Language Learning Online Towards Best Practice

< dc : coverage > Emerging norms and standards in 2002 < / dc : coverage > < dc : type > Text document with graphics < / dc : type > < dc : relation > Is part of Language Learning Online : Towards Best Practice ( ed .

Language Learning Online  Towards Best Practice

This important and accessible book identifies the key elements in the quest for best practice in online language teaching. The authors, all of them international experts who have made significant contributions to the debate about how to exploit the new technologies, consider online language teaching from three crucial perspectives: design, tools and pedagogy. Their recommendations are such that they can actually be realised in spite of the limitations of today's educational environments. The book demonstrates that the new technologies offer far greater potential for authentic encounters and constructivist learning than even the best classroom simulations; that automated exercise and feedback structures can be individualised and meaningful; and that if we have to teach fully by distance, these ventures no longer need to represent impoverished versions of live classes but can engender a strong sense of community. To achieve this we need to understand what elements constitute good design both in technical and pedagogical terms, to think seriously about providing the best feedback possible, and to have the courage to take the risks associated with letting go of traditional learner/teacher relationships.

Handbook of Foreign Language Communication and Learning

Language Learning Online. Towards Best Practice, 193–214. Lisse: Swets and Zeitlinger. Dunkel, Patricia 1991 The effectiveness of research on computer-assisted instruction and computer-assisted learning. In: Patricia Dunkel (ed.) ...

Handbook of Foreign Language Communication and Learning

This volume focuses on how far the policies, principles and practices of foreign language teaching and learning are, or can be, informed by theoretical considerations and empirical findings from the linguistic disciplines. Part I deals with the nature of foreign language learning in general, while Part II explores issues arising from linguistic, socio-political, cultural and cognitive perspectives. Part III and IV then consider the different factors that have to be taken into account in designing the foreign language subject and the various approaches to pedagogy that have been proposed. Part V finally addresses questions concerning assessment of learner proficiency and the evaluation of courses designed to promote it. Key features: provides a state-of-the-art description of different areas in the context of foreign language communication and learning presents a critical appraisal of the relevance of the field offers solutionsto everyday language-related problems with contributions from renowned experts

Learning and Teaching in the Virtual World of Second Life

( 2003 ) Language learning online : towards best practice , Lisse : Swets & Zeitlinger . Language Lab : http://www.languagelab.com/en/ Languages United : http://www.languagesunited.co.uk/learning-on-line.html MOO Français ( French ) ...

Learning and Teaching in the Virtual World of Second Life

Virtual worlds are increasingly incorporated into modern universities and teaching pedagogy. Over 190 higher education institutions worldwide have done teaching in the virtual world of Second Life (SL). This book is based on the first Scandinavian project to experiment with the design and testing of teaching platforms for life long learning in SL. In 2007, it created a virtual island or "sim" in SL called "Kamimo Education Island." The project generated a number of courses taught in SL, and instructed educators in the use of SL. This book disseminates the experiences and lessons learned from that project and from other educational projects in SL. The book identifies the gaps in traditional forms of education. It provides a roadmap on issues of instructional design, learner modeling, building simulations, exploring alternatives to design, and integrating tools in education with other learning systems.

User Centered Computer Aided Language Learning

The study of second language acquisition. Oxford: Oxford University Press. Felix, U. (2003). An orchestrated vision of language learning online. In U. Felix (Ed.), Language learning online: Towards best practice (pp. 7-18).

User Centered Computer Aided Language Learning

"This book discusses the basis of a broad framework for the development and management of Computer Aided Language Learning (CALL) environments, covering domains as diverse as education, information systems, psychology, sociology, linguistics, artificial intelligence and e-learning"--Provided by publisher.

Second Language Distance Learning and Teaching Theoretical Perspectives and Didactic Ergonomics

Melbourne, Australia: Language Australia. Felix, U. (2003). Language Learning OnlineTowards best practice. Lisse, The Netherlands: Swets & Zeitlinger. Fiori, M. L. (2005). The Development of Grammatical Competence through Synchrous ...

Second Language Distance Learning and Teaching  Theoretical Perspectives and Didactic Ergonomics

"This book problematizes the construct of distance second language learning, in order to see what it covers, if its parameters are well-defined, what theories can guide the actions of the participants, and whether a model of action can be suggested with a method to validate the model"--Provided by publisher.

Contemporary Computer Assisted Language Learning

MOO as a language learning tool. In U. Felix (Ed.), Language learning online: Towards bestpractice (pp. 97—122). Lisse: Swets and Zeitlinger. Shield, L., & Kukulska-Hulme, A. (Eds) (2008). Mobile assisted language learning.

