Papers by Margherita (Maggie) Berti
The EUROCALL Review, 2021
Educational technology tools that improve learning and foster engagement are constantly sought by... more Educational technology tools that improve learning and foster engagement are constantly sought by teachers and researchers. In the domain of Computer-Assisted Language Learning a variety of tools, for instance blogs and podcasts, have been used to promote language and cultural learning (Shih, 2015). More recently, virtual reality has been identified as a technology with great potential for the creation of meaningful and contextualized learning experiences. Despite the learning affordances of virtual reality, in language education most of the literature has focused on the low-immersive version, whereas research investigating highly immersive virtual environments has only emerged in recent years (e.g., Berti, 2019; Blyth, 2018). In other fields, the use of highly immersive virtual reality has been compared to traditional pedagogical resources and demonstrated that students' learning improved with the use of virtual environments as compared to two-dimensional video and textbook learning conditions (Allcoat & von Mühlenen, 2018). Considering the potential learning benefits of this technology, this paper argues that longitudinal empirical research in language education is strongly needed to investigate its potential unexplored impact on language and cultural learning.
Recent years have seen a growing interest in augmented reality (AR) technologies due to their pot... more Recent years have seen a growing interest in augmented reality (AR) technologies due to their potential for simulating real-life situations and creating authentic learning tasks. Studies have shown that AR enables engaging and interactive learning experiences (e.g. Bressler and Bodzin 2013; Klopfer and Sheldon 2010) and can benefit student learning (e.g. Bonner and Reinders 2018; Siegle 2019). However, although research in AR for education is not scarce, educators often do not have a learning experience design (LXD) approach that is supported by the recent findings of learning sciences and instructional design models. To bridge this gap, the present study introduces an AR-learning prototype developed by using SAM I (Successive Approximation Model I), and the Threshold Concepts Framework, employed for meaningful integration of AR into the learning process. A pre-survey and a post-survey method were utilised in the data gathering process to gauge students' experience with the AR module. The findings show that the majority of students have not had educational experiences with AR prior to the study, and they struggled to find ways to incorporate this technology into their content areas in a meaningful way. Nonetheless, participants realised the value of AR and stated that they most likely would use this technology in the future. Based on the findings, the authors present a set of suggestions for instructors and LXDs, and provide recommendations for future research.
The integration of innovative technologies in educational settings has been encouraged and heavil... more The integration of innovative technologies in educational settings has been encouraged and heavily studied in fields such as applied linguistics and rhetoric and composition studies. Although technology has been identified as an effective means to teach multimodal composition, educational uses of emerging tools such as augmented reality have mostly been studied in the medicine and science domains. This report narrates how collegiate composition instructors imagine designing and integrating augmented reality technology for multimodal teaching in their instructional contexts. Participants attended a training workshop where they were introduced to augmented reality mobile technologies and then were tasked to design lesson plans for their own composition classrooms. This report describes the instructors' experiences with the goal of discussing the potential uses, benefits, and limitations of this technology for addressing multimodal composition and incorporate critical topics such as language variation and accessibility in writing classes.
Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century, 2020
In today’s interconnected world, higher education institutions are challenged with new realities:... more In today’s interconnected world, higher education institutions are challenged with new realities: how to effectively assist students in advancing their professional development, gain skills for successful 21st century interactions, and start new careers. In the context of Foreign Language (FL) education, some have argued that language proficiency and oral communication have been favored, while the integration of higher-order and critical thinking skills with language learning has been peripheral especially in lower-level language courses (Correa, 2011; Garrett-Rucks, 2013; Yamada, 2010).
Social networking sites have become part of the daily life of many individuals, including learner... more Social networking sites have become part of the daily life of many individuals, including learners and teachers, who use technology and web-based social platforms as means of regular digital interactions. The popularity of social networking sites has dramatically increased over the last decade, especially among younger adults. Nevertheless, despite their potential of creating connections between people, languages, and cultures they have yet to be widely embraced in the context of language education. Furthermore, while research studies have focused on the integration of Facebook and Twitter in the language classroom setting, there is a lack of studies discussing the use of Instagram to foster cultural understanding. This exploratory paper addresses this gap by discussing how Instagram may be used by language learners to explore different cultures, create e-portfolios, and promote the understanding of diverse habits and practices.
IMCL 2019: Internet of Things, Infrastructures and Mobile Applications, 2019
As teaching methods become increasingly digitized, mobile augmented reality has taken a leading p... more As teaching methods become increasingly digitized, mobile augmented reality has taken a leading position in education due to its affordances, for instance the anywhere-anytime accessibility, the availability of augmented reality applications for students' smartphones, and the effective and collabora-tive capabilities. Although there is a growing number of studies investigating the use of augmented reality in various subjects, a set of guidelines describing learning theories and pedagogical considerations regarding the development and use of mobile-based augmented reality environments is clearly needed. This paper first reviews empirical studies in the domain of learning with mobile-based augmented reality and then proposes situated cognition as a pedagogical framework for the design and use of this technology in educational contexts.
