Digital technologies have been widely used to enhance language learning, the effectiveness of which has been acknowledged in the literature. With the rapid development of digital devices and ...technologies, increasing technologies have been used in the most recent several years, leading to more diversified approaches to language education. This exceptional advance over the past few years calls for a summary of state-of-the-art technologies that have been used to enhance language learning and promote effective learning. The present study was conducted to fill this gap by reviewing all the relevant publications in 10 widely recognised journals in the field of technology-enhanced language learning. An analysis of 57 articles indicated five major types of technology for second and foreign language learning (i.e. technologies for mobile learning, multimedia learning and socialisation, speech-to-text and text-to-speech recognition, and digital-game-based learning). The results also showed four primary purposes and benefits of the state-of-the-art technologies: promoting practices, delivering instructional content, facilitating interactions, and restructuring teaching approaches. Moreover, these state-of-the-art technologies have been integrated into various aspects of language teaching and learning, the overall impact of which has been positive.
Germany has been a country of immigration for decades. Language support for immigrants is therefore not a new topic. However, massively increasing numbers of refugees reveal the gaps and challenges ...of the German education system in this area in particular. In schools, the area of German as a second language (DaZ) - and in particular language support - is particularly affected. This is precisely where this volume comes in. In addition to an overview of existing language support concepts, it offers promising ideas and concrete suggestions for improving the support offered. The authors show how intensive classes work, how needs can be sensibly determined and synergy effects used, and what opportunities the multi-collectivity approach offers. In doing so, they take both the perspective of the teachers and that of the students. The stated aim is to improve the urgently needed systematic language support in DaZ lessons.
This article offers a capacious view of technology to suggest broad principles relating technology and language use, language teaching, and language learning. The first part of the article considers ...some of the ways that technological media influence contexts and forms of expression and communication. In the second part, a set of heuristic questions is proposed to help guide language teachers and researchers in determining how to incorporate technology into their teaching practice or research agenda and evaluate its suitability and impact. These questions are based primarily on the goal of helping learners to pay critical attention to the culturally encoded connections among forms, contexts, meanings, and ideologies that they will encounter and produce in different mediums, both traditional and new.
Background
As more people around the globe become immigrants or refugees, an increasingly popular subsection of research has aimed to investigate how these populations use mobile‐assisted language ...learning (MALL) to learn the language(s) of the host country.
Objectives
This study examines how the language learning, inclusion and self‐regulation are moderated by MALL different methods in immigrants and foreigners (with different backgrounds) regarding two settings (foreign language and second language).
Materials and methods
We desired to explore whether MALL results in better language learning for foreigners, refugees and immigrants compared to traditional methods (physical tools) and how various factors affect MALL, such as whether MALL is utilized in a formal versus informal context. Hence, this article conducts a systematic review through a meta‐analysis and thematic analysis of 17 total quantitative and qualitative studies regarding MALL research on immigrants and refugees.
Results and Conclusions
Our results suggested that the MALL method is in general beneficial for second or foreign language learning, but with limitations based on the individual learner (motivations, demographics, etc.) and sociocultural factors, especially within informal contexts (e.g. fear of being seen as an immigrant when using a mobile learning app). Considering the variables that affect MALL that we observed and discussed in our review, we suggest more attention to the specific needs and potential issues refugees and immigrants may encounter when using MALL in order to create mobile applications that best aid this population in learning the host country's language(s), thus making resettlement an easier process.
Lay Description
What is already known about this topic?
Mobile‐assisted language learning (MALL) technology has been identified as an effective tool for learning a language in short bite‐size lessons.
The advantage of MALL for foreign language learners with no immigration status.
Positive attitudes and inclusion are the highlights that should be considering in MALL for other groups of foreigners.
What this paper adds?
Foreign language learners and second language learners are different groups that require different approaches of MALL.
Not all MALL devices and gaming is appropriate for immigrants, refugees and other foreigners.
Devices and digital tools are differently perceived by second language learners.
Implications for practice and/or policy
Immigrants have different usage and attitudes toward mobile devices for learning.
Applications should be learning daily‐basis but should be more culturally sensitive.
Refugees and specific migrant groups need different methods when in MALL context.
The study uses technology acceptance model (TAM) to gain insights into user reactions to the technology adopted for language learning. The study aims to analyze the correlation between the variables ...of TAM on using Zoom application in language learning, in addition to examining how gender and experience influence the use of technology. The participants of this study comprise of 75 undergraduate English-as-Foreign-Language learners who have studied for their courses online during the COVID-19 pandemic. The results of the study reveal a strong positive correlation between the actual use of Zoom and the students’ attitudes and behavioral intention. In addition, there is a positive correlation between computer self-efficacy and other variables (i.e. PU, actual use, PEU, attitude and behavioral intention). Further, while the results reveal that there is no correlation between the gender and any variables of the model, it has been found that experience is positively correlated with the variables of TAM.
