Dissertations / Theses on the topic 'Languages, Modern Computer assisted instruction'
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Kraemer, Angelika Natascha. "Engaging the foreign language learner using hybrid instruction to bridge the language-literature gap /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (Ph.D.)--Michigan State University. Dept. of Linguistics and Germanic, Slavic, Asian, and African Languages, 2008.Title from PDF t.p. (viewed on July 2, 2009) Includes bibliographical references (p. 253-272). Also issued in print.
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Coetzee, Renee Wilma. "Beyond buzzwords : towards an evaluation framework for computer assisted language Learning in the South African FET sector." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2729.
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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2009.The evaluation and selection of software is a complex undertaking best performed by those with applicable specialised skills and knowledge. When it comes to a field like CALL, which draws on the theory and best practice of a variety related disciplines, language teachers in the South African FET sector are unlikely to possess those specialised skills and knowledge beyond language learning content. In an effort to make the evaluation and selection of CALL software a more productive process, the literature pertaining to the components that constitute CALL and the South African FET context was reviewed. Based on this an evaluation framework was developed incorporating all the crucial contextual elements. The choice of a framework as opposed to a checklist was motivated by a need to reflect context at a variety of levels, combined with the flexibility allowing customisation for use in a variety of language learning settings.
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Yang, Wan Chi (Ada Yang). "The enlightened Chinese characters : a cognitive approach of computer assisted Chinese character learning." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2428.
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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2006.With continuing advances in technology, computer-assisted instruction provides opportunities for individualized, interactive learning. In the research paper, I employed the theoretical framework of CALL and the philosophy of cognitive psychhology to promote learner autonomy in the second language aquisition of Chinese...
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Tozcu, Anjel. "The effect of teaching sight vocabulary with computer-assisted instruction on vocabulary gain, decrease in reaction time for frequent word recognition, and reading comprehension." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288793.
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This study is about the effect of direct vocabulary instruction using CAI on vocabulary knowledge, reading comprehension, and speed of word recognition. The purposes of the study were to find out if students in an intensive English program who use CAI to learn highly frequent vocabulary will learn a significantly larger number of words than those in a control group; if they will decrease their reaction time for frequent word recognition as compared to the control group; and if they will exhibit significantly better reading comprehension than a control group. In this experimental study the students in the treatment group studied the highly frequent words of English on the computer for three hours per week for eight weeks whereas the students in the control group completed three hours of reading and reading comprehension exercises. The research findings are that both groups showed increases in vocabulary gain, reading comprehension, and decrease in reaction time for frequent word recognition. However, the treatment students showed significantly greater gains than the control students.
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Yu, Xiao Ping (Amy). "CHINESE CHARACTER CHALLENGER 汉 字 挑 战 者 Supplementary courseware for assisting students learning Chinese characters." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/2680.
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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2005.In this thesis, I pinpoint the challenge of character learning as my research problem, which is the subsequent motivation to explain the background and rationale of my research. I also discuss the theoretical concepts of Computer Assisted Language Learning (CALL) in relation to cognitive psychology, the constructivist learning theory and Second Language Acquisition theories. This leads to the presentation of my considerations regarding design principles, strategic approach and other relevant decisions. The multimedia project I designed, named the “Chinese Character Challenger”, a “supplementary courseware for assisting students learning characters”, is an informational and educational-oriented website. It provides learners with the necessary knowledge, hints, tips and sources to cope with their specific learning problems and to achieve their learning potential. It also introduces external resources of learning if learners need further research. The purpose of the website is to assist, to motivate and to further guide students’ learning. To conclude, I have discussed some open issues with regards to adding value in the learning environment.
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Vraagom, Elvin. "Afrikaans as kommunikasietaal in sy elementêre vorm by derdetaalsprekers by Hoërskool Weston." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2171.
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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2007.Over the past three years, Weston High School has received an increasing number of Xhosa-speaking learners. They come from remote rural towns in the Eastern Cape. At present, there are approximately forty Xhosa-speaking learners at the school. Many of these learners understand very little English or Afrikaans while others speak “broken” Afrikaans and / or English. They have a lack op prior knowledge and their exposure to Afrikaans was limited. As part of this project, a computer programme was designed to support the Afrikaans language needs of these learners. The programme endeavours to develop the limited vocabulary and language abilities of these learners in elementary Afrikaans. The emphasis is on Afrikaans as a medium of communication. The programme has been developed according to the language needs of these learners. The design and composition of the project is based on general theoretical principals of computer-assisted language learning (CALL). The project is discussed and analysed within the CALL environment.
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De, la Rouviere Jeremiah Daneil. "Chinese radicals in spaced repetition systems : a pilot study on the acquisition of Chinese characters by students learning Chinese as a foreign language." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80325.
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Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This thesis explores the effect on learning Chinese characters for learners of Chinese as foreign language through implementing the unique properties of the Chinese script in a prototype spaced repetition system. Both Chinese radicals and the spacing effect have the potential to positively influence the recall ability of students in learning Chinese characters, however the interaction between the spacing effect and Chinese radicals in spaced repetition system, such as Anki and Mnemosyne, had not been tested. An experimental spaced repetition system prototype was designed and developed to investigate these interactions. Two groups of students learning Chinese as a foreign language at the University of Stellenbosch studied the same list of Chinese characters in which there were both massed and spaced characters present. One group had additional information on Chinese radicals on the flashcard. The students were given an immediate post-test to test their recall of the meaning and pronunciation of the Chinese characters. The results showed a positive trend for the spacing effect in which students had higher scores for spaced characters, but the recall ability between the two groups of students did not change regardless of whether there was information on Chinese radicals or not. The results were surprising considering the potential positive impact of Chinese radicals on recall. The thesis concludes that the presentation of information on Chinese radicals in a spaced repetition system does not necessarily improve the recall ability of the students. The impact of explicit instruction on the role of Chinese radicals in Chinese characters and the ability of the student to apply this knowledge should be considered for future research.
