Top PDF ForWord: A Study on an Interactive Learning Environment in Foreign Language

ForWord: A Study on an Interactive Learning Environment in Foreign Language

ForWord: A Study on an Interactive Learning Environment in Foreign Language

After much training and trial and error, an interactive proof-of-concept was built with the prototyping tool Axure (fig. 20). Most assets were taken from the high fidelity designs and exported as separate pieces to be used in Axure. This included designing various states for buttons and other interactive elements. This proved to be somewhat problematic, as the use of high quality images increased the initial prototype load time. It was best to recreate elements in Axure where possible, and this was done with the left navigation. In hindsight, Axure may have been better suited for the creation of a lower fidelity prototype. Nonetheless, the prototype was very successful in easily demonstrating complex interactions and served its chief purpose as a proof-of-concept.
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The Ecological Study on the 3 Plus 1 Foreign Language Interactive Teaching Model in Police Academy

The Ecological Study on the 3 Plus 1 Foreign Language Interactive Teaching Model in Police Academy

Abstract—The innovation of computer and the application of Internet, multimedia and other information technology contribute to the introduction of 3 Plus 1 Foreign Language Teaching Model which integrates theory, practice and network technology into foreign language course. This integration implements the principles of Constructivism theory, educational ecology, and the balanced ecosystem of foreign language teaching. The 3 Plus 1 Foreign Language Interactive Teaching Model is composed of three parts: preview warm-up, classroom teaching, and review reflection. It constructs tridimensional interactive environment including man-to-machine, teacher-to-student, and student-to-student interactions overcoming the time and space limitation, and realizing tridimensional language input and output. All of the educational elements in this model can maintain ecologically dynamic balance by means of active interaction, timely adjustment, and close coordination. In order to achieve the final success of foreign language teaching reform, the foreign language teachers have to enhance their qualities in such areas as information teaching, resources selecting, and virtual learning environment designing.
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Social media, Collaboration and Social Learning … a Case‑study of Foreign Language Learning

Social media, Collaboration and Social Learning … a Case‑study of Foreign Language Learning

One of the 21st century educational challenges is to cater for digitally native students (Prensky 2001), who may not be particularly academically minded. These students want to learn as efficiently as possible in order to meet society’s demands of fast track graduation with a maximum of quality input and they belong to the increasingly large groups of young people who attend university. They are very pragmatic and result-oriented. According to (Biggs, 2003) this approach in studying/learning may lead to increased surface learning, which is problematic in the sense that acquired knowledge may only be retrievable for a very short period of time. (Biggs, 2003):31 argues that “surface and deep approaches to learning are not personality traits (...) as is sometimes thought, but are most usefully thought of as reactions to the teaching environment.” This means that designing learning environments that lead to active participation, problem-solving, collaborative work – e.g. self-explanation to peers – may lead to more successful learning outcomes in the form of deep learning. One means of meeting these demands is to implement blended learning strategies including social media/Web 2.0 platforms that assist university students in their efforts towards acquiring new knowledge and making it retrievable for application in new contexts and forms, through collaboration, argumentation or debate. These new forms of learning supported by group work and learning communities are facilitated by social media and Web2.0 tools (wikis, blogs, etc.). In the last years international research has investigated the role of web-based learning facilitation (Cuthell, 2005; Lewis et al., 2011; Benson, 2008; Korhonen, 2004) and more recently, due to social media popularity among the young generation a relevant research issue is the correlation between social media enhanced learning platforms, learning processes, the facilitation of learners’ construction of new knowledge and learning outcomes. This case study focuses on the use of social media to facilitate learning in an educational context using empirical data and socio-constructivism theory.
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L2 motivation in foreign language learning

