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Journal articles on the topic 'Language-learning environments'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

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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3

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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10

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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Kouraogo, Pierre. "Language learning strategies in input-poor environments." System 21, no. 2 (May 1993): 165–73. http://dx.doi.org/10.1016/0346-251x(93)90039-j.

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Kirwan, Déirdre. "Multilingual environments: benefits for early language learning." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 38–57. http://dx.doi.org/10.35903/teanga.v10i0.69.

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Since the mid-1990s, Scoil Bhríde (Cailíní), a primary school in the suburbs of Dublin, has experienced an unprecedented increase in the level of linguistic and cultural diversity in its pupil body. This paper explains how, in responding to this new phenomenon, an integrated approach to language learning was developed in the school in cooperation with teachers, pupils and parents. The school’s language policy had two overarching goals: To ensure that all pupils become proficient in the language of schooling To exploit the linguistic diversity of the school for the benefit of all pupils Welcoming the plurilingual repertoires of all learners involves the inclusion of home languages in curriculum delivery, and the classroom procedures that facilitate family involvement are described in the present article. The extent to which all languages of the school community are equally valued in light of this programme are examined, including the Irish language, language awareness, and learner autonomy. Issues arising from this approach to linguistic diversity are discussed in addition to implications for practice, policy and further research.
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Feldman, Heidi M. "The Importance of Language-Learning Environments to Child Language Outcomes." Pediatrics 144, no. 4 (September 24, 2019): e20192157. http://dx.doi.org/10.1542/peds.2019-2157.

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Palomo-Duarte, Manuel, Anke Berns, Alberto Cejas, Juan Manuel Dodero, Juan Antonio Caballero, and Iván Ruiz-Rube. "Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments." International Journal of Human Capital and Information Technology Professionals 7, no. 2 (April 2016): 53–67. http://dx.doi.org/10.4018/ijhcitp.2016040104.

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With increasing globalization, foreign language skills have become one of the main requirements when applying for a job in leading ICT companies. Due to their ubiquity and multi-functionality, mobile devices allow teachers to provide technology-friendly students with highly dynamic learning contents in line with their lifestyle. Unfortunately, most of the available APPs still support a mainly one-way interaction (teacher to learner or computer-client interaction). The authors have designed an APP based on a highly interactive, ubiquitous and constructive learning approach. The current paper illustrates firstly how the APP has helped learners to get actively involved in their own learning process sharing and assessing their foreign language knowledge. And secondly, how students' logs can be used to automate the assessment of different skills such as the ability to explain terms in a foreign language or to assess definitions created by other game players.
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McLoughlin, Catherine, and Ron Oliver. "Maximising the language and learning link in computer learning environments." British Journal of Educational Technology 29, no. 2 (April 1998): 125–36. http://dx.doi.org/10.1111/1467-8535.00054.

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Von Der Emde, Silke, Jeffrey Schneider, and Markus Kötter. "Technically Speaking: Transforming Language Learning through Virtual Learning Environments (MOOs)." Modern Language Journal 85, no. 2 (January 2001): 210–25. http://dx.doi.org/10.1111/0026-7902.00105.

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Atkinson, Dwight. "Language learning in mindbodyworld: A sociocognitive approach to second language acquisition." Language Teaching 47, no. 4 (April 3, 2013): 467–83. http://dx.doi.org/10.1017/s0261444813000153.

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Based on recent research in cognitive science, interaction, and second language acquisition (SLA), I describe a sociocognitive approach to SLA. This approach adopts anon-cognitivistview of cognition: Instead of an isolated computational process in which input is extracted from the environment and used to build elaborate internal knowledge representations, cognition is seen asadaptive intelligence,enabling our close and sensitivealignmentto our ecosocial environment in order to survive in it. Mind, body, and world are thus functionally integrated from a sociocognitive perspective instead of radically separated.Learning plays a major part in this scenario: If environments are ever-changing, then adaptation to them is continuous. Learning is part of our natural ability to so adapt, while retaining traces of that adaptation in the integrated mind-body-world system. Viewed in this way, SLA is adaptation to/engagement with L2 environments.Interactionalso plays a central role in sociocognitive SLA: We learn L2s through interacting with/in L2 environments. Founded on innate, universal skills which evolutionarilyprecededlanguage and make it possible, interaction supports SLA at every turn. Having presented this argument, I illustrate it by analyzing a video clip of an EFL tutoring session, indicating various ‘sociocognitive tools’ for interactive alignment which undergird L2 development.
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Petrache, Tatiana-Andreea, Traian Rebedea, and Stefan Trausan-Matu. "Interactive language learning - How to explore complex environments using natural language?" International Joural of User-System Interaction 13, no. 1 (2020): 18–32. http://dx.doi.org/10.37789/ijusi.2020.13.1.2.