AFRIKAANSE OPSOMMING: Die huidige tesis ondersoek die leer van Chinese karakters deur leerders van Chinees as ‘n vreemde taal deur die unieke eienskappe van die Chinese skrif in ‘n prototipe gespasieërde herhalings sisteem te implementeer. Beide Chinese radikale en die spasiërings effek kan potensieël 'n positiewe invloed hê in die vermoë van studente om Chinese karakters te onthou, maar die interaksie tussen die spasiërings effek en Chinese radikale in gespasieërde herhalings sisteme, soos Anki en Mnemosyne, was tot dusver onbekend. ‘n Eksperimentele gespasieërde herhalings sisteem prototipe was geskep om hierdie interaksie te ondersoek. Twee groepe studente van Chinees as vreemde taal by die Universiteit van Stellenbosch het dieselfde lys karakters gestudeer, waaronder gespasieërde en nie-gespasieërde karakters tuis was. Die twee groepe het verskil deurdat een groep ekstra informasie oor Chinese radikale gehad het op die voorkant van 'n flitskaart. Die studente het dadelik daarna ‘n toets ontvang waar hul die betekenis en uitspraak van die Chinese karakters moes onthou. Die resultate het ‘n positiewe neiging getoon vir die spasiërings effek waar studente hoër punte ontvang het vir gespasieërde karakters, maar die vermoë om die karakters te onthou het nie verskil tussen die twee groepe nie. Die resultate was ‘n verassing juis omdat daar ‘n potensieël positiewe invloed kan onstaan deur die impak van Chinese radikale. Die tesis het gevind dat slegs om informasie oor Chinese radikale te wys in ‘n gespasieërde herhalings sisteem nie noodwendig die vermoë van die student om Chinese karakters te onthou verbeter nie. Die impak van eksplisiete instruksie oor die rol wat Chinese radikale in Chinese karakters speel en die vermoë van die student om hierdie kennis toe te pas hoort verder ondersoek te word.
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Strack, Uwe-Michael Peter Bernhard. "Didactization of a youth novel as CALL material for advanced Grade 11-12 learners of German as a foreign language /." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1226.
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Thesis (MPhil)--University of Stellenbosch, 2006.CD-ROM inside back cover. Title of CD-ROM: Ausländerfeindlichkeit in Deutschland : ein interaktives Leseprogramm für den fortgeschrittenen DAF-Unterricht. On title page: Master of Philosophy (Hypermedia for Language Learning). Bibliography. Also available via the Internet.
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Carvalho, Tatiana Maria Couto. "Objetos de aprendizagem digitais: uma análise sobre a sua pertinência pedagógica para o ensino e aprendizagem de língua espanhola." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2708.
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O aumento no uso dos recursos tecnológicos no ambiente escolar, especificamente nas aulas de línguas estrangeiras, revela a importância de uma discussão sobre o tema e a necessidade de uma análise consistente sobre os materiais digitais utilizados com propósito educativo. Considerando a relevância global da língua espanhola e a importância estratégica que seu estudo representa para o Brasil, esta pesquisa objetiva analisar a pertinência pedagógica dos objetos de aprendizagem digitais disponíveis para o ensino e aprendizagem da língua espanhola, fundamentando-se nos documentos oficiais para a educação brasileira. A partir de um estudo bibliográfico e de uma abordagem qualitativa e metodologia exploratória (MINAYO, 2009), (CHIZZOTI, 2010), a pesquisa foi desenvolvida a partir de uma concepção discursiva de língua (BAKHTIN, 2002) e um entendimento sociointeracionista de ensino (VYGOTSKY, 1993). Estudos teóricos sobre tecnologia e sua relação com a educação (PINTO, 2005), (FEENBERG, 2016) precederam a investigação sobre a conceitualização e os entendimentos em relação a objetos de aprendizagem (LEFFA, 2006). Buscou-se em repositórios nacionais gratuitos objetos de aprendizagem de língua espanhola que atendessem ao critério estabelecido pela pesquisa de oferecer interatividade aos usuários. Apenas cinco exemplares correspondiam ao critério e todos foram avaliados segundo suas características de identificação, conteúdo, aspectos didáticos e usabilidade. Os resultados parciais obtidos apontam no sentido de que a área carece de estudos teóricos e de objetos de aprendizagem de qualidade, concernentes com teorias de aquisição de língua estrangeira e métodos de ensino e aprendizagem empregados atualmente e recomendados pelos documentos oficiais que norteiam a educação no país.El incremento en el uso de los recursos tecnológicos en el ambiente escolar, específicamente en las clases de lenguas extranjeras, revela la importancia de una discusión sobre el tema y la necesidad de un análisis consistente sobre los materiales digitales utilizados con propósito educativo. Considerando la relevancia global de la lengua española y la importancia estratégica que su estudio representa para Brasil, esta investigación objetiva analizar la pertinencia pedagógica de los objetos de aprendizaje digitales disponibles para la enseñanza y aprendizaje de la lengua española, fundamentándose en los documentos oficiales para la educación brasileña. A partir de un estudio bibliográfico y de un abordaje cualitativo y metodología exploratoria (MINAYO, 2009), (CHIZZOTI, 2010), la investigación ha sido desarrollada a partir de una concepción discursiva de lengua (BAKHTIN, 2002) y un entendimiento sociointeracionista de enseñanza (VYGOTSKY, 1993). Estudios teóricos sobre tecnología y su relación con la educación (PINTO, 2005), (FEENBERG, 2016) precedieron la investigación sobre la conceptualización y los entendimientos en relación a objetos de aprendizaje (LEFFA, 2006). Se buscó en repositorios nacionales gratuitos objetos de aprendizaje de lengua española que atendiesen al criterio establecido por la investigación de ofrecer interactividad a los usuarios. Solamente cinco ejemplares correspondieron al criterio y todos han sido evaluados según sus características de identificación, contenido, aspectos didácticos y usabilidad. Los resultados obtenidos apuntan en el sentido de que el área carece de estudios teóricos y de objetos de aprendizaje de calidad, concernientes con teorías de adquisición de lengua extranjera y métodos de enseñanza y aprendizaje empleados actualmente y recomendados por los documentos oficiales que nortean la educación en el país.
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Lun, Suen Caesar, and 藺蓀. "An integrated approach to computer-assisted language learning (ICALL)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45014838.
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Huang, Shu-ling, and 黃淑玲. "Exploring the impact of different task-based language teaching scaffolding approaches in Wikispaces collaborative writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/209556.
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Task-based Language Teaching is the process of experiential learning. Learners’ active involvement is central to this approach, i.e. Learning by Doing (Nunan, 2004).
Technology is able to provide individual remedial/tutorial assistance, allow differentiation, offer enriched content, enhance motivation and encourage involvement (Branden, 2006). With technology, students can enjoy more self-learning chances for improving language skills. The implementation of Task-based Language Teaching and Technology Infusion approaches will more effectively deliver second/foreign language lessons.
Technology brings affordances to TBLT, but also brings over challenges as well. Research studies on wiki-based collaborative writings have reported problems like students lacking relevant skills and failing to focus on form, which suggests the importance of adding scaffolding strategies.
This dissertation will examine and compare the effect of scaffolding approaches for Taskbased Language Teaching procedures in Wikispaces Collaborative Writing. Both treatment and control group students are given pre-task, three wiki-collaborative writing tasks and post task.
The researcher will concentrate on the study of how does Technology enhance the Taskbased Language Teaching (TBLT)? How to best implement both Task-based Language Teaching (TBLT) and Technology Integration/Infusion with different scaffolding approach, in order to motivate students’ learning interest, enhance “Second Language Acquisition” (SLA), and improve collaborative writing strategies/ skills.