L2 motivation in foreign language learning

integrativeness) and its immediate antecedents, instrumentality and attitudes toward L2 speakers, identified in Dörnyei’s (2005) L2 Motivation Self System. However, the other factors identified in Dörnyei et al.’s (2006) study were not found in this study, which might indicate that the questionnaire instrument adopted from Dörnyei et al. (2006) was not suitable to the participants in this study and that the L2 Motivation Self System did not include all possible factors that explain the learning context in the present study. Future research will be needed to confirm these assumptions. Second, contradictory to most studies, this study did not find any L2 motivation difference based on gender or age. As this study did not have a design which allowed the participants to give insights in the learning contexts for explaining the findings, future research will be needed to explore the reasons for the lack of difference based on gender, grade level, and starting age of learning a foreign language. Third, this study found a significant interactive effect of learners’ grade level and starting age of learning a foreign language on learners’ perception of parents’ proficiency in Chinese. Based on the current literature, the researcher suspects that the younger learners’ characteristic of optimism could be the reason the younger learners who started learning a foreign language late perceived their parents to have higher proficiency in Chinese than the older group. This assumption needs more empirical testing for proof.
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LEARNING ENVIRONMENT EFFECT AND USE OF TECHNOLOGY IN THE STUDY OF ENGLISH LANGUAGE

LEARNING ENVIRONMENT EFFECT AND USE OF TECHNOLOGY IN THE STUDY OF ENGLISH LANGUAGE

“one important aspect of diversity in teaching aspects, perhaps the most important ones is the use of materials for knowledge acquisition, the classroom setting by making good use of its space, and placing on the walls students projects and study works. classroom environment and its sight help in diversity of teaching ways. consequently, it later affects students` results, their involvement in the process of acquisition etc” (musai 2003: 20). other scholars who have made research in learning and teaching methods have quite briefly commented on the topic of learning environment, mainly in the field of foreign languages. tafani V. claims in her book Language Teaching and Learning Methodology states that “students, who learn foreign languages, need to discuss through face to face method, and they can not participate in a foreign language discourse if they are turning backs to each other. in the case of foreign languages the le affects not only the communicative skills, but it also has an impact on the level of motivation. physical learning conditions have a great impact on motivation; they can drive motivation trend positively and negatively. poorly lit and overcrowded classrooms are discouraging” tafani V. (2003:102).
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Addressing Foreign Language Learning Anxiety with Facebook

Addressing Foreign Language Learning Anxiety with Facebook

been doing using her native language. Nolwenn’s fears were comparable to Annaelle as she felt that her profi- ciency in French was insufficient to be mistaken for a French Internet user. Yet this feeling was only present during her first post. Nolwenn explained that as she realised that no one knew where she came from, she felt she could freely comment without worrying about such issues. For Henri adapting to issues of low self-confidence encountered during in-class tasks was made possible by focussing on a topic which he felt was interesting, and which he knew he could talk about. For Yolande, fear of taking an exam was resolved when she realised that she was familiar with the format of the evaluation, and that she had been sufficiently exposed to the target language. Yolande explained that this exposure had provided her with the confidence she needed to sit for an international French proficiency exam known as the DELF. Firth and Wagner (2007) view adaptation to a new communica- tive context as an essential part of the learning process. This view is based on the Doolittle and Hicks (2003) constructivist interpretation that cognition should be envisioned as an adaptive process which results in making the learners more viable in a changing environment. As such, it can be inferred that students participating in the present study adapted to change, and thus learned to communicate in a new and challenging context. The fol- lowing excerpts provide evidence of this theme.
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Researching Self-regulated Learning and Foreign Language Learning

Researching Self-regulated Learning and Foreign Language Learning

It has been suggested that what is required are research approaches that measure SRL as context-dependant activity (Turner, 2006), and that research into self-regulated learning would benefit by taking into account the learner’s sociocultural environment (McInerney & Van Etten, 2004). Of course, most models of SRL include a social dimension, but there is still a need to clarify the differences between self-regulation, co-regulation, and socially shared regulation (Hadwin et al., 2011). Recent discussion suggests a refocusing of conceptual understanding in terms of the context of study to better account for the social, dynamic nature of the learning environment; for example Perry and Rahim (2011) cast a critical eye on the tendency of researchers to separate the learner and context, and outline how more research should be carried out in the classroom, giving greater attention to the perspectives of both the learners and the teachers.
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Paradigm of Foreign Language Teaching and Learning: A Perspective of Self Regulated Learning Environment Construction

Paradigm of Foreign Language Teaching and Learning: A Perspective of Self Regulated Learning Environment Construction

