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The aim of this book was to present innovative applications of technology in second language teaching and learning, as well as to explore the transformation of the different techniques to different theoretical frameworks. It has also been desired to have a representation of researchers from different parts of the world as contributors. When the reviewing process was finished, there were nine selected chapters from seven different countries: Canada, Finland, France, Ireland, Spain, Sweden, and Singapore. Thus, the chapters of this book consist of the work of eleven young researchers within the field of net-based language learning. These nine chapters all deal with topical areas of Internet-based Computer-assisted language learning (CALL). Following Notes on Contributors, Acknowledgements, and Foreword, the following papers are included in this book: (1) Introduction on Views of Emergent Researchers in L2 Teaching and Learning with Technology (Sylvie Thous͡ny and Linda Bradley); (2) Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach (Ilona Laakkonen); (3) QuickAssist: Reading and Learning Vocabulary Independently with the Help of CALL and NLP Technologies (Peter Wood); (4) Self-Assessment and Tutor Assessment in Online Language Learning Materials: InGenio FCE Online Course and Tester (Ana Sevilla-Pavn̤, Antonio Martn̕ez-Sèz, and Jos ̌Macario de Siqueira); (5) Mobile-Assisted Language Learning: Designing for Your Students (Agnieszka Palalas); (6) A Design for Intercultural Exchange--An Analysis of Engineering Students' Interaction with English Majors in a Poetry Blog (Linda Bradley, Berner Lindstrm̲, Hans Rystedt, and Magnus Gustafsson); (7) Developing Sociolinguistic Competence through Intercultural Online Exchange (Mathy Ritchie); (8) Second Language Learning by Exchanging Cultural Contexts through the Mobile Group Blog (Yinjuan Shao); (9) Dynamically Assessing Written Language: To what Extent Do Learners of French Language Accept Mediation? (Sylvie Thous͡ny); and (10) Computer-Mediated Negotiated Interactions: How is Meaning Negotiated in Discussion Boards, Text Chat and Videoconferencing? (Cďric Sarr)̌. A name index is included. (Individual papers contain references.).
Although technology has become embedded in our everyday life, researchers and practitioners constantly strive to find ways of incorporating technology in education, with language learning being one of those fields (Garrett, 2009). Numerous publications on this subject are available, mostly on condition that one is affiliated with a university, and that this university subscribes to a broad spectrum of publications. With the aim of widening free access research publications, we have elaborated a peer-reviewed eBook published under a Creative Commons licence which provides not only protection but also freedom for authors and editors. Young researchers from a variety of countries participated with a chapter of their ongoing projects. The themes approached within these projects represent topical areas of language learning and teaching, and technology within collaborative, personal and virtual learning environments. After providing an overview of the steps taken to develop this eBook project, this chapter gives a brief account of the innovative applications of technology in second language teaching and learning found in the eBook. [For the complete volume, "Second Language Teaching and Learning with Technology: Views of Emergent Researchers," see ED574599.].
Bilingualism and multilingualism both make a major contribution in cross-cultural interaction, but, at the same time, improve various cognitive abilities, such as better attention and multitasking. Meaning in the world around us is represented by means of the language that is used for communication and knowledge exchange between intelligent individuals. The phenomena of human interaction and communication are recently experiencing unprecedented influence from digital technologies. Language learning is part of the global revolution, meaning that language learning technologies are playing an increasingly important role in learning English for Specific Purposes. This volume addresses theoretical and practical aspects of learning, technology adoption and pedagogy in the context of English for Specific Purposes.
