Language Learning with Technology (eBook)

Perspectives from Asia

Lindsay Miller, Junjie Gavin Wu (Herausgeber)

eBook Download: PDF

2021 | 1st ed. 2021
XIII, 235 Seiten
Springer Singapore (Verlag)
978-981-16-2697-5 (ISBN)

Infos

This book is about language learning with technology, offering readers theoretical insights as well as practical case studies with a focus on Asia and Asian students. Although technology is rapidly advancing and most, if not all, students are already using technology in their everyday lives, traditional teaching/learning practices still exist throughout Asia. This book provides examples, written by representative educators, from a variety of countries/regions and contexts where technology has successfully been used to enhance language learning. In addition to some everyday examples of using technology: Wikipedia, PowerPoint, Google Docs and YouTube, the book also offers the readers an insight into the future possible uses of advanced technology: Augmented Reality, Virtual Reality, Artificial Intelligence and Eye Tracking. The book presents illustrations of how teachers can, and perhaps should, be open to integrating some form of technology into in-class learning or using it to supplement out-of-class activities. 

Lindsay Miller is an Associate Professor in the English Department at the City University of Hong Kong where he teaches courses in learning styles and strategies, materials development and critical pedagogy on BA and MA programmes. He is also the PhD coordinator. He has worked in primary, secondary and tertiary level educational establishments in the UK, the Middle East, Thailand and Hong Kong. He has published widely and is the co-author of Establishing Self-Access: From Theory to Practice (1999), with D, Gardner; Second Language Listening: Theory and Practice (2005), with J. Flowerdew; Managing Self-Access Language Learning (2014), with D. Gardner, and English in the Disciplines: A Multidimensional Model for ESP Course Design (2019), with C.A. Hafner.

Junjie Gavin Wu is an Assistant Professor of Applied Linguistics at Shenzhen Technology University. He received international awards and scholarships from the 18th World Conference on Mobile and Contextual Learning, GLoCALL 2019 International Conference, City University of Hong Kong, the Hong Kong Association for Applied Linguistics, and AFS Germany. He currently serves on the committee of PacCALL International Association and helps organize GLoCALL International Conferences. Gavin has published widely on technology-enhanced language learning in internationally refereed journals, including Computer Assisted Language Learning, Journal of Education for Teaching, RELC Journal, Language in Society, TESOL Journal, TESL-EJ, The Journal of Asia TEFL, and CALL-EJ. 