As indicated by the above theory, the study will explore the constructivist learning environment in specific foreign language teaching and learning context. Constructivist learning environments are frequently characte- rized by innovation or technology based spaces in which students ‘explore, experiment, construct, converse and reflect on what they are doing so that they learn from their experiences’. A foreign education system is a unique combination of pedagogical, social and technological components. It is critical to distinguish a language learn- ing environment from other subject circles or networked communities. The pedagogical component primarily reflects the educational purposes of a language learning environment. The pedagogical concept of a constructiv- ist learning environment must enable students to construct knowledge and hence achieve learning objectives. In terms of constructivist learning theories, knowledge is actively constructed by learners based on their prior ex- periences, rather than specifically conveyed by the teacher. Moreover, cognitive constructivists claim that learn- ers are most likely to construct knowledge individually dependent on their personal experiences and newly ob- tained information. In contrast to cognitive constructivism, social constructivists argue that knowledge is the outcome of collaborative construction in a social-cultural context mediated by discourse. Learning is a social process in which learners collaboratively construct knowledge through interactive processes of information sharing, negotiation and modification. In order to promote social knowledge construction, a language learning environment must provide a variety of communication situations or tools, such as synchronous (chat rooms and video conferencing) or asynchronous (discussion forums and online discussion) facilities. Such as a web-based learning environment certainly involves a technological element, as the majority of learning activities are con- ducted through the medium of the computer. Availability of and easy access to a learning environment are initial requirements, as an effective web-based learning environment must support anytime, anywhere learning [23].
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The motivational properties of emotions in Foreign Language Learning*

The motivational properties of emotions in Foreign Language Learning*

The importance of this research was in displaying foreign language learners’ emotional experiences during instruction and showing how these experiences impacted on their motivation. The findings of the study reported the great impact teachers have on students’ motivation and on the learning environment. Results of the study indicate that there is a definite need for foreign language teachers to review their teaching practices in order to address students’ emotional experiences in classrooms. This may provide a challenge to practising teachers, who may think that is not their job to cater to learners’ affective needs. However, emotions have been revealed as strongly impacting on foreign language learners’ motivation not only in classroom instruction (Garret and Young, 2009), but also in individualised settings (Bown and White, 2010). A positive teacher attitude and appropriate interpersonal skills are important, as reported by participants in this study. Reflection on previous teaching experiences can be helpful in identifying areas that teachers need to work on. By showing commitment towards helping students learn, teachers can make a difference in students’ everyday motivation. Students revealed the importance of being supported in those individual areas that needed reinforcement. By providing students with extra practice in those particular areas, teachers can show students they care about their learning development.
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A Case Study on the Problems and Suggestions in Foreign Language Teaching and Learning at Higher Education

A Case Study on the Problems and Suggestions in Foreign Language Teaching and Learning at Higher Education

This study explores and identifies some reasons for the problems of foreign language learning (English) and teaching from the perspective of instructors and learners using the case study model. The data of the study was gathered by a semi-structured interview form, and the study group of the research was composed of English language instructors and graduate students at Ahi Evran University. Random sampling method was used to determine 15 instructors and 20 graduate students to face-to-face interview, and the data of the study was analysed by content analysis method, which the students and instructors agreed on students who have been problematic in language learning process. In addition to students, examination systems, instructional programs, language teachers’ qualifications and learning environments have been considered as barriers to language learning. On the other hand, students and instructors suggested starting learning/teaching English earlier, much more practice and exams on all four skills; elective courses; more practice and communication; revisions in teacher training system, considering individual differences; motivating and encouraging students; and designing well equipped language environment and teaching materials.
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Communicative Approach to Interactive Foreign Language Lesson at University

Communicative Approach to Interactive Foreign Language Lesson at University

The leading factor in the development is specially organized learning environment. The communicative competence process can be modern direction communicative competence’s formation that is considered as the creation of a psychologist in the educational process of communicative situations that would run mechanisms for the development of the individual. In this case, we deal with the interactive teaching: expansion of joint work by the students, their communicative experience, primarily in the joint venture; the possibility to use not only the consciousness of man, but also his feelings, emotions; involvement in the learning process in order to provide comprehensive personal development.
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Performance Analysis of Learning Efficacy  of Interactive Foreign Language Teaching under the Network Environment

Performance Analysis of Learning Efficacy of Interactive Foreign Language Teaching under the Network Environment

