Academic literature on the topic 'Language and languages Web-based instruction Evaluation'
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Journal articles on the topic "Language and languages Web-based instruction Evaluation"
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Giap, Lim Soo. "Designing and Developing a Romanised Mandarin Web-based Instruction for Non-native Learners in Malaysia." Journal of Social and Development Sciences 2, no. 2 (August 15, 2011): 51–57. http://dx.doi.org/10.22610/jsds.v2i2.652.
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Hanyu Pinyin (Romanised Mandarin) is taught as part of the teaching Mandarin as a third language in UiTM. The time allocated to teach the sound system of Hanyu Pinyin is insufficient for learners. Hence, it is suggested a web-based instruction incorporate into the curriculum as a self-learning material for learners to enable them to manage their learning process in the absence of instructor. The objective of this paper is to describe the process of designing and developing a Hanyu Pinyin WBI to teach non-native learners (Malay Mandarin learners) in learning Mandarin at a Malaysian university (UiTM). The Hanyu Pinyin WBI is tailored to tackle the weaknesses and to meet the specific needs of Malay learners. Hanyu Pinyin WBI is designed on the basis of Instructional System Design (ISD) methodology. This approach involves four phases: (1) analysis and design, (2) development, (3) implementation, and (4) evaluation of the instruction.
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FELIX, USCHI. "A multivariate analysis of secondary students’ experience of web-based language acquisition." ReCALL 16, no. 1 (May 2004): 237–49. http://dx.doi.org/10.1017/s0958344004001715.
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This paper reports on a large-scale project designed to replicate an earlier investigation of tertiary students (Felix, 2001) in a secondary school environment. The new project was carried out in five settings, again investigating the potential of the Web as a medium of language instruction. Data was collected by questionnaires and observational procedures to ascertain student perceptions of the usefulness of Web-based learning, their views on its advantages and disadvantages, their personal comfort and enjoyment when working with the Web, their preferred mode of delivery, their evaluation of the quality of resources used, and their learning styles and study preferences. Results of both studies showed that students were on the whole positively inclined to working with the Web and found it useful, with the majority preferring to use the Web as an add-on to face-to-face teaching. Reported advantages in both studies outweighed disadvantages. The secondary students felt significantly more comfortable on the Web, worked longer hours and reported more evenly distributed study preferences. Most favoured a kinesthetic learning style and significant relationships between learning style and mode preference were found. Differential findings related to gender emerged in the two studies.
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FELIX, USCHI. "The web’s potential for language learning: the student’s perspective." ReCALL 13, no. 1 (May 2001): 47–58. http://dx.doi.org/10.1017/s0958344001000519.
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This paper reports on a large-scale study carried out in four settings that investigates the potential of the Web as a medium of language instruction, both to complement face-to-face teaching and as a stand-alone course. Data was collected by questionnaires and observational procedures to ascertain student perceptions of the usefulness of Web-based learning, their views on its advantages and disadvantages, their personal comfort and enjoyment when working with the Web, their preferred mode of delivery, their evaluation of the quality of resources used, and their learning strategies and study preference. Results showed that students were on the whole positively inclined to working with the Web and found it useful, with the majority preferring to use the Web as an add-on to face-to-face teaching. Reported advantages fell into the broad categories of time flexibility, reinforced learning, privacy and wealth of information; disadvantages into distraction, absence of teacher and personal interaction and lack of speaking practice. Significant differences for age and gender were found relating to clarity of objectives, number of hours worked, mode of delivery, perception of comfort and appreciation of graphics. Very few significant findings relating to strategy strength emerged.
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Jia, Jiyou. "An AI Framework to Teach English as a Foreign Language: CSIEC." AI Magazine 30, no. 2 (June 26, 2009): 59. http://dx.doi.org/10.1609/aimag.v30i2.2232.
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CSIEC (Computer Simulation in Educational Communication), is not only an intelligent web-based human-computer dialogue system with natural language for English instruction, but also a learning assessment system for learners and teachers. Its multiple functions—including grammar-based gap filling exercises, scenario show, free chatting and chatting on a given topic—can satisfy the various requirements for students with different backgrounds and learning abilities. After a brief explanation of the conception of our dialogue system, as well as a survey of related works, we will illustrate the system structure, and describe its pedagogical functions with the underlying AI techniques in detail such as NLP and rule-based reasoning. We will summarize the free Internet usage within a six month period and its integration into English classes in universities and middle schools. The evaluation findings about the class integration show that the chatting function has been improved and frequently utilized by the users, and the application of the CSIEC system on English instruction can motivate the learners to practice English and enhance their learning process. Finally, we will conclude with potential improvements.
