In programs meant for foreign language majors, there is typically a broad range of linguistic com... more In programs meant for foreign language majors, there is typically a broad range of linguistic competence in advanced-level Languages for Specific Purposes (LSP) courses. Troublesome in any course, this is especially so when instruction directly relates to professional training, where students need to attain a level of competence that will allow them to subsequently function as fully independent language learners. Considering the normal constraints on in-class instruction, the mobilization of ubiquitous instructional technology resources, coupled with sound curriculum design and metacognitive awareness raising, is critical to providing the amount of time on task required to attain this objective. The case of the English for Specific Academic Purposes course that is the subject of this study provides an example of how the challenge of bringing students up to the level of independent language learners has been approached. It is hoped this may serve as a pedagogical model that can be ap...
With more than 1,200 publications over the past two decades, experimental mobile-assisted languag... more With more than 1,200 publications over the past two decades, experimental mobile-assisted language learning (MALL) studies targeting second/foreign language (L2) acquisition outcomes are certainly not lacking in quantity. Their research quality, on the other hand, has often been brought into question, most notably with regard to the adequacy of their assessment instruments and statistical analyses. Yet limiting the determination of research quality to the evaluation of testing procedures, and the statistical analysis of the results they produce, ignores the critical relevance of the underlying research parameters that generate the results in the first place. A comprehensive evaluation of quantitative experimental L2 acquisition MALL research quality, encompassing design as well as assessment instruments and statistical analysis, thus remains to be undertaken. The present investigation endeavors to do so based on an extensive compilation of 737 MALL studies published between 2000 and...
In this paper, scientific literature of the use of robotics in language learning from 2010 to 202... more In this paper, scientific literature of the use of robotics in language learning from 2010 to 2020 is being reviewed to answer specific questions regarding: a) the type(s) of robots that have been used in language learning, b) the benefits and challenges in the use of robotics in language classrooms, c) the skills that have been targeted with the use of robotics, d) future research directions recommended in the literature related to the use of robotics in language learning, e) the evaluation methods of learning and knowledge of students when robotics are used in language classrooms and f) the languages that have been explored through Robotic Assisted Language Learning (RALL), g) the educational levels in which RALL has been investigated and h) the geographical distribution in countries in which RALL research has been conducted. A systematic online search on bibliographic databases was conducted and 60 articles were selected and included in the study. Based on the results, in most of the cases speaking and vocabulary skills of English as a second or a foreign language were explored. In addition, most of the studies followed an experimental research design creating a pre-test and a post-test for student learning and knowledge evaluation. The results also suggest possible benefits and challenges of the use of robotics in the language classroom. Some of the major benefits concluded in the review are the positive effects on motivation and engagement when the implementation of a robot is used to learn a language as well as the decrease of embarrassment and discomfort and the provision of authentic communicative practice.Challenges include the distraction caused in classrooms when robots are used, technical issues and the individual differences of learners. The analysis of the papers showed that most of the research has been carried out in Asia which holds the highest percentage with 61.8% while the most explored educational level is primary education. Based on the results of the review future directions and recommendations are also pointed out for researchers interested in robotic assisted language learning.Complete
This paper aims at exploring the educational potential of gamification in teaching German as a Fo... more This paper aims at exploring the educational potential of gamification in teaching German as a Foreign Language (GFL)by developing, implementing and evaluating a gamified, technology-assisted language course. An exploratory researchwas conducted to examine the affordances of the Moodle App to support a gamified language programme. Students(n=39) from a Dutch pre-vocational secondary school enrolled in the six-week gamified German A1 course calledMISSION BERLIN, using the open-source learning platform Moodle and its app. Data collection methods includesemi-structured focus group interviews, and interaction logs from the Moodle environment. Results indicate that theMoodle app is not suitable for a full gamified language programme, however, it can support a gamified language course.
ABSTRACT Technology integration in classroom settings has become a popular concept, especially du... more ABSTRACT Technology integration in classroom settings has become a popular concept, especially due to the growth of the digital native population of learners and the novelty of technology tools. This exploratory study aimed at introducing a low-cost Virtual Reality kit, Google Expeditions, in a language classroom and explore its potential as a student-led tool for supporting language learning and teaching. The use of Google Expeditions was guided by teach-back, a pedagogical methodology which emphasises communication and comprehension through spoken interaction. Data were collected through interviews, focus groups, questionnaires, observations and video-taped sessions. Findings provide information on the patterns followed when pedagogically implementing Google Expeditions under teach-back. What is more, evidence is provided on how collaboration is encouraged and on the positive learning experiences of the students in the Google Expeditions sessions. Implications for researchers and instructional designers are also provided.
Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning
This chapter offers a comprehensive, up-to-date overview of Mobile-Assisted Language Learning (MA... more This chapter offers a comprehensive, up-to-date overview of Mobile-Assisted Language Learning (MALL) studies, from the first in 1994 through 2018, relating to the experimental implementation of mobile-based affordances and applications in the teaching and learning of languages, L1 as well as L2. It derives from the analysis of over 2000 MALL studies that have appeared in almost 500 distinct journals and presentations in conferences given by nearly 300 different professional organizations, the great majority of both sources being unrelated to language learning and teaching. It provides background information relating to these studies, documents their profoundly atheoretical nature, details their pedagogical features, and assesses their learning outcome effectiveness.