Inhalt

Preface 5
Contents 9
Editors and Contributors 11
Part I 14
1 Moving Language Teaching and Learning from the Known to the Unknown 15
1 Introduction 15
2 Reflection: Guidance For an Unfamiliar Terrain 16
3 Inquiry: Language in Emergencies and Beyond 18
4 Rehearsal: Echoes of the Past 19
5 Outcomes: Open to Negotiation 20
6 Conclusion 21
References 22
2 Language Learning with Technology in the Classroom 25
1 Introduction 25
2 Towards an Ecological Approach to CALL 25
3 Environmental Factors in Language Learning with Technology 26
4 Innovation and Normalisation 27
5 The Study 28
5.1 Background 28
6 Course Design 31
6.1 Teacher’s Use of Technology 32
6.2 Students’ Use of Technology 33
7 Technology-Enhanced Activities in Class 34
7.1 Webquest (Reading Workshop) 34
7.2 PowerDirector (Video Workshop) 35
7.3 Google Docs (Writing Workshop) 36
8 Discussion 37
Appendix 1 39
References 41
3 From In-Class to Out-Of-Class Learning: Mobile-Assisted Language Learning 43
1 Introduction 43
2 Mobile-Assisted Language Learning Pedagogical Frameworks 44
3 Technology in-Class to Out-of-Class 47
4 A Revised Production-Oriented Approach 48
5 Applying the Production-Oriented Approach 51
6 Students’ Perceptions and Performances in a WeChat-Based POA Project 54
7 Conclusion 57
References 58
4 Language Learning Aboard: Extending Our Understanding of Language Learning and Technology 61
1 Introduction 61
2 Information Ecology: An Ecological Perspective 63
3 Technology Use and Studying Overseas 64
4 The Present Study 65
5 The Stories of Two International Students in Sydney, Australia 66
5.1 Lily 67
5.2 Harry 70
6 L1 and L2 Technology Use: The Affordances and the Context 72
7 Conclusion 73
References 74
5 Narrative Inquiry into Teacher Identity, Context, and Technology Integration in Low-Resource ESL Classrooms 76
1 Introduction 76
2 Literature Review 77
3 Narrative Inquiry as a Strategy of Inquiry 78
4 The Teachers’ Narrative Accounts 79
4.1 Narrative Account 1: The Novice Digital Teacher 80
4.2 Narrative Account 2: The Digital Immigrant Teacher 81
5 Unpacking the Narratives 82
6 Implications for Teacher Education and Continuing Professional Development 84
7 Conclusion 85
References 85
Part II 88
6 Case Study 1, Thailand: “For the World to See and Learn”—Motivating Learners Through Purposeful Writing 89
1 Background 89
2 Case Study 90
2.1 Participants 90
2.2 The Academic Reading and Writing Course 91
2.3 Data Collection and Analysis 92
3 Results 93
3.1 Writing a Wikipedia Article 93
3.2 Supporting the Students’ Learning 94
3.3 The Students’ Orientations 95
4 Pedagogical Principles 96
References 98
7 Case Study 2, Hong Kong: Oral Presentations—Stories Behind Students’ Use of PowerPoint 99
1 Background 99
2 Case Study 100
2.1 Participants 100
2.2 Project Description 101
2.3 Data Collection and Analysis 102
3 Results 102
3.1 Pictures and Diagrams 103
3.2 Use of Bullet Points 105
3.3 Pictures and Texts 106
4 Pedagogical Principles 108
References 109
8 Case Study 3, Singapore: “To Blend or Not to Blend—That Is Not the Question”—Blended Delivery to ASEAN Teachers of English 111
1 Background 111
2 Case Study 112
2.1 Participants 112
2.2 Project Description 113
2.3 Data Collection and Analysis 116
3 Results 117
3.1 Benefits 117
3.2 Obstacles 118
3.3 Recommendations 119
4 Pedagogical Principles 120
References 121
9 Case Study 4, Japan: Incorporating Virtual Exchange into the English Communication Classroom 123
1 Background 123
2 Case Study 124
2.1 Participants 124
2.2 Project Description 125
2.3 Data Collection 126
3 Results 128
4 Pedagogical Principles 129
References 130
10 Case Study 5, Macao: Using Google Docs for Peer Review 132
1 Background 132
2 Case Study 134
2.1 Participants 134
2.2 Project Description 134
2.3 Data Collection and Analysis 135
2.4 Results 136
3 Pedagogical Principles 139
References 140
11 Case Study 6, Korea: Flipped Content Courses in the Korean Higher Education Context: Benefits and Challenges 142
1 Background 142
2 Case Study 143
2.1 Participants 143
2.2 Project Description 143