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Acat, M. Bahaddin, Hilmi Demiral, and Mehmet Fatih Kaya. "Validity and reliability study of the Web Based Listening Comprehension Test." Pegem Eğitim ve Öğretim Dergisi 3, no. 3 (September 1, 2013): 01–10. http://dx.doi.org/10.14527/c3s3m1.
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The purpose of this study is to examine validity and reliability of the web based test designed to measure listening skills of the 5th graders. The test's content validity supplied 27 of 36 listening objectives described in the curriculum for the 5th graders' Turkish course. After, the constructs were prepared for measuring if the students can gain the listening objectives. Firstly 56 items were prepared. Then two experts working on the fields of Turkish instruction and two experts working on the fields of measurement and evaluation were asked for their opinion about content validity. After making necessary corrections proposed by the experts, eventually, 41 items were left in the test and pilot studies were conducted. KR-20 and Cronbach Alpha coefficients were estimated both being as .77 in an attempt to determine internal consistency of the test. The reliability coefficient calculated by means of Spearman-Brown prophecy formula was found as .80. Such findings point out that the test is reliable. It was also observed during the study that students tend to have higher motivation and concentration level when they engage in web based systems. Therefore, it could be said that web-based environments could be used for measuring and evaluating language skills.
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Yan, Hengbin, and Yinghui Li. "A Blended Grammar Learning System Featuring Unsupervised Pattern Discovery." International Journal of Emerging Technologies in Learning (iJET) 16, no. 16 (August 23, 2021): 21. http://dx.doi.org/10.3991/ijet.v16i16.21857.
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Recent developments in cognitive and psycholinguistic research postulate that language learning is essentially the learning of grammatical construc-tions. An important type of grammatical construction with wide-ranging pedagogical implications is grammar patterns as laid out in Pattern Gram-mar. While grammar patterns have seen increasing adoption in language pedagogy, existing applications typically follow a paper-based, teacher-centered approach to instruction, which is known to be less effective in grammar learning than blended, learner-centered approaches.
In this paper, we propose a blended learning model that integrates web-based technology with classroom-based instruction to facilitate efficient, personalized grammar learning. We present the design and implementation of a blended grammar learning system that provides customizable learning materials for individual learners by discovering important grammar patterns from corpora in an unsupervised manner. Preliminary evaluation shows that the proposed system achieves an accuracy in pattern discovery comparable to systems that rely on manually precompiled pattern lists and hard-coded rules. With a flexible architecture and an easy-to-use interface, the system can play a key role in the creation of a blended learning environment that can be integrated into a wide range of language learning curricula.
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Sun, Li. "College English Teaching Evaluation with Neural Network." Mathematical Problems in Engineering 2022 (June 25, 2022): 1–9. http://dx.doi.org/10.1155/2022/6870764.
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The notion of abilities in colleges and universities is undergoing a substantial transition, and the accompanying curricular view is also evolving in response to the demands of social and economic development. Students who are not English majors in college or university play a critical role in growing their knowledge of foreign languages, improving the quality of foreign languages, and fostering their capacity to use the language in real-world situations. As a result, one of the most important methods to assess the quality of a college's curriculum is to look at how well it teaches English. Consequently, how to evaluate collegiate English instruction has become a major concern. This research offers a neural network (NNs) for evaluating collegiate English education based on the BP network’s application principle. The main work is as follows: (1) based on the peculiarities of college English teaching assessment, the weights and thresholds of the BP network are tuned using the global optimization ability of the ant colony algorithm. (2) To improve optimization ability of ACO, an update of pheromone is realized by combining global as well as local methods. In formula of the global update pheromone, a function is added to adjust the information residual coefficient according to the distribution of the solution. The residual coefficient of the local pheromone is adjusted according to the way of the minimum error judgment. (3) Optimize the BP algorithm with the improved ant colony optimization (IACO), build the IACO-BP network, and comprehend the optimal selection of weights and thresholds. Optimized BP algorithm is applied to the English teaching evaluation.
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Hill, Yao Zhang, and Stephen L. Tschudi. "Exploring Task-Based Curriculum Development in a Blended-Learning Conversational Chinese Program." International Journal of Virtual and Personal Learning Environments 2, no. 1 (January 2011): 19–36. http://dx.doi.org/10.4018/jvple.2011010102.