In programs meant for foreign language majors, there is typically a broad range of linguistic com... more In programs meant for foreign language majors, there is typically a broad range of linguistic competence in advanced-level Languages for Specific Purposes (LSP) courses. Troublesome in any course, this is especially so when instruction directly relates to professional training, where students need to attain a level of competence that will allow them to subsequently function as fully independent language learners. Considering the normal constraints on in-class instruction, the mobilization of ubiquitous instructional technology resources, coupled with sound curriculum design and metacognitive awareness raising, is critical to providing the amount of time on task required to attain this objective. The case of the English for Specific Academic Purposes course that is the subject of this study provides an example of how the challenge of bringing students up to the level of independent language learners has been approached. It is hoped this may serve as a pedagogical model that can be ap...
With more than 1,200 publications over the past two decades, experimental mobile-assisted languag... more With more than 1,200 publications over the past two decades, experimental mobile-assisted language learning (MALL) studies targeting second/foreign language (L2) acquisition outcomes are certainly not lacking in quantity. Their research quality, on the other hand, has often been brought into question, most notably with regard to the adequacy of their assessment instruments and statistical analyses. Yet limiting the determination of research quality to the evaluation of testing procedures, and the statistical analysis of the results they produce, ignores the critical relevance of the underlying research parameters that generate the results in the first place. A comprehensive evaluation of quantitative experimental L2 acquisition MALL research quality, encompassing design as well as assessment instruments and statistical analysis, thus remains to be undertaken. The present investigation endeavors to do so based on an extensive compilation of 737 MALL studies published between 2000 and...
In this paper, scientific literature of the use of robotics in language learning from 2010 to 202... more In this paper, scientific literature of the use of robotics in language learning from 2010 to 2020 is being reviewed to answer specific questions regarding: a) the type(s) of robots that have been used in language learning, b) the benefits and challenges in the use of robotics in language classrooms, c) the skills that have been targeted with the use of robotics, d) future research directions recommended in the literature related to the use of robotics in language learning, e) the evaluation methods of learning and knowledge of students when robotics are used in language classrooms and f) the languages that have been explored through Robotic Assisted Language Learning (RALL), g) the educational levels in which RALL has been investigated and h) the geographical distribution in countries in which RALL research has been conducted. A systematic online search on bibliographic databases was conducted and 60 articles were selected and included in the study. Based on the results, in most of the cases speaking and vocabulary skills of English as a second or a foreign language were explored. In addition, most of the studies followed an experimental research design creating a pre-test and a post-test for student learning and knowledge evaluation. The results also suggest possible benefits and challenges of the use of robotics in the language classroom. Some of the major benefits concluded in the review are the positive effects on motivation and engagement when the implementation of a robot is used to learn a language as well as the decrease of embarrassment and discomfort and the provision of authentic communicative practice.Challenges include the distraction caused in classrooms when robots are used, technical issues and the individual differences of learners. The analysis of the papers showed that most of the research has been carried out in Asia which holds the highest percentage with 61.8% while the most explored educational level is primary education. Based on the results of the review future directions and recommendations are also pointed out for researchers interested in robotic assisted language learning.Complete
This paper aims at exploring the educational potential of gamification in teaching German as a Fo... more This paper aims at exploring the educational potential of gamification in teaching German as a Foreign Language (GFL)by developing, implementing and evaluating a gamified, technology-assisted language course. An exploratory researchwas conducted to examine the affordances of the Moodle App to support a gamified language programme. Students(n=39) from a Dutch pre-vocational secondary school enrolled in the six-week gamified German A1 course calledMISSION BERLIN, using the open-source learning platform Moodle and its app. Data collection methods includesemi-structured focus group interviews, and interaction logs from the Moodle environment. Results indicate that theMoodle app is not suitable for a full gamified language programme, however, it can support a gamified language course.
ABSTRACT Technology integration in classroom settings has become a popular concept, especially du... more ABSTRACT Technology integration in classroom settings has become a popular concept, especially due to the growth of the digital native population of learners and the novelty of technology tools. This exploratory study aimed at introducing a low-cost Virtual Reality kit, Google Expeditions, in a language classroom and explore its potential as a student-led tool for supporting language learning and teaching. The use of Google Expeditions was guided by teach-back, a pedagogical methodology which emphasises communication and comprehension through spoken interaction. Data were collected through interviews, focus groups, questionnaires, observations and video-taped sessions. Findings provide information on the patterns followed when pedagogically implementing Google Expeditions under teach-back. What is more, evidence is provided on how collaboration is encouraged and on the positive learning experiences of the students in the Google Expeditions sessions. Implications for researchers and instructional designers are also provided.
Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning
This chapter offers a comprehensive, up-to-date overview of Mobile-Assisted Language Learning (MA... more This chapter offers a comprehensive, up-to-date overview of Mobile-Assisted Language Learning (MALL) studies, from the first in 1994 through 2018, relating to the experimental implementation of mobile-based affordances and applications in the teaching and learning of languages, L1 as well as L2. It derives from the analysis of over 2000 MALL studies that have appeared in almost 500 distinct journals and presentations in conferences given by nearly 300 different professional organizations, the great majority of both sources being unrelated to language learning and teaching. It provides background information relating to these studies, documents their profoundly atheoretical nature, details their pedagogical features, and assesses their learning outcome effectiveness.
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