Furthermore, whether the scaffolding approaches will contribute to positive difference on learners’ fluency, accuracy and complexity by means of these collaborative writing tasks will be also examined.published_or_final_version
Education
Master
Master of Education
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David, Lynn Denise. "Computer assisted language activities: Are they all the same?" CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1578.
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This study examines English language learners working in pairs on two different types of computer programs to determine whether the quantity and quality of discourse varies with the type of software program. Also, to investigate how collaborative CALL activities can be designed to promote oral academic language proficiency.
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White, Steven John. "A portable natural language database query system." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25066.
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With the increased use of computerized databases, the ability to allow users to access information using natural language is becoming more desirable. There are many natural language systems in existence today. The main problem with these systems is the amount of expertise and effort required to adapt them to a new domain.
The design of a portable natural language front-end to a relational database is described in this thesis. It is designed so that a typical Database Administrator can implement a new domain in a reasonable amount of time. Database portability has been achieved by separating the domain dependent natural language definitions from the domain independent definitions. These domain dependent definitions are specified in the database schema, which is structured to extract the semantics contained in the structure of the actual database. A rich supply of standard definitions are available to both aid in the development of the database schema and to help force consistency amongst database domains.Science, Faculty of
Computer Science, Department of
Graduate
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Garner, Stuart K. "Exploring a technology-facilitated part-complete solution method for learning computer programming." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/668.
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Learning to program is now a requirement in many courses of study in such areas as computer science, information technology, information systems, multimedia. engineering, and science. However, research indicates that many students have great difficulties in learning to program and this results in high failure rates and high levels of withdrawal from academic courses. It is accepted that programming is an intrinsically difficult subject however the teaching and learning methods used in many programming courses have changed little over the years. The literature indicates the importance of reducing the cognitive load that students experience when learning programming and that one method that has potential to do this uses part-complete program solutions. This study sought to explore a technology supported part-complete solution method (TSPCSM) for the learning of computer programming. A teaching and learning framework for programming was developed and a technology supported “COde Restucturing Tool” CORT, was then designed around the learning framework and developed to support the part-complete solution method and provide a suitable learning environment. A quasi-experimental research design framework was utilised in the study which used both qualitative and quantitative research methods. A series of programming problems was developed for CORT and an experiment was undertaken with students who were studying introductory programming. Experimental and control groups were utilised in the experiment which took place over a 14 week semester at an Australian university The data were analysed and they provided rich information concerning three research questions relating to the part-complete solution method (PCSM) through CORT: how students engaged with CORT; how CORT supported the learning process; and how CORT impacted upon their learning outcomes. Results from the study indicated that the PCSM within CORT imposed a low cognitive load on students; provided high levels of cognitive support; strong scaffolding for learning; and students engaged well with the system and generally used a thoughtful and considered strategy to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group and the students who benefited most from the use of CORT appeared to have well developed mental models of program execution, More research is clearly needed to further explore the best ways to implement CORT so that learning advantages can be gained e solution method and provide a suitable learning environment. A quasi-experimental research design framework was utilised in the study which used both qualitative and quantitative research methods. A series of programming problems was developed for CORT and an experiment was undertaken with students who were studying introductory programming. Experimental and control groups were utilised in the experiment which took place over a 14 week semester at an Australian university The data were analysed and they provided rich information concerning three research questions relating to the part-complete solution method (PCSM) through CORT: how students engaged with CORT; how CORT supported the learning process; and how CORT impacted upon their learning outcomes. Results from the study indicated that the PCSM within CORT imposed a low cognitive load on students; provided high levels of cognitive support; strong scaffolding for learning; and students engaged well with the system and generally used a thoughtful and considered strategy to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group and the students who benefited most from the use of CORT appeared to have well developed mental models of program execution, More research is clearly needed to further explore the best ways to implement CORT so that learning advantages can be gained to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group
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Koh, Kyu Han Seals Cheryl D. "PineHill a novel approach to computer aided language learning /." Auburn, Ala., 2007. http://hdl.handle.net/10415/1365.
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Tso, Shu-fai, and 曹樹輝. "The effectiveness of computer-assisted learning in stimulating vocabulary learning of children with mild mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960509.
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Staffan, Kenneth E. "An intelligent tutoring system for the German language /." Online version of thesis, 1993. http://hdl.handle.net/1850/11732.
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Guillory, Helen E. (Helen Elizabeth). "Computer Applications to Second Language Acquisition." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc504628/.
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This thesis is intended to give a panorama of technology in foreign language pedagogy. Although my field of study is French, the computer applications under scrutiny do not relate solely to the teaching of French. This paper begins with a criticism of the rigid listen-and-repeat language laboratory concept while tracking the rise of communicative language learning theory; follows the microprocessor revolution in language consoles; documents the development of computer-assisted instruction; showcases software evaluations of computer-assisted language learning; explores telecommunications; discusses satellite dishes and other computer peripherals; presents the results of a survey of Texas universities; and concludes with the presentation of the evolving language media center.
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Williams, George Edward. "The effects of computer assisted language learning and specially designed academic instruction in English on second language acquisition." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2954.
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The purpose of this study was to compare the effectiveness of two methods of instruction for second language acquisition. The first method used a computer based software program known as English Language Learning Instructional System (ELLIS). The second method used Specially Designed Academic Instruction in English (SDAIE).
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Malie, Tebogo Ma'Khopotso. "Improve your essay writing : the essential guide." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/21239.
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Thesis (MPhil)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: The application designed is an attempt to solve the problems that students face in writing well balanced academic essays. These are essays that are correct in structure and form, coherent and cohesive, well referenced, and not plagiarised. These concerns are addressed in five basic units. These are "Where to Start", "The Basic Structure", "Paragraphing", "Referencing" and "Exercises". The exercises serve as a summary of all the units. This application derived out of the needs of the students of the University of Botswana. The content was a result of a needs analysis done through observation and interviews. The evaluation of the application was done by the students themselves and fellow students at Stellenbosch University.
AFRIKAANSE OPSOMMING: Hierdie voorlegging is 'n soeke na 'n oplossing vir die probleme wat studente ondervind om 'n goed-gebalanseerde akademiese essay (werkstuk, proefskrif, tesis) te skryf. Hierdie is essays wat in struktuur en vorm korrek is, duidelik en relevant is, korrekte verwysings het en nie nageskryf (plagiaat) is nie. Die probleme is in vyf afdelings bespreek; nl. "Waar om te Begin", "Die Basiese Struktuur", "Paragrawe", "Verwysings" en "Oefeninge". Die oefeninge dien as opsomming vir al die eenhede. Hierdie voorlegging het ontstaan uit ’n behoefte van die studente by die Universiteit Botswana. Die inhoud was die resultaat van 'n behoefte-analise wat deur observasie en onderhoude gedoen is. Die evaluasie is deur die betrokke studente en studente aan die Universiteit Stellenbosch gedoen.