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This paper brings task-based language teaching (TBLT) curriculum development principles into the blended learning context, presenting processes and outcomes from a project to develop a task-based thematic unit — asking and giving directions — in a hybrid web-based university-level class focused on listening and speaking skills in Mandarin Chinese. The authors follow the principled task-based curriculum design phases informed by Long and Crookes (1993) and Long and Norris (2000). Unit-based development made the workload manageable and provided an important experimental space for the instructors to best align task-based principles with online language instruction. First, the context of the project and its theoretical TBLT curriculum development framework are established. The distinct processes of needs analysis, materials development, task sequencing and teaching methods, and assessment methods adopted to meet the special requirements of the class are presented, along with a preliminary formative and summative evaluation of the teaching model. The conclusion discusses the theoretical and practical implications of the project.
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Al-Otaibi, Ghuzayyil Mohammed. "An Integrated Approach of TBLT and GBP to Medical Translation Instruction: A Suggested Model." International Journal of Linguistics 14, no. 2 (April 18, 2022): 25. http://dx.doi.org/10.5296/ijl.v14i2.19677.
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Producing an accurate translation means communicating meaning successfully to target text's recipients. It also implies preserving the various relations (i.e., how each linguistic form suggests meaning with regard to a specific context) that the source text exhibits. Hence, translators should first analyze the source text before producing its translation. Medical translation is a technical translation and includes various text types that do not form a homogenous group. However, translator trainers focus only on one text type in class, and less exposure to other text types is expected. The current proposal is based on a needs analysis, based on two types of questionnaires, unstructured interviews, and document analysis of course descriptions and specifications, that aimed at identifying translators' target needs at the English Language Program at the college of Languages and Translation (COLT). Thus, this article suggests an integrated approach of Task-Based Language Teaching (TBLT) and (Genre-Based Pedagogy) GBP for medical translation instruction where attention is paid to text analysis. As TBLT enhances interactivity, critical thinking, problem solving, learner autonomy, etc., GBP encourages the exposure to various genre conventions and enhances textual analysis. The suggested integrated model is of three stages (i.e., pre-tasking, tasking, post-tasking including reporting, analysis, revision, and reflection) and ensures activating a number of components in the translation competence. Besides proposing a model to follow in class, the researcher designed a syllabus that gives importance to certain genres (e.g., forms, emails, policies, terms and conditions, reports, etc.), skills (e.g., using dictionaries, having good research skills, using technology, and time management), and evaluation criteria.
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Abdqodirhoja Qizi, Inomkhojaeva Shodiyakhon. "Principles And Practices Of A Language Assessment." American Journal of Social Science and Education Innovations 03, no. 06 (June 17, 2021): 33–39. http://dx.doi.org/10.37547/tajssei/volume03issue06-05.
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Evaluation has a critical part in instruction and it features a basic part within the instructing prepare. Through fitting evaluation, instructors can classify and review their understudies, deliver criticism and structure their educating appropriately. As of late, teachers and scientists have been getting to be more fascinated by the necessities of evaluation methods within the scope of outside dialect educating and the learning handle, as forms of evaluation have been changing. The evaluation strategies relate to authenticity, common sense, unwavering quality, legitimacy and wash back, and are considered the essential standards of appraisal in remote dialect instructing and learning. The most esteem of these previously mentioned standards is to recognize the impacts of appraisal and audit any classroom based issues between the instructor and the understudy. As the evaluation prepare influences both instructors and understudies, centrality and thought ought to be given to appraisal strategies in outside dialect educating.
Dissertations / Theses on the topic "Language and languages Web-based instruction Evaluation"
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Deranger, Brant S. Raign Kathryn Rosser. "Blurring the lines between instructor-led and online learning an evaluation of an online composition curriculum on the bleeding edge /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3980.
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Garratt, Lesley. "The development, implementation and evaluation of a social constructivist web-based English language learning module." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700587.
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Deranger, Brant. "Blurring the Lines Between Instructor-Led and Online Learning: an Evaluation of an Online Composition Curriculum on the Bleeding Edge." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3980/.
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The contemporary classroom currently faces an evolving world of computer based training, online courses, instructor-led learning and several blended approaches in-between. With the increased presence of computers and communication in every facet of students' lives, students have changed to adapt to the continuous presence of technology in their daily lives. These recent rapid developments have changed the relationship between technology and communication. Indeed, communication and technology have become linked to such a degree that it is difficult to differentiate one from the other, thereby altering our rhetorical situation as instructors. Instructors can no longer deny the presence of technology in the contemporary classroom, much less in the contemporary composition classroom.