The purpose of this systematic review was three-fold: (a) to convey technology-assisted language learning (TALL) affordances that facilitate catering to the nonlinearity and dynamicity of the second ...language (L2) motivational factors, (b) to identify TALL challenges that inhibit the integration of educational technologies to enhance L2 motivation and (c) to predict the future direction of TALL research on L2 motivation. One hundred forty-eight articles published from 2010 to 2021 were systematically reviewed to gain insights into affordances, challenges, adopted theories, settings, research methods and motivation constructs in different TALL subfields (computer, mobile, robot, virtual worlds). Pedagogically, 30 affordances were identified in the reviewed articles that can enable teachers to enhance L2 motivation in the TALL environment. Theoretically, 12 challenges were reported by the reviewed studies that need to be overcome in future TALL research. Drawing on the obtained results, some suggestions are provided for future TALL research directions.
Social Robots for Language Learning: A Review van den Berghe, Rianne; Verhagen, Josje; Oudgenoeg-Paz, Ora ...
Review of educational research,
04/2019, Letnik:
89, Številka:
2
Journal Article
Recenzirano
Odprti dostop
In recent years, robots have increasingly been implemented as tutors in both first- and second-language education. The field of robot-assisted language learning (RALL) is developing rapidly. Studies ...have been published targeting different languages, age groups, and aspects of language and using different robots and methodologies. The present review presents an overview of the results obtained so far in RALL research and discusses the current possibilities and limitations of using social robots for first- and second-language learning. Thirty-three studies in which vocabulary, reading skills, speaking skills, grammar, and sign language were taught are discussed. Beside insights into learning gains attained in RALL situations, these studies raise more general issues regarding students 'motivation and robots 'social behavior in learning situations. This review concludes with directions for future research on the use of social robots in language education.
Teachers play key roles in advancing the use of mobile devices for language learning in both formal and informal settings. However, in contexts where top-down educational policies are prevalent, the ...roles of teachers are usually
overemphasized while learners-the end-users of educational technologies remain largely ignored. Less understood is what roles students expect teachers to play in facilitating their acceptance of mobile-assisted language learning. This
study was conducted in an attempt to fill this gap using the extended technology acceptance model (TAM). Survey data from 293 higher education learners of English in Vietnam were analyzed by the Rasch-based path model. Results indicated
that students showed stronger desire for teachers' orientation toward appropriate use of mobile resources for language learning both inside and outside the classroom than teachers' demonstration of mobile-assisted language learning
activities in the classroom. The findings offer useful implications for teachers, researchers, and language education policy makers in fostering the use of mobile devices for language learning. Author abstract
We are living in a time with unprecedented opportunities to communicate with others in authentic and compelling linguistically and culturally contextualized domains. In fact, language teachers today ...are faced with so many fascinating options for using technology to enhance language learning that it can be overwhelming. Even for those who are inclined to experiment with emerging technologies, it can be challenging to identify which resources, tools, or Web sites may best fit a particular lesson, activity, or goal. Many of the most compelling opportunities are situated within the same global social and technology trends that have become commonplace in our daily lives, including social media, artificial intelligence, big data, and augmented reality. This article addresses the extent to which technology‐mediated social interactions dominate our daily lives, how we can leverage those interactions to the benefit of our learners, and how we can engage them in learning experiences in ways that will encourage them to practice language extensively.
Challenges
Technology offers unprecedented opportunities to communicate with others in authentic and compelling, linguistically and culturally contextualized domains. How can we leverage learners’ technologically mediated and highly participatory culture and an array of quickly emerging technologies, including language learning media, artificial intelligence, big data, and augmented reality to enhance language teaching and learning?
This review maps the scientific literature on social media as a language learning environment published between 2008 and 2019. Over 1,600 journals from the Scopus database were surveyed and 396 ...documents were analyzed using bibliometric analysis. The findings indicate that this field of interest has exponentially grown in the past 12 years and is likely to progress in the next several years. Although the scientific output is highly concentrated on the ten leading countries, the data also indicates its wide geographical distribution. As the first review to cover the 17 most popular social media platforms, the qualitative analysis of the findings of each study provided overwhelming evidence on the positive impact of social media as a language learning and teaching environment. The paper also reveals that high-profile platforms, such as Facebook, Skype, WhatsApp, and Twitter remain to attract the greatest attention from language learning scholars. This result was attributed to their multiple and flexible communication affordances, wide geographical distribution, and large number of active users. The paper concludes with implications for social media adoption and future studies.
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