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Implicit knowledge about the physical world we live in is gained almost effortlessly through interaction with the environment. In the same manner, this knowledge cannot be simply inferred from language, as humans normally avoid stating what is trivially implied or observed in the world. This paper is about a novel perspective into progressing artificial intelligence toward understanding the true language meaning through interaction with complex environments. The arising field of text-based games seems to hold the key for such an endeavour. Text-based games placed in a reinforcement learning formalism have the potential of being a strategic path into advancing real-world natural language applications - the human world itself is one of partial understanding through communication and acting on the world using language. We present a comparative study highlighting the importance of having a unified approach in the area of learning agents to play families of text-based games, with the scope of establishing a benchmark that will enable the community to advance the state of the art. To this end, we will look at the corpora and the first two winner solutions from the competition launched by Microsoft Research - FirstTextWorld Problems. The games from the proposed corpora share the same objective, cooking a meal after collecting ingredients from a modern house environment, having the layout and the recipes change from one game to another.
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19

Roos, Jana, and Howard Nicholas. "Using young learners’ language environments for EFL learning." AILA Review 32 (December 31, 2019): 91–111. http://dx.doi.org/10.1075/aila.00022.roo.

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Abstract In this article we explore how primary school learners of English in Germany engage with examples of English that they were asked to locate in their local environments (their linguistic landscapes, LLs). In association with each located image, the learners completed a standardised worksheet in German that asked for brief written comments about its location, the reason why they had selected the image and why they thought that English had been used. Their written reflections demonstrate that these children are remarkably sophisticated in their analyses of linguistic, social and cultural aspects of what they found. They show that with nuanced pedagogies primary school children can benefit greatly from leaving the classroom to find language examples in the worlds around them.
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Romero Forteza, Francesca, and María Luisa Carrió Pastor. "Virtual language learning environments: the standardization of evaluation." Multidisciplinary Journal for Education, Social and Technological Sciences 1, no. 1 (March 24, 2014): 135. http://dx.doi.org/10.4995/muse.2014.2199.

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21

Zhou, Zhonghao. "Second Language Learning in the Technology-mediated Environments." Asian Education Studies 3, no. 1 (January 31, 2018): 18. http://dx.doi.org/10.20849/aes.v3i1.307.

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Digital technologies are transforming formal educational practices that extend across space and time, blurring the traditional boundaries of learning in school and out of school. Multimedia software as well as most online materials delivered via combination of different media caters to learners with different cognitive styles. Technology-enhanced learning promotes active and ubiquitous learning, location-based learning, and the generation of learning communities. L2 learners with mobile devices have the advantage of interacting with peers anytime and anywhere.
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Isabelli-García, Christina. "Second Language Acquisition and Study Abroad Learning Environments." Elia, no. 17 (2017): 273–82. http://dx.doi.org/10.12795/elia.2017.i17.12.

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23

Lan, Yu-Ju, Nian-Shing Chen, Ping Li, and Scott Grant. "Embodied cognition and language learning in virtual environments." Educational Technology Research and Development 63, no. 5 (August 25, 2015): 639–44. http://dx.doi.org/10.1007/s11423-015-9401-x.

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Webster, Beverley J., and Anjali Hazari. "Measuring language learning environments in secondary science classrooms." Learning Environments Research 12, no. 2 (May 3, 2009): 131–42. http://dx.doi.org/10.1007/s10984-009-9055-x.

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Rivera, Alexis Vollmer, and Kaitlyn Teske. "The Critical Intersection of Heritage Language Learning and eTandem Learning Environments." IALLT Journal of Language Learning Technologies 48 (August 30, 2018): 97–112. http://dx.doi.org/10.17161/iallt.v48i0.8580.