This case study serves as a post-modern analysis of the technology based blended classroom. A gap exists between what online learning is (being) today and what it is (becoming) tomorrow. This dissertation explores the gap by examining two rich data sources: online visitor navigational patterns and instructor interviews. The fundamental ideas that this text explores are the following:
- Web server logs and PHP logs can be analyzed to yield relevant information that assists in the design, architecture, and administration of online and blended learning courses.
- Technology in the writing classroom does not necessarily solve traditional problems associated with the composition classroom. Technology is a tool, not a solution.
- Technology has changed the rhetorical situation of the composition classroom. As a result, instructors must adapt to the changed rhetorical environment.
Via this study, readers will hopefully gain a better understanding of the relatively unexplored margins between instruction, composition and technology paradigms. Instructors, trainers, technical writers, pedagogues, industry and academia alike must step forward to research technology-assisted pedagogy so that they can de-privilege the paradigms that position technology itself as a solution, and move forward toward realistic and real-world expectations for instructors in technology mediated learning environments.
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Riggs, Arthur Hughes. "Evaluating IT in ESP: action research comparing web-based and classroom-based instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3194467X.
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Hsueh, Su-Ling. "Design, Development and Evaluation of Chinese Radical and Character Tutorial by Hypermedia." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd834.pdf.
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Lai, Chun. "An exploration into factors that affect student perception of their online foreign language learning experience." Diss., Connect to online resource - MSU authorized users, 2006.
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Thesis (Ph. D.)--Michigan State University. Dept. of Counseling, Educational Psychology and Special Education, 2006.Title from PDF t.p. (viewed on Nov. 20, 2008) Includes bibliographical references (p. 125-131). Also issued in print.
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Beckett, Gulbahar Huxur. "Project-based instruction in a Canadian secondary school's ESL classes : goals and evaluations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0021/NQ46317.pdf.
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Nam, Jung Mi. "Perceptions of Korean college students and teachers about communication-based English instruction evaluation of a college EFL curriculum in South Korea /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1110161814.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xiv, 197 p.; also includes graphics Includes bibliographical references (p. 173-181). Available online via OhioLINK's ETD Center
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Williams, Kristin K. "An Evaluation of two computer-based training software programs designed to develop the language and listening skills of students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2004. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.Ed.)--Kutztown University of Pennsylvania, 2004.Source: Masters Abstracts International, Volume: 45-06, page: 2812. Typescript. Abstract precedes thesis as 1 preliminary leaf ( iii ). Includes bibliographical references (leaves 48-50 ).
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Yoon, Young-Beol. "A Comparative Analysis of Two Forms of Gyeonggi English Communicative Ability Test Based on Classical Test Theory and Item Response Theory." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3153.
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This study is an empirical analysis of the 2009 and 2010 forms of the Gyeonggi English Communicative Ability Test (GECAT) based on the responses of 2,307 students to the 2009 GECAT and 2,907 students to the 2010 GECAT. The GECAT is an English proficiency examination sponsored by the Gyeonggi Provincial Office of Education (GOE) in South Korea. This multiple-choice test has been administered annually at the end of each school year to high school students since 2004 as a measure of the students' ability to communicate in English. From 2004 until 2009, the test included 80 multiple-choice items, but in 2010, the length of the test was decreased to include only 50 items. The purpose of this study was to compare the psychometric properties of the 80-item 2009 form of the test with the psychometric properties of the shorter 50-item test using both Classical Test Theory item analysis statistics and parameter estimates obtained from 3-PL Item Response Theory. Cronbach's alpha coefficient for both forms was estimated to be .92 indicating that the overall reliability of the scores obtained from the two different test forms was essentially equivalent. For most of the six linguistic subdomains, the average classical item difficulty indexes were very similar across the two forms. The average of the classical item discrimination indexes were also quite similar for the 2009 80-item test and the 50-item 2010 test. However, 13 of the 2009 items and 3 of the 2010 had point biserial correlations with either negative or lower than acceptable positive values. A distracter analysis was conducted for each of these items with less than acceptable discriminating power as a basis to revise them. Total information functions of 6 subdomain tests (speaking, listening, reading, writing, vocabulary and grammar) showed that most of the test information functions of the 2009 GECAT were peaked at the ability level of around 0.9 < θ < 1.5, while those of the 2010 GECAT were peaked at the ability level of around 0.0 θ < 0.6. Recommendations for improving the GECAT and conducting future research are included.