Although numerous software and applications exist for learning languages with technology, it has ... more Although numerous software and applications exist for learning languages with technology, it has been argued that online learning in language programs has been slower than in other fields (Lord, 2014). However, due to the uncertain pandemic circumstances, recently language teachers had to move their courses to online digital spaces. This brief chapter presents strategies and best practices for teaching languages online in the context of higher education with 360-degree videos, with a focus on communication and interaction, which are essential components of language development. These videos provide students with immersive and authentic experiences which can be highly valuable, considering that traveling is not recommended during a pandemic.
Journal of the National Council of Less Commonly Taught Languages, 2020
Despite the limitations frequently pointed out by instructors and researchers, language textbooks... more Despite the limitations frequently pointed out by instructors and researchers, language textbooks continue playing a central role in foreign language education. Investigations of cultural representations in pedagogical resources suggest that textbooks tend to essentialize culture and scholars have called for the inclusion of diverse linguistic and cultural perspectives. Nevertheless, change has been slow. This article first summarizes findings of language textbooks analyses in relation to cultural representations. Next, implications of the findings of textbook analyses in relation to the teaching of culture in language courses are considered. Finally, concrete pedagogical suggestions for language educators are proposed to socialize beginner language learners into practices of reflection and interpretation utilizing the available pedagogical resources.
Mixed reality technologies blend augmented reality and virtual reality technologies and provide i... more Mixed reality technologies blend augmented reality and virtual reality technologies and provide immersive learning experiences for students. Recent years have seen a growing interest in mixed reality technologies due to their potential for simulating real situations and authentic tasks while also enabling more engaging and interactive learning experiences. The present study presents a mixed reality learning prototype developed by using SAM I (Successive Approximation Model) instructional design model. The threshold concepts framework was also employed for meaningful integration of mixed reality technologies in the learning process. This paper presents preliminary results of this research study and discusses suggestions for future research.
With the increasing recognition of the importance of developing intercultural competence in forei... more With the increasing recognition of the importance of developing intercultural competence in foreign language education, there is now much discussion amongst scholars and teachers as to how to move beyond fact-based approaches to teaching culture by promoting more interpretive and reflective learning within a critical frame. Whilst study abroad is often seen as the ideal context for promoting such learning, this paper considers the possibilities of enacting a digital ethnographic approach to culture teaching within the foreign language classroom. Such an approach involves engagement with online resources in the studied language for the purposes of identifying and interpreting diverse linguistic and cultural forms, as well as critiquing problematic cultural representations. This paper begins with a brief overview of Computer-Assisted Language Learning and Mobile-Assisted Language Learning, and then goes on to consider three main approaches to teaching culture with the use of computers and mobile devices. The paper then puts forward a number of concrete pedagogical suggestions for the implementation of a digital ethnographic approach to teaching culture in the foreign language classroom which emphasizes interpretation and critical reflection.
International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2020
In virtual reality, language learners can experience the foreign culture by exploring authentic a... more In virtual reality, language learners can experience the foreign culture by exploring authentic and contextualized learning environments. To date, there is a lack of studies investigating the use of highly immersive virtual reality for cultural understanding as well as learners’ attitudes toward its implementation in the language classroom. This study addresses this gap by exploring language learners’ stereotypes and generalizations of the foreign culture experienced in highly immersive virtual reality, and their beliefs regarding its use in the educational setting. Undergraduate students enrolled in beginner Italian courses viewed three ordinary Italian environments with the use of their smartphones, headphones, and Google Cardboard. Through surveys, written reflections, and a focus group interview participants shared their cultural understandings and attitudes toward virtual reality. Results show that virtual reality was positively perceived and helped learners discover new cultural layers generally not encountered in traditional pedagogical materials.
New case studies of openness in and beyond the language classroom, 2019
This case study describes the development of a free-to-use online platform for storing, sharing, ... more This case study describes the development of a free-to-use online platform for storing, sharing, and accessing 360-degree Virtual Reality (VR) videos. Although in the past VR was mostly used for gaming purposes, in recent years it has become increasingly popular in numerous areas, including education. In the field of language learning, little is still known about the development and use of open VR materials as well as their affordances and constraints. The current project addresses this gap by illustrating the practical steps taken to develop an open education platform, by investigating undergraduate students' attitudes toward the implementation of VR in the language classroom, and by discussing pedagogical insights about how openly licensed VR resources can be used to foster students' learning. Overall, this case study revealed that VR Open Educational Resources (OERs) can be powerful vehicles to promote inclusion, innovation, and engagement.
Tests that Second Language Teachers Make and Use, 2019
This multiliteracies-oriented test is currently being used in intermediate Italian courses at a l... more This multiliteracies-oriented test is currently being used in intermediate Italian courses at a large public university in the southwestern United States. It was designed to replace the traditional oral assessments that are question-answer based, during which learners are providing predictable short answers to predictable, predetermined questions. In the multiliteracies-oriented test presented here, students perform tasks designed using the pedagogy of multiliteracies (Cope & Kalantzis, 2009; Kern, 2000; New London Group, 1996). A multiliteracies framework perceives learning as a process of discovery (Paesani, Allen, & Dupuy, 2015, p. 23), and learners are not only preparing for an assessment, but they are also engaging in forethought, design, and reflection while reading, writing, listening, and speaking.