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At first glance, the growing popularity of eTandem mobile applications for language learning purposes seems to facilitate the connection and collaboration of speakers from all different locations and walks of life. However, when looking more deeply at the design of these applications, an exclusive dichotomy is revealed that prescribes use only by Native Speakers (NS) and Second Language Learners (L2), leaving no consideration for the needs of Heritage Language Learners (HLL). This perpetuation of the hierarchical ranking of language learners and speakers mirrors these same power structures that are present in society (Valdés, González, López García, & Márquez, 2003). In order to explore the apparent lack of space for HLL, this study critically analyzes two eTandem mobile applications, HelloTalk and Tandem. By means of Content Analysis (Krippendorff, 1989) of the applications’ affordances informed by a Critical Applied Linguistics framework (Pennycook, 2001), the study finds that there are various features that might offer HLL a space within this environment and foster their affective and educational needs. However, these features are not a primary focus of the application design and the way in which these features could be used to support HLLs’ development is totally dependent on the individual experiences of each user. Utilizing these findings, the investigators offer a set of suggestions for future research in order to advocate for social change manifested by the inclusion of HLL in language learning technologies. In addition, they discuss pedagogical implications for the current state of affairs in order to prepare HLL for interaction with these virtual power structures.
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Marinagi, Catherine, and Christos Skourlas. "Blended Learning in Personalized Assistive Learning Environments." International Journal of Mobile and Blended Learning 5, no. 2 (April 2013): 39–59. http://dx.doi.org/10.4018/jmbl.2013040103.

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In this paper, the special needs/requirements of disabled students and cost-benefits for applying blended learning in Personalized Educational Learning Environments (PELE) in Higher Education are studied. The authors describe how blended learning can form an attractive and helpful framework for assisting Deaf and Hard-of-Hearing (D-HH) students to learn and communicate. The described blended learning experiment integrates face-to-face, synchronous, and asynchronous e-learning, bilingual teaching (oral language and Sign Language) in the mainstream class, teaching in parallel classes, and personalized access to distributed databases of educational material. At the core of PELE, the authors use Multimedu, a web-based tailored made tool for disabled students. This experimental tool includes applications of a traditional Learning Management System (LMS), supporting a multilingual dictionary of terms, multimedia management and social networking. Finally, this paper describes the use of the blended e-learning model in “Database I” course, given at the Technological Educational Institute of Athens, Greece.
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Narasimhan, Karthik, Regina Barzilay, and Tommi Jaakkola. "Grounding Language for Transfer in Deep Reinforcement Learning." Journal of Artificial Intelligence Research 63 (December 19, 2018): 849–74. http://dx.doi.org/10.1613/jair.1.11263.

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In this paper, we explore the utilization of natural language to drive transfer for reinforcement learning (RL). Despite the wide-spread application of deep RL techniques, learning generalized policy representations that work across domains remains a challenging problem. We demonstrate that textual descriptions of environments provide a compact intermediate channel to facilitate effective policy transfer. Specifically, by learning to ground the meaning of text to the dynamics of the environment such as transitions and rewards, an autonomous agent can effectively bootstrap policy learning on a new domain given its description. We employ a model-based RL approach consisting of a differentiable planning module, a model-free component and a factorized state representation to effectively use entity descriptions. Our model outperforms prior work on both transfer and multi-task scenarios in a variety of different environments. For instance, we achieve up to 14% and 11.5% absolute improvement over previously existing models in terms of average and initial rewards, respectively.
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Zhao, Ke. "Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment." International Journal of Computer-Assisted Language Learning and Teaching 6, no. 3 (July 2016): 68–78. http://dx.doi.org/10.4018/ijcallt.2016070105.