Books on the topic "Language and languages Web-based instruction Evaluation"
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Araújo, Júlio César, Messias Dieb, and Ana Cristina Lobo-Sousa. Letramentos na web: Gêneros, interação e ensino. Fortaleza: Edições UFC, 2009.
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Lancashire, Ian. Teaching literature and language online. New York: Modern Language Association of America, 2009.
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Meskill, Carla. Teaching languages online. Bristol: Multilingual Matters, 2010.
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Meskill, Carla. Teaching languages online. Bristol: Multilingual Matters, 2010.
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Alman, Susan Webreck, Christinger Tomer, and Margaret L. Lincoln. Designing online learning: A primer for librarians. Santa Barbara, California: Libraries Unlimited, 2012.
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Ian, Lancashire, ed. Teaching literature and language online. New York: Modern Language Association of America, 2009.
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Smartt, Susan M. Next STEPS in literacy instruction: Connecting assessments to effective interventions. Baltimore, Md: Paul H. Brookes Pub. Co., 2010.
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Kurata, Naomi. Foreign language learning and use: Interaction in informal social networks. New York, NY: Continuum International Pub. Group, 2010.
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Developing online language teaching: Research-based pedagogies and reflective practices. New York: Palgrave Macmillan, 2015.
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Florez, MaryAnn Cunningham. Finding and evaluating adult ESL resources on the World Wide Web. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, National Clearinghouse for ESL Literacy Education, 2000.
Find full textBook chapters on the topic "Language and languages Web-based instruction Evaluation"
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Nunan, David. "Standards-Based Approaches to the Evaluation of ESL Instruction." In International Handbook of English Language Teaching, 421–38. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-46301-8_31.
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Bauereiss, Thomas, Brian Campbell, Thomas Sewell, Alasdair Armstrong, Lawrence Esswood, Ian Stark, Graeme Barnes, Robert N. M. Watson, and Peter Sewell. "Verified Security for the Morello Capability-enhanced Prototype Arm Architecture." In Programming Languages and Systems, 174–203. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99336-8_7.
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AbstractMemory safety bugs continue to be a major source of security vulnerabilities in our critical infrastructure. The CHERI project has proposed extending conventional architectures with hardware-supported capabilities to enable fine-grained memory protection and scalable compartmentalisation, allowing historically memory-unsafe C and C++ to be adapted to deterministically mitigate large classes of vulnerabilities, while requiring only minor changes to existing system software sources. Arm is currently designing and building Morello, a CHERI-enabled prototype architecture, processor, SoC, and board, extending the high-performance Neoverse N1, to enable industrial evaluation of CHERI and pave the way for potential mass-market adoption. However, for such a major new security-oriented architecture feature, it is important to establish high confidence that it does provide the intended protections, and that cannot be done with conventional engineering techniques.In this paper we put the Morello architecture on a solid mathematical footing from the outset. We define the fundamental security property that Morello aims to provide, reachable capability monotonicity, and prove that the architecture definition satisfies it. This proof is mechanised in Isabelle/HOL, and applies to a translation of the official Arm specification of the Morello instruction-set architecture (ISA) into Isabelle. The main challenge is handling the complexity and scale of a production architecture: 62,000 lines of specification, translated to 210,000 lines of Isabelle. We do so by factoring the proof via a narrow abstraction capturing essential properties of arbitrary CHERI ISAs, expressed above a monadic intra-instruction semantics. We also develop a model-based test generator, which generates instruction-sequence tests that give good specification coverage, used in early testing of the Morello implementation and in Morello QEMU development, and we use Arm’s internal test suite to validate our model.This gives us machine-checked mathematical proofs of whole-ISA security properties of a full-scale industry architecture, at design-time. To the best of our knowledge, this is the first demonstration that that is feasible, and it significantly increases confidence in Morello.
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Tsai, Shu-Chiao. "Task-Based Learning with Interactive ESP Courseware Integration in Higher Vocational Education." In Educational Stages and Interactive Learning, 388–406. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0137-6.ch021.