With the rapid development of computer technology and network technolo- gy, the integration between information technology and teaching promotes the development of interactive teaching under the network environment, which has a great impact on teaching philosophy, teaching method, teaching mode, etc., as well as brings concerns on learning efficacy under network environ- ment to foreign language teaching. Analyzing learning efficacy for interactive teaching under the network environment is of vital significance for imple- menting the network teaching. Through making the survey of a total of 153 valid undergraduates’ questionnaires, and analyzing 153 undergraduates’ per- formance under the interactive network teaching environment via SPSS 17.0, the research shows that cultivating strategies of promoting students’ learning efficacy under the network environment should consist of improving network handling capacity, reducing computer anxiety, enriching successful network experience, etc. For foreign language teachers, more attention on students’ psychological behavior phenomenon in networking learning will also effec- tively promote the implementation of interactive foreign language teaching under the network environment.
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A Study of the Role of Strategy in Foreign Language Learning

A Study of the Role of Strategy in Foreign Language Learning

Gardner & Lambert (1959) were the first to introduce the integra- tive-instrumental approach to measuring motivation. Attention was shifted from the study of learner’s behavior to the learning process of language learners. It was this shift that gave definition to the field of second/foreign language learning (Larsen-Freeman & Long, 1991), but the seeds of the distinction between in- strumental motivation and integrative motivation were cultivated earlier. Inte- gratively motivated learners are those who wish to identify with another ethno- linguistic group, whereas instrumentally motivated learners are those who learn a second/foreign language for utilitarian purposes. As for the effects of orienta- tions on the use of language learning strategies, in Prokop’s (1989) study, it was found that students with an instrumental motivation showed a significant dif- ference in the use of language learning strategies. Oxford (1990c) pointed out that “purely instrumentally language learners used more analytical rule learning skills to fulfill the academic requirements and to earn good grade in a relatively traditional academic environment” (pp. 99-100). But Politzer (1983) found that little evidence existed for a link between language strategies use and motivational orientations.
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Interactive Second Language Learning from News Websites

Interactive Second Language Learning from News Websites

We propose a system to enable online news readers to efficiently learn a new language’s vo- cabulary. Our prototype targets Chinese lan- guage learning while reading English language news. Learners are provided translations of open- domain words for learning from an English news page. In the same environment – for words that the system deems mastered by the learner – learn- ers are assessed by replacing the original English text in the article with their Chinese translations and asked to translate them back given a choice of possible translations. The system, WordNews, deployed as a Chrome web browser extension, is triggered when readers visit a preconfigured list of news websites (e.g., CNN, BBC).
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Autonomous Learning and Teaching in Foreign Language Education

Autonomous Learning and Teaching in Foreign Language Education

A teacher who plans to train autonomous learners needs to bear in mind the fact that it is not an easy task to change students who are accustomed to the teacher-centered methods. On the need for making a link between teacher and learner autonomy as goals, Flvia Vieira (cited in Barfield et al. 2001) is quite clear: What’s the use of having a concept of teacher autonomy which can accommodate transmissive, authoritarian or even oppressive purposes? (Aoki 2000). There seems to be much justice in this point of view. The fact is that an absolute degree of teacher au- tonomy (II) (freedom from control over professional action) is probably undesirable for this reason, apart from being unlikely in all but the most ’ideal’ circumstances. In other words, restrictions on independent actions are required to prevent abuse, and one appropriate restriction is the ar- gument that self-directed professional action aids students’ learning (a more positive way of putting this, with less emphasis on constraints, might be that teacher autonomy necessarily involves interdependence, or ’relatedness’, not just individualism. Indeed, this has been highlighted in recent discussions of the concept of learner autonomy. Qualifications of this nature may allow one to see how teacher autonomy can be seen as a legitimate goal of teacher education programs, even when it is not ob- viously linked to the promotion of pedagogy for learner autonomy. This may be convenient for two reasons: firstly, given the other requirements needed for developing subject knowledge and general pedagogic skills, teachers’ focus on promoting pedagogy for autonomy might be seen as overly restrictive in some contexts,; secondly, the promotion of particu- lar notions of and approaches towards learner autonomy can be seen as an inappropriate imposition in non-western settings.
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Foreign Language Vocabulary Learning Strategies in Malaysia