Contemporary Computer Assisted Language Learning

Contemporary Computer-Assisted Language Learning (CALL) is a comprehensive, one-volume work written by leading international figures in the field focusing on a wide range of theoretical and methodological issues. It explains key terms and concepts, synthesizes the research literature and explores the implications of new and emerging technologies. The book includes chapters on key aspects for CALL such as design, teacher education, evaluation, teaching online and testing, as well as new trends such as social media. The volume takes a broad look at CALL and explores how a variety of theoretical approaches have emerged as influences including socio-cultural theory, constructivism and new literacy studies. A glossary of terms to support those new to CALL as well as to allow those already engaged in the field to deepen their existing knowledge is also provided. Contemporary Computer-Assisted Language Learning is essential reading for postgraduate students of language teaching as well as researchers in related fields involved in the study of computer-assisted learning.

Online Communication in Language Learning and Teaching

Svensson, P. (2003) Virtual Worlds as Arenas for Language Learning, in U. Felix (ed.), Language Learning Online: Towards Best Practice, Lisse: Swets and Zeitlinger, 123–43. Svensson, P. (2004) Dispelling the Myth of the Real in ...

Online Communication in Language Learning and Teaching

This offers a framework for thinking about technologies that allow online communication, for example, forums, chats, real-time platforms as well as virtual worlds and mobile devices, and the practical issues of using them. The authors offer a thorough appraisal of the potential benefits and challenges of learning and teaching a language online.

Learner Autonomy and CALL Environments

In R. Pemberton, E. S. L. Li, W. W. F. Or & H. D. Pierson (Eds.), Taking Control: Autonomy in Language Learning (pp. 35–48). ... In U. Felix (Ed.), Language Learning Online: Towards Best Practice (pp. 7–18). Lisse: Swets & Zeitlinger.

Learner Autonomy and CALL Environments

This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL). Learner autonomy supports learners in becoming more reflective and communicative and in experimenting with language and language learning. CALL environments offer more and qualitatively different opportunities for learner autonomy than the traditional language classroom. This book offers researchers a starting point into researching learner autonomy in CALL contexts and offers teachers practical advice on chances and pitfalls in realizing learner autonomy goals in the CALL-supported classroom.

WorldCALL Sustainability and Computer Assisted Language Learning

'Technology in the Service of Language Learning: Trends and Issues'. ... Language Learning Online: Towards Best Practice, 21–42. ... 'Current Practice in Measuring Usability: Challenges to Usability Studies and Research'.

WorldCALL  Sustainability and Computer Assisted Language Learning

This volume focuses on computer- and digitally-assisted language learning in all of its forms: technology-enhanced language learning, network-based language learning, mobile-assisted language learning and so on, in close relation to the topic of sustainability. How can these technologies and techniques be implemented in a sustainable and repeatable way? The book covers a wide range of areas in terms of this "sustainability". These include: (1) education (teacher/learner training) (2) normalisation (integration) (3) systems (reliability, support, development) (4) mobility (mobile-assisted language leaning) (5) innovation (trends, research) The volume samples research and practice in CALL from around the world, organised into sections. It has an introduction and a conclusion written by the editors (Ana Gimeno, Mike Levy, Françoise Blin and David Barr) which covers the state of the art at the moment and directions it is likely to take in the future.

Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching

Language learning online: Designing towards user acceptability. In U. Felix (Ed.), Language learning online: Towards best practice (pp. 21–43). Lisse, The Netherlands: Swets and Zetilinger. Hémard, D. (2004). Enhancing online CALL ...

Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching

Technology has become an integral part of our everyday lives. As today’s teachers prepare to instruct a new generation of students, the question is no longer whether technology should be integrated into the classroom, but “how?” The Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching is a critical scholarly publication that examines the relationship between language education and technology and the ability to improve language education through technological advances. Featuring coverage on a wide range of topics, such as computer-assisted language learning, flipped instruction, and teacher education, this publication is geared toward researchers, practitioners, and education professionals seeking relevant research on the improvement of language education through the use of technology.

Language Learner Computer Interactions

Toward an ontological approach in goal-oriented language courseware design and its implications for technology-independent content structuring. ... In U. Felix (Ed.) Language learning online: Towards best practice (pp. 21–42).

Language Learner Computer Interactions

This book focuses on learner-computer interactions (LCI) in second language learning environments drawing largely on sociocultural theories of language development. It brings together a rich and varied range of theoretical discussions and applications in order to illustrate the way in which LCI can enrich our comprehension of technology-mediated communication, hence enhancing learners’ digital literacy skills. The book is based on the premise that, in order to fully understand the nature of language and literacy development in digital spaces, researchers and practitioners in linguistics, sciences and engineering need to borrow from each others’ theoretical and practical toolkits. In light of this premise, themes include such aspects as educational ergonomics, affordances, complex systems learning, learner personas and corpora, while also describing such data collecting tools as video screen capture devices, eye-tracking or intelligent learning tutoring systems. The book should be of interest to applied linguists working in CALL, language educators and professionals working in education, as well as computer scientists and engineers wanting to expand their work into the analysis of human/learner interactions with technology communication devices with a view to improving or (re)developing learning and communication instruments. As of January 2019, this e-book is freely available, thanks to the support of libraries working with Knowledge Unlatched.