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This chapter reports on integrating a self-developed interactive courseware of English for Specific Purposes (ESP) into a self-study and elective course “English Reading for Technology” offered for sophomore students in the Applied Foreign Languages Department (AFLD) of a vocational university in Taiwan two hours per week for twelve weeks. A Computer-Assisted Language Learning (CALL) approach combined with a Task-Based Learning (TBL) approach was adopted. The course mainly focused on vocabulary, reading, and comprehension. Evaluation of implementing these Information and Communication Technologies (ICT) into ESP instruction with courseware integration was based upon data from a variety of pre- and post-tests including cloze, listening, writing, and Q&A. Meanwhile, a traditional teacher-centered Face-to-Face (F2F) instruction was conducted as a control group. The learning effectiveness in most of the post-tests under both instructions has been significantly improved. Students under the ICT instruction with courseware integration made as much progress as those did under the F2F instruction, suggesting that the well-structured courseware offered a potential solution to problems in the development and expansion in frequency of ESP courses in Taiwan by playing the role of an adjunct teacher, peer, and facilitator, through which students were able to practice language skills and learn content knowledge. Most students were satisfied with practices for learning English skills and professional knowledge provided by the courseware and had a positive attitude toward such ICT instruction. In addition, students used reading strategies to a high degree, and the most-commonly used reading strategies were cognitive, memory, and compensation, but social-affective strategies were least frequently employed.
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Douglas, Ian. "Performance Case Modeling." In Handbook of Visual Languages for Instructional Design, 208–23. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-729-4.ch011.
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This chapter introduces Performance Case modeling as a means of conducting a performance analysis. It argues that the design of any instruction focused on practical subjects should be preceded by understanding of the performance requirements for graduates of a course of instruction. This understanding is facilitated by the collaborative creation of diagrams that identify the different roles a performer takes and their associated goals, together with documentation of performance measures for the goals. The measures serve as a baseline for the evaluation of instructional effectiveness. Other approaches to visual languages in instructional design have been more focused on modeling the architecture of the instructional system rather than the performance environment in which its graduates will be expected to perform. The approach described is based on UML Use Cases and serves to focus thinking on the performance analysis that should occur prior to the design of instruction.
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Jules, Janice E. "Keeping Watch on Learners' Language." In Transformative Pedagogical Perspectives on Home Language Use in Classrooms, 41–64. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4075-6.ch003.
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Generally, Caribbean teachers seem to have limited engagement with applying observation of young learners' language in the classroom setting. For this chapter, a sample of 40 Grade 1 to 3 teachers from six Caribbean countries provided information to examine teachers' use of observation of learners' oral discourse to inform instructional pedagogy in English Language teaching. Based on primarily qualitative methods, a standardized structured-interview guide, focus group discussion, and classroom observation guide were used to collect data on teachers' classroom instruction. The findings revealed that while teachers declared knowledge of the merits of applying observation for evaluating learners' real language, the evidence of application of this assessment strategy was missing. In addition, results which showed that some teachers appeared to lack awareness of utilizing information about learners' home language use to cater to their individual language needs, warranted attention to transformative pedagogical perspectives in English Language instruction.
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Zhao, Juanjuan. "Project-Based Instruction in Teaching Chinese as a Foreign Language." In Contemporary Approaches to Activity Theory, 108–27. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6603-0.ch007.
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In this chapter, Cultural Historical Activity Theory (CHAT) is used as a framework to examine Project-Based Instruction (PBI) in a Chinese foreign language classroom at a U.S. high school. The implementation of PBI arose from an action research project that resulted from a teacher's perceived need to improve students' engagement, cultural knowledge, and communicative language skills. Data collected include interviews, surveys, classroom observations, teacher reflective journals, and student projects. Data is first analyzed thematically and then reframed from the perspective of CHAT. Findings reveal that PBI motivated students in learning, enhanced cultural understanding, and improved their language skills. Despite the positive evaluation of PBI, there are contradictions within the activity reported such as the tool of language as a barrier. Students wanted to keep traditional learning activity and PBI. Furthermore, analysis of the findings suggest that CHAT is a suitable framework for educational research.
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Andujar, Alberto. "Evaluating Mobile Instant Messaging for L2 Development." In Assessing the Effectiveness of Virtual Technologies in Foreign and Second Language Instruction, 191–215. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7286-2.ch008.
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This chapter presents a longitudinal investigation of the use of mobile instant messaging (MIM) to develop second language skills in the foreign language classroom. A three-year investigation is presented where the author attempted to analyze the potential of the application to provide language opportunities and foster interaction in the target language. WhatsApp application is used as a virtual platform where its multimodal characteristics are exploited in order to expand students' in-class time. Thus, one text-based and two voice-based WhatsApp groups are analyzed trough an experimental design with control and experimental groups. Statistical analysis as well as a systematic tracking of the messages sent throughout the interaction were implemented to observe any potential language benefit in the participants. Results indicated that students experienced an improvement in terms of accuracy as well as different speaking skills; nevertheless, task design was found to be fundamental to encourage participation and interaction.