From 2000 to 2012 the number of Internet users rose from less than 0.4 billion to 2.4 billion. Scholarly, evidence-based Internet research is of critical importance. The field of Internet research explores the Internet as a social, political and educational phenomenon, providing theoretical and practical contributions to understanding, and informing practice, policy and further research. This new collection is a unique and welcome work. The editors have compiled a diverse range of new scholarly, peer-reviewed research, spanning the fields of education, arts, the social sciences and technology. The authors provide academic perspectives, both theoretical and practical, on the Internet and citizenship, education, employment, gender, identity, friendship, language, poetry, literature and more. The collection comprises a rich resource for researchers and practitioners alike. Following Notes on Contributors, Acknowledgements, a Foreword, and "Introduction on Internet Research, Theory, and Practice: Perspectives from Ireland" (Cathy Fowley, Claire English, and Sylvie Thous͡ny), the following sections and papers are included: Section 1: Research and Reflections on Ethics and Digital Culture: (1) "Ethical Issues in Internet Research: International Good Practice and Irish Research Ethics Documents" (Heike Felzmann); (2) "Studying Young "People's Blogs: Ethical Implications" (Cathy Fowley); (3) "Poetic Machines: From Paper to Pixel" (Jeneen Naji); (4) "A Second Level Pictorial Turn? The Emergence of Digital Ekphrasis from the Visuality of New Media" (Nina Shiel); and (5) "Digital Reading: A Question of Prelectio?" (Noel Fitzpatrick). Section 2: Research and Reflections on Societal Practices; (6) "Constructions of Violence and Masculinity in the Digital Age" (Jennifer Patterson); (7) "The Public Sphere and Online Social Media: Exploring the Use of Online Social Media as Discursive Spaces in an Irish Context" (Claire English); (8) "Not Quite Kicking Off Everywhere: Feminist Notes on Digital Liberation" (Angela Nagle); (9) "We are All Friends Nowadays: But What is the Outcome of Online Friendship for Young People in Terms of Individual Social Capital?" (Anne Rice); (10) "Romanian Diaspora in the Making? An Online Ethnography of Romaniancommunity.net" (Gloria Macri); (11) "What's 'Smart' About Working from Home: Telework and the Sustainable Consumption of Distance in Ireland?" (Michael Hynes); and (12) "Surveillance Privacy and Technology: Contemporary Irish Perspectives" (Kenny Doyle). Section 3: Research and Reflections on Educational Practices: (13) Digital Divide in Post-Primary Schools (Ann Marcus-Quinn and Oliver McGarr); (14) "The Use of a Task-Based Online Forum in Language Teaching: Learning Practices and Outcomes (Marie-Thřs̈e Batardir̈e); (15) "Using Facebook in an Irish Third-Level Education Context: A Case-Study" (Catherine Jeanneau); (16) "Internet-Based Textual Interventions and Interactions: How Language Learners Engage Online in a Written Task" (Sylvie Thous͡ny); and (17) "Information and Communication Technology in Foreign Language Teaching: Leveraging the Internet to Make Language Learning Real" (Etìn Watson). Section 4: Research and Reflections on Irish Resources: (18) "The Born Digital Graduate: Multiple Representations of and Within Digital Humanities PhD Theses" (Sharon Webb, Aja Teehan, and John Keating); (19) DHO: Discovery--Stargazing from the Ground Up" (Niall O'Leary); (20) "Database in Theory and Practice: The Bibliography of Irish Literary Criticism" (Sonia Howell); (21) "Digital Humanities and Political Innovation: The SOWIT Model" (Vanessa Liston, Clodagh Harris, Mark O'Toole, and Margaret Liston). A Name Index is included.
This edited book brings together documented evidence and theoretical propositions on the essential mediating role of digital technology in L2 teacher education and professional development. Topics range from technological affordances in teacher education, to challenges and responses to emergency transition from face to face to virtual professional development, to successful practices of online teacher training courses. Bringing together examples from various countries and contexts of how L2 teacher trainers and trainee teachers view these forced changes and react to them, the volume fills a gap in the use of digital technology in contexts where teacher educators and trainee teachers are not technology-literate and not prepared for technology-oriented education. In addition to a Foreword by Mark Warschauer and Introduction and Conclusion chapters by Editors, the volume features 13 full-length chapters by some of the well-known experts from countries such as Australia, Finland, Mexico, the UK, the USA, Spain, Singapore, Turkey and Sweden.