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Chien, Ya Chi. "Effects of computer-assisted language learning (CALL) instruction on the acquisition of passive grammatical forms by post-secondary English as a second language (ESL) students." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4869.
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The purpose of this study is to compare Computer-Assisted Language Learning (CALL) grammar instruction with traditional classroom teacher-directed grammar instruction for post-secondary English as a Second Language (ESL) students enrolled in an Intensive English Program (IEP). Students' achievement was measured by their performance on the three measures (multiple-choice, cloze/fill-in-the-blank, and open-ended tests) of passive grammatical forms. This study gathered quantitative data on students' performance on the three measures for both teacher-directed and CALL instruction groups as well as qualitative data with respect to CALL participants' perception of the Azar Interactive online grammar instruction program. Results of the mixed design repeated measures factorial MANOVA (multivariate analysis of variance) showed that there was no statistically significant difference in acquisition of the passive grammatical forms for ESL students taught in a conventional classroom setting as compared to those taught solely by CALL. However, there was a statistically significant increase in scores on the open-ended tests for Level 4, the most advanced students at the IEP from pretest to delayed test as well as from posttest to delayed test. Students' level of proficiency affected the amount of increase in their scores over time regardless of the method of instruction. This study has offered a research-based indication that CALL instruction was as effective as traditional classroom teacher-directed instruction for teaching grammar to students of different levels of English proficiency. Recommendations for future research have also been discussed.ID: 030422720; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 176-187).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Curriculum and Instruction
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Hyte, Heidi D. "The Effects of Computer-Based Metacognitive Strategy Training for Adult Second Language Learners." BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/4816.
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The purpose of this study was to investigate the effects of a metacognitive language learning strategy training program that was implemented into computer-assisted language learning (CALL) software on second language learners' independent use of metacognition and language learning strategies (LLS). Questions under investigation included what effect this metacognitive training had on learners' independent use of metacognition, the differences in use of metacognitive strategies between fast and slow language learners, and the effect of learners' perceptions of metacognition on their use of LLS and specific metacognitive strategies.The subjects included 239 missionaries learning Spanish as a second language at the Missionary Training Center (MTC) in Provo, Utah where the learners experienced a rigorous, two-month language training program in their second language. The missionaries were randomly assigned to either the experimental group, which consisted of 120 missionaries, or control group, composed of 119 missionaries.
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Kojima, Makiko. "Promoting listening strategies use in elementary English as a foreign language computer-assisted learning environment." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1904.
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In Japan, English education in elementary schools is still in the process of innovation. The purpose of this project is to seek the most appropriate and effective way for elementary-level students to acquire listening skills in a computer-assisted language learning (CALL) environment.
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Steenkamp, Andries Willem. "Focus on form in a framework for task-based Xhosa instruction in a specific purposes multimedia curriculum." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1247.
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Thesis (DLitt (African Languages))--University of Stellenbosch, 2009.This study explores how focus on form can be included by means of computer within a task-based approach to the teaching of as specific purposes isiXhosa course for student teachers ...
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Willardson, Veronique. "The Effectiveness of Computer-Enhanced Shadowing and Tracking Pronunciation Exercises for Intermediate Level Foreign Language Learners." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5751.
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This study examines the effectiveness of on-line video-assisted pronunciation exercises in beginning level classes of foreign-language learning. A review of the current literature on pronunciation is presented, followed by a description of a study used to test the effectiveness of computer-based exercises in improving pronunciation. The participants were a group of high school students that were members of a fourth year French class. As part of their regular class time, the students participated in two types of exercises, in-class group work and computer-lab self-directed exercises, in which the students watched videos with subtitles while repeating what they heard. Satisfaction with the program was determined by collecting feedback from the students using qualitative and quantitative surveys. The students found the videos interesting and appreciated the learning autonomy provided by the self-directed exercises. Improvement was assessed by comparing performance on pre- and post-tests measuring both free response and reading pronunciation. Significant improvements were observed in both categories, but the improvements in reading pronunciation were most striking. The results demonstrate that computer-based exercises can be engaging and effective in teaching French pronunciation, and can be readily incorporated into the high school classroom.
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Cox, Sanet. "A framework for e-Learning support to language lecturers at a university of technology." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2824.
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Thesis (DTech (Informatics))--Cape Peninsula University of Technology, 2019.This study explored the perceptions and expectations that language lecturers have of e-Learning support. E-Learning has promised to enhance teaching and learning practices and yet it has not been optimally implemented. In the current complex context of Higher education in South Africa all lecturers are confronted with challenges. Language lecturers however have added strain being tasked with preparing students from the demanding, multi-cultural and multi-lingual context to communicate academically in the language of learning and teaching across all subject areas. Universities, in line with expectations from the White Paper on e-Education (South Africa. Department of Education, 2004), require lecturers to use a Learning Management System (LMS) during academic activity even though some lecturers are reluctant, for various reasons, to do so. Lecturer support has been identified as one way in which to promote smooth and optimal e-Learning uptake. Support is a service and for that reason the service delivery industry was consulted to find possible service quality solutions in aid of the assistance for lecturers. Teaching is a highly complex activity where pedagogy is significant in the incorporation of technology, which is what the TPACK (Technological Pedagogical and Content Knowledge) framework underscores. This framework represents the complexity of introducing technology to teaching, considering pedagogy, coupled with CALL (computer assisted language learning), which is a contemporary research domain. To aid the lecturer in introducing TPACK a qualified and trained support service is key. The insights and perspectives of an extensive literature review about the complex context of higher education in South Africa, language lecturers, e-Learning and support as a service are presented. The rationale for the inclusion of attention to service delivery with specific focus to perceptions and expectations is investigated and key issues related to language lecturers’ perceptions and expectations of LMS support are explored. This study identifies relevant elements of a support service for technology to optimise the teaching practice of language lecturers in a complex environment of higher education. The discrepancy between intended use of LMS and actual use thereof is addressed, while a framework of gaps regarding LMS support within a university of technology in South Africa was developed. This framework can assist with optimal support and ultimately contribute to the vision for higher education in South Africa as set out by the Department of Higher Education and Training in their White Paper on post-school Education and Training (2013) calling for transformation.
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Rachal, Windy Satterlee. "Rhetorical functions of language and media in health education : effects of metadiscourse and the Internet on readers' attitudes and knowledge about stress management." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1238741.