Foreign Language Vocabulary Learning Strategies in Malaysia

The questionnaire consists of: a) Arabic Vocabulary Learning Strategies (AVLS) questionnaire, which is modified from Mahamod et al. (2010) Language Learning Strategies questionnaires. AVLS questionnaire used Likert 5-point scale to measure learning strategies applied by the students. b) Vocabulary Written Test (VWT) which is used to examine the level of vocabulary mastery among the sample of study. The test was developed by using the Arabic Vocabulary that has been listed by the Ministry of Education (MOE) in the Arabic Lan- guage Syllabus (ALS). The test consists of 57 selected Arabic words from the list after a difficulty test and experts review. The reliability of this instrument is at the highest level where the value of Alpha Cronbach is 0.83.
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A Study of EFL Students’ Interpretations of Cultural Aspects in Foreign Language Learning

A Study of EFL Students’ Interpretations of Cultural Aspects in Foreign Language Learning

As teachers, we sometimes give others the responsibility to teach culture, or we feel insecure and confused with regards to the cultural aspects we should teach in a foreign language course. So, we prefer to organize our classes in relation to linguistic matters and omit the teaching of culture because we do not have time to do it, or we believe that students will be exposed to it later on or simply because many of us do not possess enough knowledge about the cultures that speak the language we teach. In view of this, Seelye (1976) considers that language and culture can be brought together in different ways, by making language teaching interdisciplinary, by immersing the foreign language teacher and students in strategies to be used in and out of classes, by developing among students a positive attitude toward teachers’ activities in foreign language programs. Therefore, culture needs to be an essential part of our curriculum, in classes at school or at a university level and in everyday situations with our students. Finally, it is worth highlighting that learning about a culture goes beyond studying a list of facts about history, music, arts or geography. Culture should include those aspects of life that concern people the most. As Seelye (1976) argues, an understanding of the way of life of foreign people is important to survive in a world of conflicting value systems, where the boundaries that formerly isolated and protected man from alien ideas have been eroded by advances in technology of communication or struck down by the angry clamor of the downtrodden in their search for a better life (p.12)
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A study on anxiety level of foreign language students toward foreign language learning

A study on anxiety level of foreign language students toward foreign language learning

Kajian ini merupakan suatu kajian berbentuk tinjauan ke atas pelajar-pelajar Universiti Teknologi Malaysia yang mengambil mata pelajaran bahasa asing khususnya yang mengikuti kelas bahasa Jepun. Pendekatan melalui borang soal selidik digunakan bagi mendapatkan maklumat daripada para pelajar. Borang soal selidik telah diedarkan kepada pelajar berkenaan yang dibahagikan kepada dua kumpulan. Kumpulan pertama terdiri daripada pelajar yang mengambil kelas bahasa asing sebagai mata pelajaran wajib dan keperluan bagi kursus yang diambil. Para pelajar ini juga dikenali sebagai pelajar TESL (Teaching English as a Second Language). Kumpulan kedua pula adalah terdiri daripada pelajar yang mengikuti mata pelajaran ini sebagai mata pelajaran elektif bebas. Mereka ini merupakan pelajar UTM yang mengambil berbagai jurusan termasuk kejuruteraan, sains, pentadbiran dan senibina.
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Foreign language learning with self-instructional television materials : an exploratory study

Foreign language learning with self-instructional television materials : an exploratory study

I first developed an interest in researching the use of SITV materials on the basis of personal experience in the production of a particular television language course for the learning[r]

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Learning indicators of a foreign language in Spanish public university. Case study

Learning indicators of a foreign language in Spanish public university. Case study

In order to answer to the previous questions, we consider that there exist certain variables or indicators that accompany the learning of a foreign language in university students. We understand indicators as the quantitative or qualitative expression that allows for measuring the objective: that university Spanish student acquires one or two languages. The above mentioned indicators are in the linguistic, personal and intercultural profile of every individual. Additionally, students‟ educational actions were examined: registration of the parents in the bilingual education; the learning of another foreign language; worry for obtaining an official certificate before the accreditation of languages; participation in the Erasmus mobility and International Cooperation. They all are indicators of a development of the above mentioned communicative and intercultural competence (Feast, Collyer- Braham and Bretag, 2011; Jacobone and Moor, 2015). And finally, the valuation that the ones polled do of the acquisition of the foreign language: an academic or professional objective? Our interest by the last question is based on the hypothesis of which if university student understands the relation between the learning of foreign languages and the professional improvement, all the European recommendations associated with the communicative and intercultural competence they will stop being an academic requirement that it is necessary to overcome, to turn into more identical objectives to the professional reality presented from EU.
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