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Relevant bibliographies by topics / Language-learning environments

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Academic literature on the topic 'Language-learning environments'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Language-learning environments"

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Mynard, Jo. "Learning environments that facilitate reflection on language learning." JALT CALL Journal 7, no. 3 (December 31, 2011): 293–306. http://dx.doi.org/10.29140/jaltcall.v7n3.123.

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Bono, Mariana, and Sílvia Melo-Pfeifer. "Language negotiation in multilingual learning environments." International Journal of Bilingualism 15, no. 3 (December 9, 2010): 291–309. http://dx.doi.org/10.1177/1367006910379299.

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Li, Yuan. "Native Countries as Language-Learning Environments." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 5, no. 4 (2006): 169–72. http://dx.doi.org/10.18848/1447-9532/cgp/v05i04/39094.

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Glasgow, J. I., M. A. Jenkins, and L. J. Hendren. "A programming language for learning environments." Computational Intelligence 2, no. 1 (February 1986): 68–75. http://dx.doi.org/10.1111/j.1467-8640.1986.tb00072.x.

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Омарова С. К. "FOREIGN LANGUAGE MOBILE LEARNING DESIGN." HERALD OF SCIENCE OF S SEIFULLIN KAZAKH AGRO TECHNICAL UNIVERSITY, no. 2(109) (July 27, 2021): 98. http://dx.doi.org/10.51452/kazatu.2021.2(109).597.

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The formation of artificial virtual environments and their implementation in the educational environment of human activity is a current trend. Various textbooks, reference books, and dictionaries are created with virtual objects and interactive applications included in their content.The expanding capabilities and diversity of mobile devices support increasingly large-scale and interesting learningprojects.Mobile technologies provide new opportunities for curriculum development that differ from those provided by other e-learning technologies. They serve to support such a learning model, where the priorities are: free access to learning technologies, inclusiveness, and enhancing the students’ activity. In mobile learning, the central role is given to students with their individual technology preferences, while mobile learning is synonymous with unpredictability and constant change.Mobile-digital communication environments have huge number of tools and software to influence various cognitive and psychological aspects of students ' motivation to learn a foreign language. When using these environments, the learner's perceptual skills improve, since interaction with mobile devices with a learning purpose is most often initiated by the learner himself, at a convenient time and place for them.

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BARR, J. DAVID, and JOHN H. GILLESPIE. "Creating a computer-based language learning environment." ReCALL 15, no. 1 (May 2003): 68–78. http://dx.doi.org/10.1017/s0958344003000612.

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This paper considers key questions concerning computer-based language-learning environments. Using evidence from current literature, it discusses the main characteristics of such environments including human, technical and physical resources, communicative structures, information management, and cultural contexts. It then uses data from an investigation of the universities of Cambridge, Toronto and Ulster to assess the pedagogical effectiveness of the computer-based environments currently in operation in these three institutions.It considers, in particular, the integrative role that computer-based language learning environments seem to provide. Although each institution has integrated computer technology into language teaching and learning in different ways, a key element of each environment has been the establishment of a common computer-mediated infrastructure, enabling effective information dissemination, resource distribution, communication and teaching and learning. No single common infrastructure would be suitable in all three, however, in each case, it was found that the environments created were valuable, especially in integrating elements of the teaching and learning process that would normally have remained apart.In concluding that the creation of a computer-based language learning environment in the present climate is beneficial, it was noted that adequate technical resources and a management that is keen to integrate computer technology into all aspects of university life is a key factor in their success.

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Dudley-Marling, Curt, and Dennis Searle. "Enriching Language Learning Environments for Students with Learning Disabilities." Journal of Learning Disabilities 21, no. 3 (March 1988): 140–43. http://dx.doi.org/10.1177/002221948802100303.

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Okan, Zuhal. "Computing laboratory classes as language learning environments." Learning Environments Research 11, no. 1 (December 28, 2007): 31–48. http://dx.doi.org/10.1007/s10984-007-9035-y.

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Mroz, Aurore. "21st Century Virtual Language Learning Environments (VLLEs)." Language and Linguistics Compass 8, no. 8 (August 2014): 330–43. http://dx.doi.org/10.1111/lnc3.12089.

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Zinszer, Benjamin D., Sebi V. Rolotti, Fan Li, and Ping Li. "Bayesian Word Learning in Multiple Language Environments." Cognitive Science 42 (November 20, 2017): 439–62. http://dx.doi.org/10.1111/cogs.12567.

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Dissertations / Theses on the topic "Language-learning environments"

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Doughty, Catherine, and Michael Long. "Optimal psycholinguistic environments for distance foreign language learning." Graduate School of International Development. Nagoya University, 2003. http://hdl.handle.net/2237/6283.

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Wang, Yi Fei. "Designing immersive language learning environments in virtual worlds." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43724.