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This study addresses the key issues in CALL literature concerning how to design, evaluate and examine a technology-enhanced collaborative inquiry learning environment for EFL students to enhance language learning processes and language proficiency. Participants were four intact business English classes at a Chinese university with 102 Year 1 students in a 12-week project learning in English for International Business in two different learning environments, namely computer-supported collaborative inquiry learning (CSCIL) and regular project-based learning environment (PBL). Data from multiple sources were obtained including learning strategy surveys, pre-and post- business language proficiency tests, and online interactions. Pre- and post-questionnaire surveys were administered to measure effect of the design on language learning strategy use. Positive design effect was observed on metacognitive strategy use and language proficiency development. Quantitative online discourse analyses were conducted to examine relations among online Knowledge Forum participation and language strategy use as well as business language proficiency. Theoretical and practical implications of this study were also discussed in particular relation to a theory-informed and technology-enhanced EFL business English pedagogy.
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Perifanou, Maria A. "My Personal Mobile Language Learning Environment." International Journal of Virtual and Personal Learning Environments 2, no. 4 (October 2011): 49–62. http://dx.doi.org/10.4018/jvple.2011100105.

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Mobile devices can motivate learners through moving language learning from predominantly classroom–based contexts into contexts that are free from time and space. The increasing development of new applications can offer valuable support to the language learning process and can provide a basis for a new self regulated and personal approach to learning. A key challenge for language teachers is to actively explore the potential of mobile technologies in their own learning so that they can support students in using them. The aim of this paper is first to describe the basic theoretical framework of Mobile Learning and Personal Learning Environments. Secondly, it intends to assist language teachers and learners in building their own Mobile Personal Learning Environment providing a useful classification of iPhone applications with a description and examples. The paper concludes with the proposal of ideas for practical, personal language learning scenarios, piloted in an Italian language learning context.
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Tseloeva, Dephan Magometovna, and Elona Vyacheslavovna Shepel. "Learning Environments of Ingushetia: Archaism and Modernity." Общество: социология, психология, педагогика, no. 10 (October 30, 2020): 105–9. http://dx.doi.org/10.24158/spp.2020.10.19.

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The study is devoted to learning environments of Ingushetia. The development of the Ingush national and regional educational space was accompanied by combination and competition of three learning envi-ronments: the environment of secular Russian-language education, this of religious Arabic-language education and the environment of folk pedagogy. They made and still make an impact on nurture and education of pupils. Besides, in the con-text of the emergence and development of the in-formation society and information technology in the educational space of Ingushetia, the fourth new learning environment appeared, that is a digital envi-ronment. The study describes these learning envi-ronments and their influence on the educational process. The results of the study can be used by education institutions.
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Sun, Hao. "Learning Strategies for Chinese Language of Korean Learners in Different Language Environments." JOURNAL OF CHINESE HUMANITIES 63 (August 31, 2016): 159–68. http://dx.doi.org/10.35955/jch.2016.08.63.159.

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32

Huh, Keun. "Key factors of SMART Learning environments for language classrooms." Indian Journal of Public Health Research & Development 9, no. 8 (2018): 646. http://dx.doi.org/10.5958/0976-5506.2018.00806.9.

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Berns, Anke, Antonio Gonzalez-Pardo, and David Camacho. "Game-like language learning in 3-D virtual environments." Computers & Education 60, no. 1 (January 2013): 210–20. http://dx.doi.org/10.1016/j.compedu.2012.07.001.

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Kuo, Chin-Hwa, David Wible, Meng-Chang Chen, Li-Chun Sung, Nai-Lung Tsao, and Chia-Lin Chio. "The Design of an Intelligent Web-Based Interactive Language Learning System." Journal of Educational Computing Research 27, no. 3 (October 2002): 229–48. http://dx.doi.org/10.2190/xjve-x9jm-ul46-er0t.

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The design of an Intelligent Web-based Interactive Language Learning (IWiLL) system to support English learning on the Internet is described. We designed two kinds of learning environments: 1) an interactive English writing environment; and 2) an authentic conversation learning environment. These are intended to improve learners' basic language skills in listening, reading, speaking, and writing. In addition, the system also offers authoring tools that facilitate teachers' content preparation. The system not only provides multimedia learning environments for users, but also builds a learner corpus, an archive of English texts written by learners for whom English is a second language. Further analysis of the learner corpus creates the potential to detect the users' persistent errors and then to provide adequate help to the users. An important aspect of the system is the careful integration of the multimedia environments in ways that systematically enrich the learners exposure to and grasp of specific aspects of the target language. For example, particular targeted vocabulary items can be encountered in text as well as video. The system also is designed to track a variety of facets of each learner's interaction with the environment. This tracked data in turn supports spiraling of English material that the learner has encountered.
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Starostenko, Oleg, Claudia Perez-Lezama, V. Alarcon-Aquino, and J. Alfredo Sanchez. "Formalization of Learning Objects for Image-based Language Learning in Mobile Environments." Procedia - Social and Behavioral Sciences 116 (February 2014): 3905–10. http://dx.doi.org/10.1016/j.sbspro.2014.01.864.