2.3 Data Collection and Analysis 146
3 Results 147
3.1 Benefits of Flipped Learning 147
3.2 Problems of Flipped Learning and Suggestions for Successful FL 148
4 Pedagogical Principles 150
References 151
12 Case Study 7, Brunei: Learners as Educators in the Virtual Absence of Authority 153
1 Background 153
1.1 Introduction 153
1.2 Framework for Analysis 154
2 Case Study 154
2.1 Participants 154
2.2 Task Description 155
2.3 Data Collection and Analysis 156
3 Results 156
3.1 Dimension 1: Self-Management 156
3.2 Dimension 2: Self-Monitoring 158
3.3 Dimension 3: Motivation 160
4 Pedagogical Principles 160
References 161
13 Case Study 8, Bangladesh: Ubiquitous Learning Through Technology—A Bangladeshi Story 163
1 Background 163
2 Case Study 165
2.1 Participants 165
2.2 Project Description 166
2.3 Data Collection and Analysis 168
2.4 Results 169
3 Pedagogical Principles 171
References 172
14 Case Study 9, Japan: Influence of Tasks on Student’s Interaction and Learning in a Telecollaboration Project Between Japan and Spain 174
1 Background 174
2 Case Study 175
2.1 Participants 175
2.2 Project Description 176
3 Results 182
3.1 Participation and Interaction in the Forums 182
3.2 Types of Learning in the Forums 183
4 Pedagogical Principles 184
Appendices 186
References 188
Part III 190
15 Using Eye Tracking to Investigate Strategies Used by ESL Learners in Reading a Scientific Text with Diagram 191
1 Introduction 191
2 Related Literature 192
3 The Present Study 193
4 Method 194
4.1 Participants 194
4.2 Materials 195
4.3 Procedures 195
4.4 Apparatus 196
5 Findings 196
5.1 Comparing the Findings of the Present Study with Jian and Wu’s Studies 196
5.2 Examining the Relationship Between Reading Strategies and Comprehension Performance 197
6 Discussion 198
7 Implications and Conclusion 199
Appendix A 200
Appendix B 200
References 201
16 Exploring Chinese EFL Teachers’ Perceptions of Augmented Reality in English Language Education 203
1 Introduction 203
2 AR and Language Education in China 204
3 The Study 206
3.1 Participants 206
3.2 Research Design 206
3.3 Data Collection and Analysis 207
4 Results and Discussion 208
4.1 Theme 1: Learning Experience and Motivation 208
4.2 Theme 2: Effectiveness 209
4.3 Theme 3: Content 211
4.4 Theme 4: Curriculum and Pedagogy 212
4.5 Theme 5: Future Use 212
5 Conclusions and Suggestions for Future Research 213
References 214
17 Case Study 10, Japan: Smartphone Virtual Reality for Tourism Education—A Case Study 217
1 Background 217
2 Case Study 218
2.1 Participants 218
2.2 Project Description 219
2.3 Data Collection and Analysis 221
2.4 Results 221
3 Pedagogical Principles 225
Appendix 1 226
References 227
18 Case Study 11, Mainland China: The Impact of Pronunciation and Accents in Artificial Intelligence Speech Evaluation Systems 229
1 Background 229
2 Case Study 231
2.1 Participants 231
2.2 Apps and Tasks 232
2.3 Data Collection 232
2.4 Data Collection and Analysis 233
3 Results 234
3.1 Question 1: To What Extent are the Selected AI-EFL Apps Perceived to Accurately Identify Clear Pronunciation in Non-Native English Accents? 234
3.2 Question 2: To What Extent are the Selected AI Apps Perceived to Score Non-Native, yet Clear Speaking Task Performance Accurately? 236
4 Pedagogical Implications 238
5 Conclusion 239
References 240

Produkt-Details

• Erscheint lt. Verlag: 31.8.2021
• Zusatzinfo: XIII, 235 p. 14 illus.
• Sprache: englisch
• Themenwelt: Schulbuch / Wörterbuch ► Lektüren / Interpretationen
• Themenwelt: Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen
• Themenwelt: Schulbuch / Wörterbuch ► Unterrichtsvorbereitung ► Unterrichts-Handreichungen
• Themenwelt: Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Schlagworte: Action Research • computer assisted language learning • Innovative Learning • Learning beyond the Classroom • Mobile Assisted Language Learning • State of the Art Technology Innovations • Technology Enhanced Language Learning
• ISBN-10: 981-16-2697-9 / 9811626979
• ISBN-13: 978-981-16-2697-5 / 9789811626975