Center for Educational Resources in Culture, Language and Literacy, 2019
This guide provides language educators with pedagogical strategies and practical suggestions for ... more This guide provides language educators with pedagogical strategies and practical suggestions for implementing social networking sites (SNSs) and social media in language courses to promote intercultural competence.
Open Educational Resources (OERs) are changing the learning and teaching landscape in many differ... more Open Educational Resources (OERs) are changing the learning and teaching landscape in many different fields. In the area of higher education, OERs are swiftly becoming important elements in support of Open Educational Practices (OEPs) and the Open Education Movement. Research suggests that OERs and OEPs might be powerful vehicles for professional development, for teacher collaboration, and to enhance knowledge of technology in language pedagogy (Borthwick & Gallagher-Brett, 2014). Nonetheless, in spite of the increasing popularity of open education, little is known with regard to the production and use of OERs in languages other than English (Zancanaro & Amiel, 2017). This paper examines concepts, advantages and challenges related to Open Education and briefly reviews studies which discussed the production of OERs in languages other than English in higher education. The few studies addressing the development and use of OERs in languages other than English show that more research is needed to increase visibility of open education for less prominent languages and to support the Open Education Movement in higher education.
Book and Tech Reviews by Margherita (Maggie) Berti
The integration of virtual environments in educational contexts has received growing attention in... more The integration of virtual environments in educational contexts has received growing attention in the last decade (Freina & Ott, 2015). In the domain of computer-assisted language learning (CALL), virtual environments have been used for numerous purposes and more recently, researchers have started exploring how virtual worlds and game-based virtual environments can be used in teaching practices and how they may contribute to language learning processes (e.g., Blyth, 2018; Carrió-Pastor, 2015; Shih & Yang, 2008).
This book presents key findings of Second Language Acquisition (SLA) research, along with reflect... more This book presents key findings of Second Language Acquisition (SLA) research, along with reflection tasks and lesson activities, aiming to bridge the gap between SLA theories and practical applications in the language classroom. Although many textbooks excel in describing theories and research studies concerning SLA, often teachers and students have to undertake the difficult burden of applying such methodological principles in their own pedagogical and learning practices. With the objective of facilitating the use of SLA theories, the authors identified essential principles that teachers might find problematic and unpacked them through three main stages: reflection, conceptualisation, and reconstruction and planning. The first chapter explores the dynamic and complex nature of lexico-grammar and its acquisition, which is discussed in Larsen-Freeman's (2003) research. Nava and Pedrazzini explain that some might view lexi-cogrammar solely as a matter of form; however, lexicogrammar is multi-dimensional and should be considered from the perspectives of form, meaning and use. While each feature can be considered independently from the others, they are all intertwined in actual language use, and thus no single process is likely to account for the learning of lexicogrammar. The Affiliation
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Papers by Margherita (Maggie) Berti
Book and Tech Reviews by Margherita (Maggie) Berti
To address this gap, this talk first explores how digital humanities have been described in the past ten years, and provides a definition encompassing the interdisciplinary, collaborative, and methodological nature of digital humanities research. In this view, and differently from traditional scholarly publishing, digital humanities scholarship becomes a technology-mediated process able to reach a wider audience and amplify findings. Second, this lightening talk describes the innovative work and transformative practices of digital humanists and argues that new digital scholarly formats should now be valued as genuine academic work.
This presentation illustrates a 5-step project-based assignment integrated into intermediate Italian courses at the University of Arizona to support learners’ growth toward global competence. Utilizing Paesani, Allen, and Dupuy’s (2016) multiliteracies framework, this project provides opportunities to develop critical thinking skills while engaging with digital literacy practices. In a semester-long research project, language learners utilize multimodal resources that contribute to a more holistic way of meaning-making and thinking critically about today’s intercultural and interconnected world.
The ultimate goal of this assignment is to support learners in their process of becoming global citizens and reaching the wider community through their own work. This project-based assignment, learners’ work, and their reflections will be described and discussed. The presenters will also provide materials and activities of the assignment which can be adapted and used by others in their own educational setting.
Italian Open Education, licensed with CC BY-NC-SA 3.0, was originally created to give Italian language learners around the world the opportunity to explore and discover authentic settings at no cost. According to the most recent report shared by the Institute of International Education, in 2016-2017 only 10.9% of all US undergraduate students studied abroad, thus excluding the majority of students from global conversations regarding foreign cultures. OER virtual reality videos address this gap by supplementing foreign language textbooks with openly-licensed innovative and dynamic pedagogical materials that represent everyday environments. With the guidance of the language instructor and accompanied by critical discussions, these resources promote intercultural competence and foster understandings of diverse values and customs.
Despite the increasing interest in educational virtual reality technologies, virtual reality has received little attention in the OER literature, and more steps need to be taken to include all learners in global conversations. Last, students’ feedback about the use of these open learning environments in the classroom setting as well as the benefits and challenges of the use of OER virtual reality videos in education will be described.