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Peterson, David J. "Artistry in language invention." In Language Invention in Linguistics Pedagogy, 251–82. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198829874.003.0015.
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Courses in language construction are often taught with an eye to generating interest in the linguistics major from undergraduate students who might otherwise be uninterested in taking an introductory course. With the focus primarily on linguistics, the artistry of language invention is often lost. This chapter lays out a method of teaching and evaluating language construction that is rigorous, informed by linguistics, and takes language creation seriously as an art form. Specifically, this chapter argues for the importance of instruction in naturalistic language creation. Two forms of naturalism are introduced and contrasted: weak naturalism (based on statistical typological patterns) and strong naturalism (based on simulating natural linguistic evolution). The chapter closes with an extended example of a homework assignment employing some of the ideas introduced in the chapter, plus a word of caution about the use of linguistic theory in a course on language construction.
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Rakovs`ka, Maria, and Dariya Pustovoichenko. "IMPROVING THE EFFICIENCY OF FOREIGN LANGUAGE TEACHING FOR FUTURE NON-LINGUISTIC SPECIALISTS WITH THE APPLICATION OF THE SIOP MODEL." In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-10.
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Introduction. The article deals with the problem of students’ academic professional literacy development by means of a foreign language based on the implementation of the SIOP Model. The foundations of the question have been borrowed from the SIOP (Sheltered Instruction Observation Protocol) Model that focuses on helping English Language Learners (ELLs) with academics in a mainstream classroom. The SIOP Model provides a practical and flexible tool for educators to use in planning, implementing and observing Sheltered Instruction. The SIOP Model is one of the two major areas, the other being General English, which is established in the English-speaking world. The professionally oriented English course is developed for students from different non-linguistic specialties. The goals, objectives, content of the course are compiled according the students’ requirements of real target foreign language communication situations. The principles and approaches that underlie occupational mobility are outlined. It is revealed that occupational mobility serves as a criterion for evaluating the effectiveness of professional development. The aim of the study. The aim of this paper is to outline the improving the efficiency of foreign language teaching for future non-linguistic specialists with the iplementation of the SIOP Model. Methods of the research. Methods of the research include theoretical - study of literature, experience on the problem, theoretical analysis of philosophical, sociological, psychological, pedagogical literature on research topics, synthesis of theoretical and empirical material, its generalization and systematization of data, modeling, comparison, forecasting; as well as a set of empirical methods – observations, study and generalization of pedagogical experience. Results. . It is revealed that The SIOP Model was developed to assist mainstream teachers in using research-based practices which ensure ELLs success with academic language and vocabulary. Over time, the model has proven to be a form of best practices for educators. It is also known to reach ELLs by focusing on academic language in order to obtain optimal results. Learning foreign languages in the context of intercultural paradigm has great potential for personal development. It is determined that professional mobility and competence are interdependent. The curriculum should include a cultural component, on the basis of which intercultural communication competence is formed. It is revealed that in the process of forming professional mobility it is very important to distinguish personal characteristics that provide mobility, activity and creativity of a person. The pedagogical conditions of professional mobility with the help of foreign languages are outlined. It is determined that the process of learning foreign languages is aimed at forming elements of general cultural and professional competences. Good command of a foreign language enables future professionals to effectively carry out their professional activities in their field, which will significantly increase the level of language training. It is considered that the formation of communication skills at the present stage implies the development of students' communicative competence. The component of directions of formation of multicultural communicative competence in the conditions of studying foreign languages for professional purposes is considered. Conclusion. The purpose of teaching foreign languages for future non-linguistic specialists with the application of the SIOP Model should upgrade the skills and abilities that allow the future specialist to effectively pursue a professional activity in their field: work with foreign literature, participate in discussions in a foreign language, speak or write a professional translation of business literature in professional field. The process of foreign languages learning with the implementation of SIOP Model is aimed at forming professional competencies. The combination of these competencies in the future will determine the level of training future professionals, the degree of their readiness for professional self-determination and professional activity. The SIOP components and functions demonstrate a number of aspects that make a teacher's performance effective. The SIOP Model combines the features of effective learning into one whole, integrates a foreign language with professional learning that in the context of modern Ukrainian education is especially relevant in the transition to a system of training future specialists.