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Much of what technical communicators know about language use is based on spoken or written communication; however, newer media complicate those boundaries. Spoken and written language differ primarily in the use of metadiscourse, language that aids interpretation of propositions. While research shows that metadiscourse aids in retention and attitude change in both print and speech, none exists to show whether this is true in a medium like the Internet, which has qualities of both. Technical communicators need this information because they must compose similar messages in several media: advertising, system help, business training, and health education are commonly delivered in multimedia formats, primarily in print and the Internet.Most critical of these messages is health education, in which technical communicators must make treatment accessible to patients at home. Not only does this task require clear communication, but also it requires convincing patients to attend to the information, have positive attitudes about illness or self-care, and remember the information-these are the ingredients needed for learning. With good reason, healthcare providers are investing many resources into Internet health education, but technical communicators lack guidance on effective use of the medium. Research in this area focuses on measuring outcomes of existing programs rather than on systematically identifying what works and why.The present study examined language use (i.e., metadiscourse) and medium (i.e., Internet) in health education about stress management. This study reviews existing research in these areas and posits persuasion and social influence theory as a basis for understanding the persuasive abilities of health educational materials, or the abilities of the materials to convince patients to learn health information, change attitudes about illness and treatment, and change health-related behaviors.To test this theory, 120 students from a Southern university voluntarily read interventions developed to isolate the effects of metadiscourse and media on cognitive processing, attitudes, behavior intentions, and knowledge. Repeated measure multivariate analyses revealed that regardless of metadiscourse or medium, participants' knowledge about stress management increased and was maintained over time; however, favorable attitudes were not maintained over time. Results indicate that peripheral rather than central route persuasion occurred, and, therefore, knowledge gains are likely to be short-term. Suggestions for future research are provided and recommendations for theoretical development are discussed.Department of English
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Baron, Elizabeth Mary. "The role of teacher cognition in the integration of technology into English teaching: a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003637.
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Technology, in one or more of its various forms, is now a part of everyday life for most South African citizens. Many schools are equipped with various forms of technology, at great cost to sponsors, schools, parents or the government. However, this technology is not always exploited and full use is not made of it. As access is not the issue, other factors needed to be considered: in this case, teachers’ beliefs, attitudes and knowledge. This thesis explores the cognitive factors which affect the acceptance and use of technology. Teacher cognition and the factors which influence teacher cognition were examined. Following Borg, teacher cognition is defined as “the unobservable cognitive dimension of teaching – what teachers know, believe and think” (Borg, 2003, p. 81). Teacher cognition determines whether or not a teacher will use technology, if the external barrier of access is removed. In order to study the various aspect of teacher cognition, a case study was performed, which studied 6 teachers at 4 schools. All the schools in this study had some level of access to technology. Following Borg, initial experiences with the educational system (i.e. the teacher’s experience as a learner), teacher training, the context the teacher worked in (as well as social factors and private use) and classroom experience were all examined in order to discover the factors which most affect technology acceptance in teaching. The findings show that having easy access to well-maintained and functioning technology cannot be underestimated. In the study, support from other teachers, particularly those in leadership roles, led to an increase in technology use. This support needed to be explicit; general support did not seem to be effective. These findings suggest that technology integration needs to happen at a ‘whole school’ level.
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Hautemo, Aletta Mweneni. "An investigation of Wikipedia translation as an additive pedagogy for Oshikwanyama first language learning." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013139.
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The integration of Information and Communication Technology in the indigenous language classroom lags behind compared to other subjects. In many ways, indigenous language teachers find it difficult and to some extent, impossible to integrate ICT into their classroom activities. The focus of this study is to explore the ways in which ICT could be used as a learning tool in an Oshikwanyama First Language classroom. I investigated the use of Wikipedia translation as an additional teaching and learning tool. I concentrated on the impact that ICT tools have on learning, and the motivation it has on learners to learn Oshikwanyama. This qualitative case study was conducted in an urban school in northern Namibia. The adoption of ICT at the school is good as there is a full-fledged computer lab with unlimited wireless internet access. This was a requirement for the project to enable the participants to work online. I purposefully chose higher-level learners (Secondary phase) for this study. I conducted a survey with them on their access to and use of ICT devices in their daily lives, and thereafter conducted a basic computer workshop and a Wikipedia translation project with them. My research findings show that although the use of ICT is part of the learners’ lives, most of the communication through ICT devices is done in English not Oshikwanyama. Wikipedia translation offers a stimulating learning platform for learners to learn Oshikwanyama and English at the same time and this improved their performance in both languages. Furthermore, the Wikipedia translation, which was done collaboratively, gave learners the confidence to work with other learners to create knowledge. Lastly, Wikipedia translation motivates learners to learn Oshikwanyama and use it in their daily ICT interaction.
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Charbonneau-Gowdy, Paula. "Forbidden fruit : identity, power and investment issues in learning a second language through computer mediated communication." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100334.
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In this inquiry, I use ethnographic research methods to uncover the tensions that a selected group of military officers and students from Central and Eastern Europe and Asia experienced learning English in Canada and in Europe. In both settings, I use a Participatory Action Research (PAR) approach to the inquiry to critically explore with the participants their experiences using computers for second language learning. We negotiate changes to their current perceptions of computer-assisted language learning (CALL) through the use of computer-mediated communication (CMC). This communication involved writing-based exchanges at the Canadian site and using state-of-the-art audio video transferring technology, in a multi-site videoconferencing setting with Europe. The study took place between 2001 and 2004. During the four phases of the study, I collected data through observations of online interchanges, collaborative dialogic interviews and participants' written texts in the form of journals and e-mails. Other important data sources included videotapes and field notes taken at the Canadian site and during three field trips to the European sites. I draw on Vygotsky's socio-cultural approach to language, Bakhtin's concept of learning as dialogic and Weedon's notion of identity as dynamic, constructed and contested through Discourses. The work of these three theorists helps to frame my understanding of the historical, political, cultural, pedagogical and personal influences on this multicultural group of English language learners as they negotiated their learning in a unique setting. The participants' stories suggest that video-based computer technology not only supported some of their investment in using their second language orally but also enabled them to construct more powerful subjectivities. The identity construction that took place in English online is an important consideration for these individuals from evolving democracies that are struggling for international connection and recognition. I argue that more stories need to be told so that SL researchers can re-examine their understanding and theories of language learning and communicative practices to include computer technology. I suggest that stories such as these also have important implications for learners, educators and policy makers as they consider their teaching and learning practices with computers in their second language learning contexts.
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Marsolais-Johnson, Suzanne Florence. "Enhancing foreign language learning through the integration of computer technology." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2672.
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This thesis demonstrates the effectiveness of using computer technology and the Internet to enhance classroom teaching. A variety of computer and internet based projects that complement lessons initiated by the classroom teacher provide real life situations for additional practice, reinforcement, motivation and greater student achievement.
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Jakus, Matthias. "(E-) Learning by doing : Integrierter und handlungsorientierter Einsatz neuer Medien am Beispiel Goethe-Zentrum Kapstadt." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2684.