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Gürleyik, Sinan, and Elif Akdemir. "Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments." Journal of Education and Training Studies 6, no. 4 (March 18, 2018): 131. http://dx.doi.org/10.11114/jets.v6i4.2994.

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Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of students utilizing technology-enhanced learning environments to learn second language skills is important to develop the curriculum. This study is organized to investigate the perceptions of students towards second language learning in technology-enhanced learning environments in which students can develop reading, listening, speaking and writing skills for the second language learning. The survey was used to collect data from 875 undergraduate students involved in technology-enhanced second language learning environments in a university. Contrary to general expectations, results of the study indicated that technology-enhanced learning environments do not positively influence the perceptions of undergraduate students for the second language learning. Further research should concentrate on investigating the reasons behind these findings using qualitative studies.
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Liu, Ting, Takaya Yuizono, Zhisheng Wang, and Haiwen Gao. "The Influence of Classroom Illumination Environment on the Efficiency of Foreign Language Learning." Applied Sciences 10, no. 6 (March 11, 2020): 1901. http://dx.doi.org/10.3390/app10061901.

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This paper investigated foreign language learning efficiency in four different illumination environments (in different illuminance and color temperatures), focusing on the influence of the illumination environment on foreign language learners’ sentimental status, by means of foreign language skills testing in mind-map, objective evaluation of physiological reaction, and subjective evaluation of psychological reaction. It was shown that in different illumination environments, the language skills of foreign language learners were different, and their psychological and physiological reactions varied, which influenced the efficiency of foreign language learning. The results indicated that the ideal learning space was in high illuminance and low color temperature, which increased the stimulation in foreign language learners; promoted the formation of optimistic sentiment; and enhanced their interest in, and the quality and efficiency of, foreign language learning.
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Hsu, Jing-Fong J., Carol A. Chapelle, and Ann D. Thompson. "Exploratory Learning Environments: What are They and Do Students Explore?" Journal of Educational Computing Research 9, no. 1 (February 1993): 1–15. http://dx.doi.org/10.2190/vlpq-ec65-gbt5-32d4.

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Computer-based learning environments have been defined as settings where students use software to facilitate active, exploratory learning. We distinguish between illocutionary and non-illocutionary learning environments: the computer interprets the intent of students in the former but not in the latter. We apply these terms to language learning environments, and report descriptive research on ESL students' use of a non-illocutionary learning environment. Results indicated students “explored” the learning environment in a routine way, but failed to explore creatively the program's morphosyntactic possibilities; routine exploration was positively related to attitudes for part of the group, but negatively related to attitudes for students who may have found the software environment too easy. Implications for illocutionary and non- illocutionary learning environments are discussed.
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Taufiq, Mirwan Akhmad. "TA'TSIR AL-BI'AH AL-LUGHAWIYAH 'ALA TA'LIM AL-LUGHAH AL-'ARABIYAH WA TA'ALLUMIHA LI AL-NATHIQIN BI GHAIRIHA." Arabi : Journal of Arabic Studies 5, no. 2 (December 31, 2020): 231. http://dx.doi.org/10.24865/ajas.v5i2.185.

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This study aims to discover the effect of language environment on learning the Arabic language held in Indonesia and Sudan and also to identify the patterns of influence in the acquisition of the Arabic language. In this study, the researcher used the analytical and comparative descriptive method by using various tools: oral and written test for Southeast Asian students who are learning the Arabic language in the Center for Language Development in Indonesia and the Institute of Arabic Language in Sudan. The interview was held to some experts in Arabic teaching who had academic experience in both environments. From this research, it is found that the difference between both environments in the effect is very low; the Indonesian environment may affect students more active than average students in the Sudanese environment. Active learning and active acquisition may remove these environmental boundaries and enables them to improve their Arabic language skills.
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Kurata, Naomi. "Language choice and second language learning opportunities in learners’ social networks." Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 5.1–5.18. http://dx.doi.org/10.2104/aral0705.