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Russell, Donna, and Steven E. Wallis. "Designing a Learning Analytic System for Assessing Immersive Virtual Learning Environments." In Computer-Assisted Language Learning, 83–108. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch004.
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The purpose of this chapter is to develop a template for the evaluation of learning in an educational game. In this case, gaming is referred to as 3D immersive virtual learning environments. Problem-based learning is the design template for the IVLE as it engages learners in defined learning behaviors that have been shown to encourage advanced problem-based learning. As a result of this holistic design procedure the learning analytic system proposed in this chapter is an integrated system that can be linked to P-12 educational programs augmenting their traditional programs and providing alternative instructional procedures, alternative learning processes for students and a standards-based but a more individualistic and thus viable assessment of learning to replace an outdated learning assessment model.
Conference papers on the topic "Language and languages Web-based instruction Evaluation"
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Cercas Curry, Amanda, Dimitra Gkatzia, and Verena Rieser. "Generating and Evaluating Landmark-Based Navigation Instructions in Virtual Environments." In Proceedings of the 15th European Workshop on Natural Language Generation (ENLG). Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-4715.
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Vieira, Marcelo Barros de Azevedo, Sérgio Teixeira Carvalho, Fabio Moreira Costa, and David Bromberg. "A Model-Driven Approach for Real-time Role-Based Communication." In Simpósio Brasileiro de Redes de Computadores e Sistemas Distribuídos. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/sbrc.2020.12314.
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Recent years have seen the inception of many domain-specific modelling languages, enabling to overcome some of the main difficulties found in software development. The use of models has a particular impact on the implementation phase, as models tend to be closer to the problems to be solved than code. This paves the way to enable application construction by non-experts in software development, such as domain specialists. In this paper, we exploit the use of models in the domain of real-time communication, which poses significant challenges for application construction due to the multitude and intricacy of the technologies involved. We propose RBCML, a communication modelling language for the high-level specification of real-time communication sessions based on the roles that users play in the sessions. The language is processed using a combination of partial code generation and dynamic model interpretation, resulting in the construction of fully functional communication applications. The paper describes RBCML and its implementation on top of W3C’s Web Real-Time Communication protocols (WebRTC). An evaluation is presented to compare the use of RBCML with code-based development and to characterize the performance of communication session establishment using the language.
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Boothe, Diane. "THE IMPACT OF THE COVID PANDEMIC ON ONLINE EDUCATION FOR DIVERSE ENGLISH LANGUAGE LEARNERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end081.
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"The global pandemic is significantly impacting students throughout the world. We are aware that education is vital for workforce development and economic prosperity (West, 2013). The Covid-19 numbers continue to skyrocket and it is estimated that over 300 million students worldwide are experiencing an education disrupted by this pandemic. Students and educators who are forced to rely on online teaching have even more challenges. Online teaching experts offer advice on designing support for students and point out resources to assist in the transition to remote teaching (McMurtrie, 2020). Parents and community members weigh in heavily on the impact and quality of transitioning coursework to an online platform. Children in earlier grades are often confused by the technology itself and have to rely on parents who may be working, or teachers on the other side of the computer monitor, to guide them. We must embrace new insights and take advantage of educational approaches offered in the online setting so that students can explore and expand their acquisition of knowledge as we move courses online. According to Darby, the design and sequence of content and learning activities in both realms should be methodical, systematic and purposeful (Darby, 2020). This presentation and manuscript will discuss the ways that an innovative curriculum takes on numerous dimensions with the ability to revolutionize the learning experience, captivate and empower learners and challenge them to excel. Creative examples are provided focusing on: 1) Connecting with all students 2) Addressing the challenges of remote learning 3) Information Communication Technology (ICT) and web-based resources 4) Ways to keep students motivated and challenged to high ideals. Covid-19 has created a digital divide that has left millions at a disadvantage and the internet is assuming a critical role in communicating with our students (Porumbescu, G. 2020). Particular concern has been expressed for English Language Learners (ELLs) who are faced with the challenges of learning English and simultaneously shifting to online instruction. Not only do these students, but also their parents, need clear and specific guidelines regarding the information and opportunities to strengthen their English skills and fully participate in the educational experience. Often translation of written communication in a variety of languages is needed to guide students in accessing technology and participate in remote learning."
Reports on the topic "Language and languages Web-based instruction Evaluation"
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.
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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.
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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.
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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.
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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.