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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2009.As computers increasingly seem to gain importance and have become a useful tool to carry out everyday routine tasks and to facilitate communication, task-based and student centred approaches of foreign language teaching and learning need to evaluate how computers can be integrated into the classroom to equip students with the necessary skills they need to master the challenges which may come with these new technologies. Since CALL (computer assisted language learning) -research has also suggested that computers can assist both students and teachers by enhancing L2 learning activities and by providing useful tools to complete them, it seems like there is no way computers can not play a role in L2 teaching and learning today. This thesis aims to give an overview of the use of computer applications in the L2 classroom and illustrates them by giving practical examples for a specific learning environment, namely the Goethe-Zentrum Kapstadt. As informed use of computers in a CALL scenario must be based on a thorough understanding of L2 learning processes, this thesis also provides a critical overview of general L2 teaching and learning theories as well as CALL research in particular. As a theoretical framework may vary according to the specific conditions of the learning environment a description of the Goethe-Zentrum is also given and considered as a criterion for the development and integration of learner-centred and task-based CALL activities at the Goethe-Zentrum.
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Chang, Yueh-Ching. "Discourse and identity in online language learning a case study of a community college ESL classroom /." Diss., [Riverside, Calif.] : University of California, Riverside, 2010. http://proquest.umi.com/pqdweb?index=0&did=2019822811&SrchMode=2&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1274718861&clientId=48051.
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Thesis (Ph. D.)--University of California, Riverside, 2010.Includes abstract. Title from first page of PDF file (viewed May 19, 2010). Available via ProQuest Digital Dissertations. Includes bibliographical references. Also issued in print.
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Dullien, Starley Beatrix. "In time on time: Website for teachers of English to speakers of other languages." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2730.
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The purpose of the "In Time On Time TESOL" website for Teachers of English to Students of Other Languages (TESOL) is to provide adult-education teachers online access to classroom managing techniques, teaching and learning strategies, and online resources based on constructivism and adult-learning theory. The instructional design and navigation structure is based on Random Access Instruction (RAI) and hypertext theory.
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Kulenkampff, Julia. "The French menu : the design and development of a web-based application for chefs, restaurateurs and waitrons on the writing and understanding of menus in French." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/1505.
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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2008.This study focuses on foreign language teaching and learning in the professional workplace. A gap was perceived in the catering industry where chefs and waitrons are required to use French cooking terminology in their profession without ready access to the correct usage of this terminology. The purpose of this study is to address this gap and to offer a solution to the observed need. The study concentrates on the reading and writing of menus in French. The reason for this focus is that this is the area where French cooking terminology is arguably needed, as it is here where the incorrect usage of the French language is most evident.
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Wright, Regina Renee Veal. "High School World Language Teacher Perspectives on Computer-Mediated Communication Applications." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6153.
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Computer-mediated communication (CMC) offers opportunities to assist world language students to become global communicators in a digital society. However, perceptions of high school world language (HSWL) teachers on the suitability of these applications are not known. The purpose of this qualitative case study was to explore and document the professional perspectives of HSWL teachers who have taught over 10 years, to learn the benefits and obstacles that they must consider in teaching communicative language skills with CMC. The research questions explored possible reasons that would motivate or dissuade from teaching with these applications. The technology acceptance model extension (TAM2) provided the conceptual framework for this study because it elucidates the cognitive and social processes that affect teacher decisions when reviewing a technology to support their instruction. The collected data included 6 in-depth interviews, field observations, and document reviews. The data analysis began with a precoding based on TAM2, and coding to identify emergent themes such as student immaturity and content-specific professional development. In the findings, the teachers perceived CMC as unsuitable due to the digital divide and the focus on grammatical competence. However, the teachers noted the possible benefits of content-specific professional development. This study contributes to positive social change by providing insight into the current role of computer technology in HSWL instruction and suggestions for how to encourage teachers to adopt innovative uses of digital technology in their CLT practices.
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Bailey, Stacey M. "Content Assessment in Intelligent Computer-aided Language Learning: Meaning Error Diagnosis for English as a Second Language." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1204556485.
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Masha, Khanyisa Rose. "A case study investigating the essay writing skills of Eastern Cape Technikon education students using the Writing Process Workshop language software." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1104.
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Coetzee, Marisca. "Tjommie en Vriende - an interactive language journey through the wonders of Afrikaans : a computer-based programme for international students." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1619.
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Thesis (MPhil (Afrikaans and Dutch))—University of Stellenbosch, 2006.Computers play an influential role in our daily lives. Language teachers need to understand the importance of computers and the role computers can play in language learning and instruction. This study investigated the effect of an interactive computer application, Tjommie en Vriende, on foreign language students’ accuracy in their Afrikaans language proficiency. The application aimed to improve students’ overall communicative competence, but accentuated linguistic competence, in three of the four language skills namely speaking, listening and reading.
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Li, Kaiyan. "Unified modeling language class diagram translator for the online design pattern library system." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2194.
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The Unified Modeling Language (UML) is the successor to the wave of object-oriented analysis and design (OOA&D) methods that appeared in the late '80s and early '90s. The class diagram is one of the most useful diagrams in UML. The class diagram technique has become truly central within object-oriented methods.
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Lo, Pak-shing Peter, and 盧伯成. "Facilitating educational change: IT innovation adoption focusing on teachers' concerns and the educationalleadership practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3125665X.
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Ekron, Anna Cecilia. "Vocabulary : it's all about words working together : an interactive multimedia program to improve senior phase English first additional language learners’ functional vocabulary through an increased understanding of everyday authentic texts and classical and contemporary poetry." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/1829.
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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2008.The continuing decline in Matriculation pass rates is a matter of concern for government, educators, parents and students in South African schools. According to official statistics, only 8% of South Africans are mother-tongue English speakers, yet English is the chief language of learning and teaching in South African schools. Researchers relate the poor pass rate to inadequate proficiency in English of both English First Additional Language learners and some of their teachers. Research has further revealed a significant positive correlation between reading comprehension and academic achievement. Consensus exists among researchers about the necessity of a basic vocabulary (variously estimated at 2000 to 3000 words and more) for developing the necessary reading comprehension. Theories and approaches regarding the development of vocabulary, however, are sometimes diametrically opposed to one another. Among the most conflicting theories are those which advocate the acquisition of vocabulary by guessing the meanings of words from the context as opposed to those favouring conscious and deliberate vocabulary teaching, which may include lists of words. The current study briefly investigates underlying problems, theories, methods and approaches to enhancing learners’ vocabularies. Conclusions are applied to the development of an interactive, multimedia program for improving learners’ functional vocabularies. The content of the program is based on authentic texts and simulations of situations which call for language interaction. This is supplemented with extracts from classical literary works and poetry and entertaining verses which present possibilities for use in vocabulary building.