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During the past decade, there has been increasing attention to second/foreign language teaching and learning in virtual worlds. The purpose of this study was to explore affordances of a 3D virtual world platform designed as an immersive language teaching and learning environment. Focusing on designing virtual worlds as a catalyst for change, three design phases (development of artifact, low fidelity prototyping, and high fidelity prototyping) were detailed and documented in this study. Nineteen students from a pre-service teacher cohort, two technicians and eight language learners from high schools in Vancouver as well as eighty language learners from universities in China were involved in this study; participants were asked to immerse themselves in the virtual language learning environment designed for the study. Participants’ interactions in the virtual world were videotaped and avatar interactions were recorded. Group discussions, observations, suvey questionnaires and the video-stimulated post interaction interviews provided complementary data for understanding affordances of virtual worlds in designing immersive second/foreign language learning curriculum. Analysis of the feasibility study, low fidelity design, and high fidelity design suggested a more robust design for immerisve virtual language learning environments. Three design cycles revealed primary design factors of immersive second/foreign language learning in virtual worlds (embodied avatar, co-presence, and simulation) and their relative significance in the process of learners’ meaning-making and knowledge construction. Findings showed that embodiment through an embodied avatar, community of practice through co-presence, and situated learning through simulation had a greater impact on the immersive virtual learning design. Building on a theoretical framework of embodied mind, situated learning and distributed cognition, this study documented features of learning theories key to language learning curriculum design in virtual worlds. The findings and techniques resulting from this study will help designers and researchers improve second/foreign language curriculum design in virtual worlds. It also prompts designers and researchers to achieve a better understanding of how virtual worlds can be redesigned by rethinking learning theories. The refinement of design-based research stages into low and high fidelity prototyping provides researchers with empirically tested and nuanced understandings of the design process.

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Miller, Jane Rae. "Gender, language and interaction styles in online learning environments." Thesis, Glasgow Caledonian University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404667.

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Tse, Luk Siu Ping Miranda, and 謝陸兆平. "The development of oral language skills in preschool learning environments." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31232012.

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Barr, John Davidson. "An investigation into computer-based language-learning environments for foreign languages." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274111.

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Abou-Khalil, Victoria. "Supporting Learner Centered Vocabulary Learning in Informal Learning Environments." Kyoto University, 2020. http://hdl.handle.net/2433/253413.

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付記する学位プログラム名: デザイン学大学院連携プログラム
Kyoto University (京都大学)
0048
新制・課程博士
博士(情報学)
甲第22577号
情博第714号
新制||情||122(附属図書館)
京都大学大学院情報学研究科社会情報学専攻
(主査)教授緒方広明, 教授守屋和幸, 教授黒田知宏
学位規則第4条第1項該当

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Egbert, Joy L. "Learner perceptions of computer-supported language learning environments: Analytic and systemic analyses." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186170.

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The model for observation is a "package" of salient dimensions of an ideal computer-supported language learning environment: (1) opportunities for learners to interact and to negotiate meaning; (2) an authentic audience; (3) authentic tasks; (4) opportunities for exposure to and production of rich and varied language; (5) opportunities for learners to formulate ideas and thoughts; (6) learner intentional cognition; (7) an ideal-anxiety atmosphere, and (8) learner control. Learner perceptions of these factors are captured via questionnaires before and at the end of two computer-supported interventions. Responses answer the following questions: How do adult community college ESL learners perceive their classroom environments? When computer technology is added to support a drill-and-practice environment or to create a cooperative environment, how do the learners perceive these new environments? To what extent and how do the patterns of perceptions and the relationships between variables change from the initial to the intervention environment? Multi-dimensional scaling constructs maps of learners' perceptions in the pretest and posttest conditions; this systemic analysis shows changes in relationships between the factors and provides an overall picture of these changes. Repeated-measures multivariate analyses of variance are used to determine significant differences both between and within the participant groups for each factor; this analytic data complements that of the MDS maps. Results indicated that learners perceive their learning environments in unexpected ways and that the technology has an impact on these perceptions in that it allows the classroom to be "individualized" in ways not possible without it. Also discussed are implications for task construction and grouping and the importance of learner perceptions to an understanding of the language learning environment.

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Turk, Deborah, and n/a. "Improving the process? A study of learner autonomy, interaction & technology-enhanced language-learning environments." University of Canberra. Languages & International Education, 2005. http://erl.canberra.edu.au./public/adt-AUC20060809.131915.