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This paper examines the patterns of language choice and the construction of L2 learning opportunities in foreign language learners’ social networks by focusing on how these patterns and opportunities are socially structured in a Japanese language learner’s natural interactions. It is based on a range of data, including a script of on-line chat occurring in natural environments as well interview data. Drawing on Cummins’ (1996) concept of interpersonal space, the findings indicate that there were a number of social and contextual factors that seemed to affect the learner’s language choice and L2 learning opportunities in complex ways. Most of these factors appeared to be related to the learner’s and/or his network interactants’ identity as an adequate L2 user and their perception of each other’s L2 proficiency and/or role. This paper provides insights into how to create environments that promote the learners’ opportunities for L2 use and learning.
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Kurata, Naomi. "Language choice and second language learning opportunities in learners’ social networks." Australian Review of Applied Linguistics 30, no. 1 (2007): 5.1–5.18. http://dx.doi.org/10.1075/aral.30.1.03kur.

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This paper examines the patterns of language choice and the construction of L2 learning opportunities in foreign language learners’ social networks by focusing on how these patterns and opportunities are socially structured in a Japanese language learner’s natural interactions. It is based on a range of data, including a script of on-line chat occurring in natural environments as well interview data. Drawing on Cummins’ (1996) concept of interpersonal space, the findings indicate that there were a number of social and contextual factors that seemed to affect the learner’s language choice and L2 learning opportunities in complex ways. Most of these factors appeared to be related to the learner’s and/or his network interactants’ identity as an adequate L2 user and their perception of each other’s L2 proficiency and/or role. This paper provides insights into how to create environments that promote the learners’ opportunities for L2 use and learning.
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42

Hsu, Shi-Yin (Stella). "Building language-learning environments to help technological university students develop English independent learning." JALT CALL Journal 1, no. 2 (August 31, 2005): 51–66. http://dx.doi.org/10.29140/jaltcall.v1n2.10.

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Hsu, Shih-Yin (Stella). "Building language-learning environments to help technological university students develop English independent learning." JALT CALL Journal 1, no. 2 (August 31, 2005): 51–66. http://dx.doi.org/10.29140/jaltcall.v1n2.r10.

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Monje, Elena Martín, Esteban Vázquez Cano, and Miguel Fernández. "Peer assessment of language learning resources in virtual learning environments with e-rubrics." International Journal of Technology Enhanced Learning 6, no. 4 (2014): 321. http://dx.doi.org/10.1504/ijtel.2014.069018.

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Abidin, Khoiru Rakhman. "THE CONCEPT OF LANGUAGE LEARNING IN BEHAVIORISM PERSPECTIVE." Register Journal 2, no. 2 (July 1, 2016): 107. http://dx.doi.org/10.18326/rgt.v2i2.107-120.

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The aims of the study are (1) the concepts of language learning in behaviorism perspective, (2) the relation between language and learning in behaviorism perspective, (3) the influence of behaviorism in language learning. This is a descriptive qualitative study. The results showed that (1) behaviorism theories of languages also give good contribution in language learning process that describes a child can learn language from their environments, (2) behaviorism perspective defines as change of behavior through experience, it means human learn something from their environments, (3) human uses language for communication in the world and he also spreads his culture with his language so human gets knowledge of language through learning.Keywords: Behaviorism; Language; Learning; Language Learning
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Senjahari, Bayu, Desfitranita Desfitranita, and Martin Kustati. "Learning objectives and environments: How do they affect students’ motivation in English language learning?" Studies in English Language and Education 8, no. 2 (May 3, 2021): 492–507. http://dx.doi.org/10.24815/siele.v8i2.18523.

