporting Non-formal and Informal Learning in Adults
No full text[About the book]
With the rapid growth of new environments for language education, out-of-class learning is beginning to rival classroom learning in importance. There is, therefore, a pressing need for research on language learning beyond the classroom to catch up with classroom learning research. As the first published work to deal exclusively with language learning outside conventional classrooms, Beyond the Language Classroom represents an important step in this direction.
Including a theoretical overview of the field, 11 data-based case studies located in a variety of settings around the world, and practical advice on materials development for independent learning, the book addresses theoretical and practical questions that will be of interest not only to language professionals working with learners in out-of-class settings, but also to teachers and researchers with an interest in the role of teaching in out-of-class learning and its relationship to classroom pedagogy
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Task design for a virtual learning environment in a distant language course
No full textExamines widespread interest in new technology-enhanced learning environments and how they are being used to promote task-based learning
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