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Is it possible for technological �spaces� to be created that can provide a community atmosphere � one in which learners are not restrained by pre-determined syllabi and have the ability to direct their learning according to their own interests, pace and goals? If so, it would be notable to discover which kinds of interactions might be possible, or might eventuate, and how the participants in such a learning �space� would organize themselves. Also of interest would be the kinds of power structures that emerged through participant interaction, the direction/interactions undertaken by the participants and the improvements that could be made in order to respect and accommodate the differences between learners in a social online learning space. In order to further study this hypothesised need to investigate these questions, this researcher developed an online, English as a Second/Foreign Language learning environment for advanced adult learners of English. She reviewed the appropriate literature in order to theorise how to commence this research direction and investigated various learning platforms and software tools. The result was the development of a multiplatform environment which consisted of a content management system and a 3D microworld. Tools, exercises and content were developed and/or gathered as starting points for learners and the various software had to be learnt in order to orient others on their use. Finally, the environment was trialed over a four week duration with a group of advanced to native speakers of English (volunteers) and the results have been presented in this thesis for discussion. The trial, entitled the ILE Project, attempted to study the problems involved in the technical development of such spaces, to observe the interactions between the learners in a 3D microworld and uncover issues relating to its implementation. Some issues raised by the project concerned techno-literacy, personality-driven interaction differences and organizational power shifts within the 3D community. This thesis closes with an argument that redefines the notion of the learner autonomy, proposes certain modifications to both the pedagogic and technical structure of the online environment and discusses the issues raised in this research. The latter discussion would require further re-conceptualization of the spaces, stakes and support structures that educators can create/provide in an attempt to improve online language learning.

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Park, Ho Ryong. "Four English Language Learners' Experiences and Strategy Use in Learning Environments of Multiliteracies." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4194.

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English language learners (ELLs) develop their reading by engaging in diverse literacy activities in the learning contexts of multiliteracies. I investigated ELLs' experiences and their use of strategies when they read computer-based texts at home and in school. In addition, I identified a variety of influential factors that affected the ELLs' use of reading strategies when they read computer-based texts in both research contexts. This research was conducted at homes and at three public elementary schools. Participants were two fourth-grade and two fifth-grade ELLs, four parents, and five classroom teachers. The study included observations, interviews, verbal reports, documents, field notes, and reflective journals. My data analysis processes consisted of five steps and resulted in an understanding of the ELLs' use of strategies and literacy experiences when they read computer-based texts in home and school contexts. I collected data from April 2010 through December 2010. The findings indicated that the ELLs used 15 strategies when they read diverse computer-based texts. All the ELLs created their multi-dimensional zone of proximal development (ZPD) and dialogued with others, themselves, and texts in both non-linear and dynamic ways. The ELLs' specific patterns of using the strategies contained both similarities and differences in each context. In addition, (1) ELLs' electronic literacy knowledge and experiences, (2) parents' and teachers' guidance and interest for computer-based text readings, (3) ELLs' purposes for reading computer-based texts, (4) the language of computer-based texts, and (5) technology equipment in the contexts all influenced the ELLs' use of reading strategies at homes and schools. There are two implications for parents and teachers. First, even though limitations exist, parents and teachers need to play more active roles in supporting their children's efficient and productive use of strategies and computer technology for their computer-based text reading. Second, to enhance the ELLs' literacy development in the learning contexts of multiliteracies, a home-school connection is necessary.

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Mambo, Bernard Edmond. "Technology integration in second language learning : exploring emerging cultural and linguistic patterns in technology-supported learning environments /." Search for this dissertation online, 2004. http://wwwlib.umi.com/cr/ksu/main.

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Books on the topic "Language-learning environments"

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Juan-Garau, Maria, and Joana Salazar-Noguera, eds. Content-based Language Learning in Multilingual Educational Environments. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-11496-5.

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Engel, Frits L., Don G. Bouwhuis, Tom Bösser, and Géry d’Ydewalle, eds. Cognitive Modelling and Interactive Environments in Language Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77575-8.

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Bradley, Linda. Language learning and technology: Student activities in web-based environments. Göteborg, Sweden: University of Gothenburg, Acta universitatis Gothoburgensis, 2013.

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Schwienhorst, Klaus. Learner autonomy and CALL environments. New York: Routledge/Taylor & Francis Group, 2008.

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Sadler, Randall. Virtual worlds for language learning: From theory to practice. New York: P. Lang, 2012.

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1926-, Martin Mavis D., ed. Supporting literacy: Developing effective learning environments. New York: Teachers College Press, 1987.

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Virtual peer review: Teaching and learning about writing in online environments. Albany: State University of New York Press, 2004.

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Gray, Bill. Simulating a language learning environment with the computer. [s.l: The Author], 1990.

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The decentring of the traditional university: The future of (self) education in virtually figured worlds. New York: Routledge, 2011.

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Isabelli-García, Christina L., and Casilde A. Isabelli. Researching Second Language Acquisition in the Study Abroad Learning Environment. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-25157-4.

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Book chapters on the topic "Language-learning environments"

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Sotillo, Susana M. "Learner noticing, negative feedback, and uptake in synchronous computer-mediated environments." In Language Learning & Language Teaching, 87–110. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lllt.25.08sot.