The Routledge Handbook of Language Learning and Technology

Felix, U. (ed) (2003) Language Learning Online: Towards Best Practice, Lisse, Netherlands: Swets & Zeitlinger B.V. Freeman, D. (1989) 'Teacher training, development and decision making: A model of teaching and related strategies for ...

The Routledge Handbook of Language Learning and Technology

The exponential growth and development of modern technologies in all sectors has made it increasingly difficult for students, teachers and teacher educators to know which technologies to employ and how best to take advantage of them. The Routledge Handbook of Language Learning and Technology brings together experts in a number of key areas of development and change, and opens the field of language learning by exploring the pedagogical importance of technological innovation. The handbook is structured around six themes: historical and conceptual contexts core issues interactive and collaborative technologies for language learning corpora and data driven learning gaming and language learning purpose designed language learning resources. Led by fundamental concepts, theories and frameworks from language learning and teaching research rather than by specific technologies, this handbook is the essential reference for all students, teachers and researchers of Language Learning and TESOL. Those working in the areas of Applied Linguistics, Education and Media Studies will also find this a valuable book.

Heteroglossia as Practice and Pedagogy

Using Internet-based audio-graphic and video conferencing for language learning. In Language learning online: Towards best practice, ed. U. Felix, 171–191. Lisse: Swets & Zeitlinger. Hampel, R., and M. Hauck. 2004. Towards an effective ...

Heteroglossia as Practice and Pedagogy

This volume presents evidence about how we understand communication in changing times, and proposes that such understandings may contribute to the development of pedagogy for teaching and learning. It expands current debates on multilingualism, asking which signs are in use and in action, and what are their social, political, and historical implications. The volume’s starting-point is Bakhtin’s ‘heteroglossia’, a key concept in understanding the tensions, conflicts, and multiple voices within, among, and between those signs. The chapters provide illuminating accounts of language practices as they bring into play, both in practice and in pedagogy, voices which index students’ localities, social histories, circumstances, and identities. The book documents the performance of linguistic repertoires in an era of profound social change caused by the shifting nature of nation-states, increased movement of people across territories, and growing digital communication. “Our thinking on language and multilingualism is expanding rapidly. Up until recently we have tended to regard languages as bounded entities, and multilingualism has been understood as knowing more than one language. Working with the concept of heteroglossia, researchers are developing alternative perspectives that treat languages as sets of resources for expressing meaning that can be drawn on by speakers in communicatively productive ways in different contexts. These perspectives raise fundamental questions about the myriad of ways of knowing and using language(s). This collection brings together the contributions of many of the key researchers in the field. It will provide an authoritative reference point for contemporary interpretations of ‘heteroglossia’ and valuable accounts of how ‘translanguaging’ can be explored and exploited in the fields of education and cultural studies.” Professor Constant Leung, King’s College London, UK. "From rap and hip hop to taxi cabs, and from classrooms to interactive online learning environments, each of the chapters in this volume written by well-known and up-and-coming scholars provide fascinating accounts drawing on a wide diversity of rich descriptive data collected in heteroglossic contexts around the globe. Creese and Blackledge have brought together a compelling collection that builds upon and expands Bakhtin’s construct of heteroglossia. These scholars help to move the field away from the view of languages as separate bounded system by providing detailed examples and expert analyses of the ways bilinguals and multilinguals draw upon their linguistic repertoires for effective and meaningful communication." Wayne E. Wright, University of Texas at San Antonio, USA.

Intersections in Language Planning and Policy

Current trends in online language learning. ... Facilitating the development of the autonomous language learner using online virtual learning environments. ... In U. Felix (Ed.), Language learning online: Towards best practice (pp.

Intersections in Language Planning and Policy


English Learning in the Digital Age

An orchestrated vision of language learning online. In U. Felix (Ed.), Language learning online: Towards best practice. The Netherlands: Swets & Zeitlinger B.V. Felix, U. (2008). The unreasonable effectiveness of CALL: What have we ...