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This study aims to unravel what foremost students learning objectives and expected learning environment as well as to investigate how these two aspects might affect learning motivation. Both quantitative and qualitative research approaches were applied, and the data were collected from questionnaires and interviews. The questionnaire was distributed to 122 students, and the interview session covered eight students. Data from the questionnaire showed that 64.5% of students responded to ‘always’ for future job opportunities, 43.4% for understanding journals, 36.9 for scholarly needs, 36.9% for English as a prestigious language, around 36.2% for becoming a lecturer, 29% for going abroad, and 28.1% for parents’ suggestion. Regarding the learning environments, it was discovered that 67.7% of students responded as ‘strongly agreed’ for teachers should be friendly, 52.9% for opportunities to express opinions, 52.5% for various teaching activities materials, and about 41% for the use of L1 (Indonesian language) in teaching. Moreover, the study showed that learning objectives affect motivation because English was believed for a better future opportunity, for academic requirements such as understanding journals, and for passing standardized test regulation. It was furthermore considered as prestigious and valued for the economy, learned to know its interesting cultures, deemed an attractive language through teachers’ modeling, opened more overseas opportunities as to it is an international language, and parents saw it as a ‘blessing’ to learn. The study also explained that learning environments were influenced by teachers’ personality, teaching methods and materials, and an expectation of a ubiquitous language.
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Lawrence, Geoff, and Farhana Ahmed. "Pedagogical Insights into Hyper-Immersive Virtual World Language Learning Environments." International Journal of Computer-Assisted Language Learning and Teaching 8, no. 1 (January 2018): 1–14. http://dx.doi.org/10.4018/ijcallt.2018010101.

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This article shares pedagogical insights from a qualitative study examining the use of immersive social virtual worlds (SVWs) in language teaching and learning. Recognizing the language learning affordances of immersive virtual environments, this research examines the beliefs and practices of ‘Karelia Kondor,' an avatar-learner and teacher of languages with a decade of diverse experiences in Second Life (SL), one of the first widely used SVWs. Findings highlight the relevance of a hyper-immersive and emotionally engaging conceptual model informing language teaching approaches within these rapidly evolving environments. When supported pedagogically, the activities illustrated demonstrate the potential of these immersive approaches to create communities of practice and affinity spaces by fostering investment and autonomy in the language learning process through shared target language experiences. The article will conclude with a summary of pedagogical insights leveraging the affordances of these environments.
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Kohn, Kurt. "Perspectives on computer assisted language learning." ReCALL 7, no. 2 (December 1995): 5–19. http://dx.doi.org/10.1017/s095834400000389x.

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Computer Assisted Language Learning (CALL) addresses the specific needs of second language learners and tutors in computer-based learning and training environments. While traditional CALL applications were mainly focused on narrowly defined and isolated solutions for vocabulary training, text manipulation, dialogue practice and grammar exercises, recent developments in multimedia telematics, involving the integration of multimedia processing and distance communication, have significantly increased the potential of computer technologies for the purposes of language learning and training.
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Ferreira, Anita Ferreira, Jaime García Salinas, and Sandra Morales. "Using a Task-Based Approach for Supporting a Blended Learning Model for English as a Foreign Language." International Journal of Computer-Assisted Language Learning and Teaching 4, no. 1 (January 2014): 44–62. http://dx.doi.org/10.4018/ijcallt.2014010103.

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As Computer-Assisted Language Learning (CALL) has taken an important role in foreign language teaching and learning, not only is concrete data about the usefulness of technology- mediated environments for these purposes necessary, but also how the learning process is improved in such environments when learner training for CALL. The objective of this paper is to present an investigation which sought to explore empirical evidence regarding the effectiveness of a blended learning model, and also the use of language learning strategies in this kind of learning environment in order to increase its methodological potency with language learners. Consequently, this paper shows the findings of 2 experimental studies which aimed to provide data on (1) the efficiency of a blended learning (BL) model for language teaching and learning which combined task-based instruction, cooperative learning and optimal methodological principles for online learning (Doughty & Long, 2003), and (2) the use of learner training strategies for CALL in order to support and enhance the language learning process in this blended learning environment. The results from both studies suggest that the experimental group improved their language proficiency when compared to the control group. As a result, it is possible to conclude that (1) the blended learning design that included online tasks and cooperative instruction was beneficial for the development of language skills and (2) the use of learner training strategies for the blended learning model was highly beneficial for the students' language learning experience.
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MacBean, Naomi, Deborah Theodoros, Bronwyn Davidson, and Anne E. Hill. "Simulated learning environments in speech-language pathology: An Australian response." International Journal of Speech-Language Pathology 15, no. 3 (April 16, 2013): 345–57. http://dx.doi.org/10.3109/17549507.2013.779024.

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