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Mayer, Richard E. "Aids to Language Learning." In Cognitive Modelling and Interactive Environments in Language Learning, 131–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77575-8_16.

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Echeverría, Max S. "Interactive Language Learning: A Multimedia Approach in Chile." In Interactive Multimedia Learning Environments, 212–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77705-9_18.

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Ostalski, Przemysław. "Glottal Stops in General American (Intervocalic Environments)." In Second Language Learning and Teaching, 241–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_18.

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Lamy, Marie-Noëlle, and Regine Hampel. "Multiple Object-oriented Environments." In Online Communication in Language Learning and Teaching, 123–30. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592681_11.

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Foelsche, Othmar. "Hypertext/hypermedia-like Environments and Language Learning." In Designing Hypermedia for Learning, 291–310. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-75945-1_17.

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Tickoo, Makhan Lal. "Towards an Alternative Curriculum for Acquisition-Poor Environments." In Learning, Keeping and Using Language, 403–18. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul1.27tic.

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Flynn, Suzanne. "Linguistic Theory and Foreign Language Learning Environments." In Studies in Bilingualism, 197. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/sibil.2.20fly.

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Lamy, Marie-Noëlle, and Regine Hampel. "Audiographic Environments and Virtual Worlds." In Online Communication in Language Learning and Teaching, 131–37. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592681_12.

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Marchessou, François. "Some Techno-Human Factors in Interactive Video Based Language Learning." In Interactive Multimedia Learning Environments, 197–203. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77705-9_16.

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Conference papers on the topic "Language-learning environments"

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Chang, Benjamin, Lee Sheldon, Mei Si, and Anton Hand. "Foreign language learning in immersive virtual environments." In IS&T/SPIE Electronic Imaging, edited by Ian E. McDowall and Margaret Dolinsky. SPIE, 2012. http://dx.doi.org/10.1117/12.909835.

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Panagiotidis, Panagiotis. "TECHNOLOGIES AND LANGUAGE LEARNING: TOWARDS NEXT GENERATION DIGITAL LEARNING ENVIRONMENTS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1364.

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Sun, Zhi, Zhe Li, Spence Zaorski, Taiichiro Okubayashi, Takanori Maesako, and Hai Zhang. "Hyper Mirror System Based Collaborative Language Learning between Foreign Language Learners and Native Speakers." In 2014 International Conference on Intelligent Environments (IE). IEEE, 2014. http://dx.doi.org/10.1109/ie.2014.64.

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Epp, Carrie Demmans. "English language learner experiences of formal and informal learning environments." In the Sixth International Conference. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/2883851.2883896.

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Kawai, Goh. "Collaborative peer-based language learning in unsupervised asynchronous online environments." In Fourth International Conference on Creating, Connecting and Collaborating through Computing (C5'06). IEEE, 2006. http://dx.doi.org/10.1109/c5.2006.12.

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Hemachandra, Sachithra, Felix Duvallet, Thomas M. Howard, Nicholas Roy, Anthony Stentz, and Matthew R. Walter. "Learning models for following natural language directions in unknown environments." In 2015 IEEE International Conference on Robotics and Automation (ICRA). IEEE, 2015. http://dx.doi.org/10.1109/icra.2015.7139984.

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Duvallet, Felix, Thomas Kollar, and Anthony Stentz. "Imitation learning for natural language direction following through unknown environments." In 2013 IEEE International Conference on Robotics and Automation (ICRA). IEEE, 2013. http://dx.doi.org/10.1109/icra.2013.6630702.

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Ratcliffe, Jack, and Laurissa Tokarchuk. "Evidence for embodied cognition in immersive virtual environments using a second language learning environment." In 2020 IEEE Conference on Games (CoG). IEEE, 2020. http://dx.doi.org/10.1109/cog47356.2020.9231752.

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Schnepp, Jerry, Rosalee Wolfe, Gilbert Brionez, Souad Baowidan, Ronan Johnson, and John McDonald. "Human-centered design for a sign language learning application." In PETRA '20: The 13th PErvasive Technologies Related to Assistive Environments Conference. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3389189.3398007.

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Scandolara, Daniel, Bruno Panerai Velloso, Fabiana Bubniak, Laíse Moraes, and Saionara Figueiredo. "ACCESSIBILITY IN BILINGUAL VIRTUAL LEARNING ENVIRONMENTS (BRAZILIAN SIGN LANGUAGE/PORTUGUESE) THROUGH VISUALITY AND SIGN LANGUAGE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1462.

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Reports on the topic "Language-learning environments"

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Swartz, Merryanna L. Development of a Hypermedia Foreign Language Vocabulary Learning Environment. Fort Belvoir, VA: Defense Technical Information Center, June 1990. http://dx.doi.org/10.21236/ada227280.

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.

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