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Yang, Dai Fei. "Improving Networked Learning in Higher Education: Language Functions and Design Patterns." University of Sydney, 2007. http://hdl.handle.net/2123/2465.
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Doctor of PhilosophyThe thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.
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Dullien, Starley Beatrix. "Constructivism for the English-as-a-second-language learning environment and professional development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2691.
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This project addresses the needs of the adult learner. The adult learner referred to in; this project comes from two distinguishable groups. One group of adult learners consists of the ESL students who attend adult school or community-based English programs. The other group of adult learners consists of the teachers within adult education ESL programs who themselves are students as they participate in professional development workshops.
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Tredoux, Francois. "Stellenbosch Safari : a multimedia program based on suggestopedic principles for the teaching of Afrikaans to international students at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2270.
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Thesis (MPhil (Afrikaans and Dutch))—University of Stellenbosch, 2007.I developed this multimedia computer program for use by international students who want to learn specific vocabulary and sentence structures to help them when dealing with administrative and help desk personnel at Stellenbosch University. I describe the main late 20th century theories of second and foreign language acquisition, as well as the principles and methodology of Suggestopedia, which the program structure is based on. I give a detailed analysis of the program structure and its contents, as well as recommendations to enhance the program in future iterations.
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Chen, Shao-Hung. "Using technologies of the self to stimulate students' intelligences in English as a foreign language learning." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2111.
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The purpose of this curriculum project is to provide an approach to enrich the process of teaching and learning. This project uses psychological tools to stimulate students' multiple intelligences and to encourage students to know how to manage their learning, so that learning English will no longer be boring; instead it will be creative and practical.
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Batt, Deleece A. "The communicative orientation of virtual language teaching in upper primary and lower secondary telematics in Western Australia." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36669/1/36669_Digitised%20Thesis.pdf.
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The aim of this study was to investigate the communicative orientation of classroom interaction in Japanese language lessons that are conducted in the virtual environment of synchronous (real-time) telematics. Specifically, the study examined Japanese telematics classrooms in upper primary and junior secondary schools in Western Australia. This study focused on whether the interaction in the classes studied, evident in the virtual learning mode of telematics was facilitative of second language (L2) acquisition.
The form of telematics used in this study was synchronous communication between teacher and students using telephone and computer links, sometimes also referred to as "audiographics". Telematics may also include the use of other communication technologies, such as live interactive television (LIT) however this was not available to all sites in the current study so it was not investigated.
The aim of this study is articulated through the research questions:
1. What is the nature of the communicative orientation in upper primary and junior secondary Japanese language classrooms in telematics mode?
2. ls the interaction observed in Japanese language telematics classrooms of the type that promotes L2 acquisition?
The first question seeks to identify the relative emphasis placed on interaction and form-focused interaction in the telematics classroom context. The second question identifies whether the features of interaction that SLA researchers suggest promote L2 acquisition are evident in the telematics context. This study uses the term interaction to refer to the type of human-human communicative interaction occurring in L2 telematics classes via the computer/technology that is facilitated by a number of key communicative features of interaction drawn from the second language acquisition (SLA) research. Interactivity on the other hand is used to refer to the human-computer engagement which is technologically facilitated.
Subjects in the study were three telematics teachers, with distributed classes across several student receival sites. The study examined descriptive process data collected from Japanese telematics classes in Western Australia via audio and video recordings. The study engaged in a descriptive inquiry using Classroom-Centred Research (CCR) methodology. CCR as a methodology provides evidence about the nature and influence of language instruction and classroom interaction have on L2 acquisition. This study used multi-methods of data collection via four stages: teacher questionnaire, classroom observations of interactions, teacher focus group discussion and follow-up interviews conducted later in the study to confirm the findings.
The major analytical tool used was the current version of the Communicative Orientation of Language Teaching (COLT) Observation (1995). The use of this scheme stems from its ability to bring together all of the communicative variables to capture features deemed theoretically and empirically relevant to the L2 classroom. The COLT Observation Scheme also provides a framework for comparing features of discourse in classrooms with features of natural language acquisition considered to be facilitative of L2 acquisition. In this way the extent to which an instructional treatment may be characterised as communicatively orientated can be measured. Both Part A and Part B of the scheme were used. The features and categories in Part A are primarily derived from pedagogical issues identified in the literature on communicative language teaching (CL T). Features and categories in Part B reflect issues in first and second language acquisition. The only modification was an additional investigation of how form was used in the telematics lessons.
Although recent studies have recommended improvements to telematics delivery, no other known study has specifically investigated whether the interaction evident in the delivery of Japanese via telematics is of the type that promotes successful L2 acquisition. Through the use of the COLT Observation Scheme, this study was able to capture and measure features of L2 classroom interaction in these telematics environments.
The results indicate that there were a number of internal and external variables that influenced the nature of the communicative orientation of telematics classes in this study. In terms of the communicative features of interaction identified in the COLT Observation Scheme as predictors of successful L2 acquisition, a number of these were not strongly evident in the results, for example, use of the target language, interaction in group work, use of extended text, use of authentic resources and student-made materials, reaction to message and clarification request.
Pedagogic factors impinging on the communicative orientation of the telematics environment included the highly teacher-centred nature of the telematics context. The use of the computer as a controlling device and the only visual connection also moved teachers further towards a more directive delivery style and greater dependence on using the L 1. Given the recent support for the incorporation of some focus on form into a communicative curriculum, the supplementary focus on form data revealed how the electronic nature of telematics delivery influenced how form was taught and the overuse in some cases of vocabulary games, drilling, substitution and repetition. There was also little evidence of students initiating discourse, negotiating activities or requesting clarification. Students engaged in mainly minimal rather than extended text thus limiting opportunities to experiment with the L2.
The communicative orientation of L2 telematics classes in this study was also impacted upon by a number of external factors, such as noise, technical breakdowns and inadequate learning environments at receival sites. The impact of the absence of a two-way human visual connection led to teachers using a more directive style of teaching where "silences" were often filled with teacher talk. Teachers identified this limitation as also limiting opportunities for students to obtain comprehensible input. However, teachers developed useful compensation strategies to overcome some of these limitations such as, using colour on the computer screen and tone of voice to highlight salient features. They also introduced games that promoted interaction between sites.
Whilst this study has revealed that some of the communicative features of interaction are evident, a greater number of these features need to become more prominent or more communicative. As well as targeting the technological orientation of the delivery method by adding a human visual connection, this would also involve the careful incorporation of the features that are characteristic of a more communicative approach to L2 acquisition.
This study has contributed to the fields of SLA and virtual delivery in a number of ways. It has added to the existing literature base through interfacing the SLA literature with the telematics literature. It has also contributed to a new methodology by taking an existing methodology and methods and applying them to the virtual L2 telematics classroom, in particular, the use of the COLT Observation Scheme in a virtual context. A contribution this study has made to language teaching through telematics lies in a mapping framework that has evolved from the study that aims to bring the type of interaction that occurs in SLA, communicative interaction and telematics closer together.