English Learning in the Digital Age

Moving beyond the ‘Web 2.0’ and ‘digital native’ rhetoric, this book addresses the complex experiences of learners of English as a foreign language (EFL) in a world embedded with interactive and participatory technologies. Adopting a sociocultural perspective, it investigates EFL learners’ behaviours concerning digital technology, and guides exploration into their contextually mediated choices and learning practices in the ‘2.0’ era. The argument is developed on the basis of the findings of a mixed sequential study that focused on 1485 Chinese undergraduates’ use and non-use of online tools and applications outside the English classroom. Particular attention is paid to the role of context and agency when understanding their learning choices and behaviours in the context of digital technology. In particular, the book acknowledges the explanatory power of agency in the minority instances of ‘good practices’ among these EFL learners. At the same time it demonstrates that for most learners, use of the current web is limited and mostly non-interactive. The barriers to ‘2.0’ transfer are largely contextual and the so-called ‘communicative opportunities’ and ‘participatory culture’ in particular did not fit into the learners’ sociocultural context of (language) learning. Overall, the compelling argument proposes that the technology-facilitated changes in EFL practices are a ‘bottom up’ process that is taking place in day-to-day situations and constrained by the learning context within which the learner is situated. Based on these arguments, the book provides a framework that challenges the existing beliefs about (language) learning with online technology, and that contributes to our understanding of how context mediates EFL learners’ behaviours surrounding digital technologies. It is a valuable resource for teachers, researchers and policy makers, providing them with insights into using digital technology to stimulate ‘good learning practices’ outside the classroom.

A Psycholinguistic Approach to Technology and Language Learning

Intercultural competence and cultural learning through telecollaboration. ... Linkit: A CALL system for learning Chinese characters, words, and phrases. ... In U. Felix (Ed.), Language learning online: Towards best practice (pp.

A Psycholinguistic Approach to Technology and Language Learning

The use of technology for second language learning is ever more present. This book offers a unique four-prong approach (theoretical, methodological, empirical, and pedagogical) to current and prospective uses of technology in L2 learning from a psycholinguistic perspective. It is accessible to teachers, graduate students, and professors of all disciplines interested in technology and L2 learning.

Computer Assisted Language Learning

Network-based Language Teaching: Concepts and Practice (pp. 171–185). Cambridge, UK: Cambridge University Press. Shield, L. (2003). MOO as a language learning tool. In U. Felix (ed.), Language Learning Online: Towards Best Practice (pp.

Computer Assisted Language Learning

A much-needed overview of the diverse approaches to research and practice in computer-assisted language learning.

Computer Assisted Language Learning Concepts Methodologies Tools and Applications

Modern Language Association of America. Hampel, R., & Baber, E. (2003). Using Internet-based audio-graphic and videoconferencing for language teaching and learning. In U. Felix (Ed.), Language learning online: Towards best practice (pp.

Computer Assisted Language Learning  Concepts  Methodologies  Tools  and Applications

In a diverse society, the ability to cross communication barriers is critical to the success of any individual personally, professionally, and academically. With the constant acceleration of course programs and technology, educators are continually being challenged to develop and implement creative methods for engaging English-speaking and non-English-speaking learners. Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications is a vital reference source that examines the relationship between language education and technology and the potential for curriculum enhancements through the use of mobile technologies, flipped instruction, and language-learning software. This multi-volume book is geared toward educators, researchers, academics, linguists, and upper-level students seeking relevant research on the improvement of language education through the use of technology.

New Technological Applications for Foreign and Second Language Learning and Teaching

Participation in language learning in virtual worlds: An exploratory case-study of a business English course (Unpublished doctoral dissertation). ... In U. Felix (Ed.), Language learning online: Towards best practice (pp. 97–122).

New Technological Applications for Foreign and Second Language Learning and Teaching

Population diversity is becoming more prevalent globally with increasing immigration, emigration, and refugee placement. These circumstances increase the likelihood that a child will be raised speaking a different language in the home than the common language used in each country. This necessitates the development of comprehensive strategies that promote second language learning through the adoption of new technological advancements. New Technological Applications for Foreign and Second Language Learning and Teaching is a scholarly publication that explores how the latest technologies have the potential to engage foreign and second language learners both within and outside the language classroom and to facilitate language learning and teaching in the target language. Highlighting a range of topics such as learning analytics, digital games, and telecollaboration, this book is ideal for teachers, instructional designers, curriculum developers, IT consultants, educational software developers, language learning specialists, academicians, administrators, professionals, researchers, and students.

Online Communication in a Second Language

Beauvois, M.H. (1998) E-talk: Computer-assisted classroom discussion – Attitudes and motivation. In J. Swaffar, S. Romano, P. Markley and K. Arens (eds) Language Learning Online: Towards Best Practice (pp. 99 –120).

Online Communication in a Second Language

Online Communication in a Second Language examines the use of social computer mediated communication with speakers of Japanese via longitudinal case studies of up to four years. Through the analysis of over 2,000 instances of online communication, in addition to extensive interviews, the book explores opportunities for language acquisition and use in authentic online interaction.