This book explores the complexities of interacting with digital technologies in the everyday flow of practices in schools, museums, and the home. In particular, the authors pay attention to the material conditions of such practices via the exploration of media discourses on information and communication technologies in the classroom; the ongoing digitization of the school; the use of video chat for language learning; the instantiation of CrossActionSpaces in an urban science classrooms; the development of symbolic technologies such as the Carbon Footprint Calculator; the design of apps and virtual museums for learning science; the use of text message tools for collaborative learning in teacher education and the design, implementation, and evaluation of Augmented Reality apps in outdoor learning. The book is grounded in case studies presented by scholars at the workshop, “Changing Teaching and Learning Practices in Schools with Tablet-Mediated Collaborative Learning: Nordic, European and International Views” and the workshop “Emergent Practices and Material Conditions in Tablet-mediated Collaborative Learning and Teaching” both of which have been held at the Computer-Supported Collaborative Learning conference (CSCL). This volume brings together inspirational and high-quality chapters that raise a range of important ideas and showcase the importance of looking beyond technology-enhanced learning. Taken together, this volume unpacks a variety of everyday situations by engaging with what is really happening with digital technologies rather than what is expected to happen with them in educational settings. The take-away message is a call for research on learning, teaching, and digital technologies that enables engagement with the materiality of educational practices and, in particular, their constitutive relationships that configure the contemporary educational practices of the digital age.
Presents a collection of essays discussing the theories and models of writing research.
The chapter discusses the potential of personal learning environments (PLE) based on Web 2.0 applications for language courses in higher education (HE). This novel approach to the use of information and communication technologies (ICT) in education involves learners in the design of learning environments, tools and processes. The chapter begins with an introduction to the concept of PLEs and identifies drivers behind its increasing popularity. It discusses the multiple ways in which the concept has been understood and applied, and demonstrates the manner in which its principles resonate with developments in the field of computer-assisted language learning (CALL). The chapter will present the F-SHAPE project. This is a project which is being carried out in the University of Jyvs̃kyl ̃Language Centre and which investigates the integration of elements of the PLE concept into higher education language courses through cooperation with researchers, teachers, administrators and students. The application of a highly constructivist and learner-centred approach in the context of formal education is not without problems. Opportunities and challenges that will manifest themselves through this approach will be considered from the perspective of pedagogy, technology, students, and teachers. [For the complete volume, "Second Language Teaching and Learning with Technology: Views of Emergent Researchers," see ED574599.].
This book explores the complexities of interacting with digital technologies in the everyday flow of practices in schools, museums, and the home. In particular, the authors pay attention to the material conditions of such practices via the exploration of media discourses on information and communication technologies in the classroom; the ongoing digitization of the school; the use of video chat for language learning; the instantiation of CrossActionSpaces in an urban science classrooms; the development of symbolic technologies such as the Carbon Footprint Calculator; the design of apps and virtual museums for learning science; the use of text message tools for collaborative learning in teacher education and the design, implementation, and evaluation of Augmented Reality apps in outdoor learning. The book is grounded in case studies presented by scholars at the workshop, "Changing Teaching and Learning Practices in Schools with Tablet-Mediated Collaborative Learning: Nordic, European and International Views" and the workshop "Emergent Practices and Material Conditions in Tablet-mediated Collaborative Learning and Teaching" both of which have been held at the Computer-Supported Collaborative Learning conference (CSCL). This volume brings together inspirational and high-quality chapters that raise a range of important ideas and showcase the importance of looking beyond technology-enhanced learning. Taken together, this volume unpacks a variety of everyday situations by engaging with what is really happening with digital technologies rather than what is expected to happen with them in educational settings. The take-away message is a call for research on learning, teaching, and digital technologies that enables engagement with the materiality of educational practices and, in particular, their constitutive relationships that configure the contemporary educational practices of the digital age.
The Handbook of Technology and Second Language Teaching and Learning presents a comprehensive exploration of the impact of technology on the field of second language learning. The rapidly evolving language-technology interface has propelled dramatic changes in, and increased opportunities for, second language teaching and learning. Its influence has been felt no less keenly in the approaches and methods of assessing learners' language and researching language teaching and learning. Contributions from a team of international scholars make up the Handbook consisting of four parts: language teaching and learning through technology; the technology-pedagogy interface; technology for L2 assessment; and research and development of technology for language learning. It considers how technology assists in all areas of language development, the emergence of pedagogy at the intersection of language and technology, technology in language assessment, and major research issues in research and development of technologies for language learning. It covers all aspects of language including grammar, vocabulary, reading, writing, listening, speaking, pragmatics, and intercultural learning, as well as new pedagogical and assessment approaches, and new ways of conceiving and conducting research and development. The Handbook of Technology and Second Language Teaching and Learning demonstrates the extensive, multifaceted implications of technology for language teachers, learners, materials-developers, and researchers.