Further research needs to determine how interaction can be more effectively promoted m the telematics and virtual learning environments. It is anticipated that this study will encourage other researchers to further investigate the benefits of a more communicatively orientated intervention which will ultimately lead to positive L2 learning outcomes for all students in telematics environments and the broader virtual learning contexts.
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Martins, Claudia Beatriz Monte Jorge. "A integração da tecnologia nos cursos de licenciatura em Letras do estado do Paraná a partir da perspectiva dos professores: um estudo de métodos mistos." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1164.
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O objetivo deste estudo foi analisar como se dá a integração da tecnologia, ou melhor, CALL – Computer Assisted Language Learning – na sala de aula dos cursos de licenciatura em Letras do estado do Paraná. A Teoria da Difusão de Inovações e o Modelo Esférico de Integração de CALL foram os modelos teórico e analítico que respectivamente nortearam a pesquisa. Este estudo é uma pesquisa de métodos mistos e foi adotado um delineamento explanatório sequencial composto de duas fases distintas: uma primeira fase com abordagem quantitativa e uma segunda fase com abordagem qualitativa. As inferências finais foram feitas a partir dos resultados de ambas as fases do estudo. Analiticamente, o uso da tecnologia na sala de aula não foi considerado um construto unitário, mas sim multifacetado. Com relação ao contexto foram estudadas diferentes instituições de ensino superior, e não apenas uma ou duas universidades. Buscou-se evitar, assim, as limitações metodológicas, analíticas e contextuais comumente encontradas em estudos sobre a integração de CALL. Para a primeira fase quantitativa foi desenvolvido um questionário para coleta de dados. O instrumento foi validado por um painel de especialistas, testado em um estudo-piloto e, por fim, administrado a uma amostra constituída de 152 professores de 33 cursos de Letras de instituições públicas e privadas de todo o estado do Paraná. Análises estatísticas foram feitas para examinar a relação entre os três conjuntos de fatores do Modelo Esférico de Integração de CALL e os usos multifacetados da tecnologia pelos professores dos cursos de licenciatura em línguas do estado do Paraná. Os resultados identificaram quatro usos diferentes e também a influência sobre eles dos fatores individuais, contextuais e da formação prévia em CALL/TICs, mostrando que os fatores individuais e os fatores contextuais são importantes preditores da integração de CALL/TICs. Com base nos resultados da fase quantitativa e fazendo uso da Teoria da Inovação Individual foram selecionados os participantes para a segunda fase. Foram conduzidas 16 entrevistas individuais semiestruturadas. A fase qualitativa aprofundou os resultados quantitativos e explicou os resultados inesperados e sem resposta da fase quantitativa. A integração dos resultados mostrou que além dos fatores individuais e contextuais, aparentemente a formação prévia dos professores em CALL/TICs não deve ser descartada como preditor da integração de CALL/TICs. Foi possível também traçar o panorama atual de CALL nos cursos de Letras do estado do Paraná. CALL ainda está distante da normalização. Descobertas adicionais foram obtidas nas duas fases do estudo. No contexto internacional, assim como no contexto brasileiro, apesar das inúmeras pesquisas sobre CALL, ainda existem lacunas significativas em algumas áreas e percebe-se a necessidade de mais estudos que aprofundem o tema da integração e ajudem a elucidar a relação entre os fatores que levam ou não a integração de CALL. Esta pesquisa sobre a integração de CALL no contexto brasileiro buscou contribuir para que se tenha uma compreensão mais ampla de como lidar com CALL e mostrar caminhos para que a integração ocorra em outros contextos.The objective of this study was to analyze the integration of technology, or rather CALL – Computer Assisted Language Learning – in the classroom of Modern Languages courses in the state of Paraná. The Diffusion of Innovations Theory and the Spherical Model of L2 Teachers’ Integration of CALL Technology into the Classroom were the theoretical and analytical models that respectively guided the research. This is a mixed methods study that adopted a sequential explanatory design that consisted of two distinct phases: a first phase with a quantitative approach and a second phase with a qualitative approach. The final inferences were made from the results of both phases of the study. Analytically, the use of technology in the classroom was not considered a unitary construct, but rather multifaceted. Contextually, different higher educational institutions, not just one or two universities were investigated. The purpose was to avoid methodological, analytical and contextual constraints commonly found in studies on the integration of CALL. For the first quantitative phase a questionnaire was developed to collect data. The instrument was validated by a panel of experts, tested in a pilot study and, finally, applied to a sample of 152 teachers from 33 Modern Languages courses from public and private institutions throughout the state of Paraná. Statistical analyzes were performed to examine the relationship between the three sets of factors from the Spherical Model and the multifaceted uses of technology by the teachers of undergraduate language courses in the state of Paraná. The results identified four different uses and also the influences of individual factors, contextual factors and prior CALL/ICTs education on the uses of technology, showing that individual factors and contextual factors are important predictors of CALL/ICTs integration. Participants were selected for the qualitative phase according to the results of the quantitative phase and to Rogers’ Individual Innovativeness Theory. Sixteen semi-structured individual interviews were conducted. The qualitative phase deepened the quantitative results and explained the unexpected results and the results that could not be answered in the quantitative phase. The integration of the results showed that in addition to individual and contextual factors, apparently prior CALL/ICTs education should not be dismissed as a predictor of CALL/ICTs integration. It was also possible to provide a clearer picture of CALL in the Modern Languages courses in the state of Paraná. CALL is far from normalization. Additional findings were obtained in the two phases of the study. In international and Brazilian contexts, despite extensive research on CALL, there are still significant gaps in some areas. There is the need for more studies to further investigate the issue of integration and help elucidate the relationship between the factors that lead to CALL integration or not. This research on the integration of CALL in the Brazilian context sought to contribute to a broader understanding of CALL and to show ways for integration to take place in other contexts.
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Rader, Felicia Vanessa Moore Zena. "Implementation of a laptop initiative preserviceoreign language teachers and factors influencing their computer use /." 2005. http://repositories.lib.utexas.edu/bitstream/handle/2152/2049/raderf60032.pdf.
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Reddy, Pregalathan. "A learning object repository for computer assisted language learning in order to provide resources for language learners in schools in KwaZulu-Natal." Thesis, 2014. http://hdl.handle.net/10321/1352.
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Submitted in compliance with the requirements for the Master’s Degree in Technology: Language Practice, Department of Media, Language and Communication, Durban University of Technology. Durban. South Africa, 2014.This study, carried out within a critical realist orientation, offers a digital approach to providing language learning resources to learners in KwaZulu-Natal by developing a language learning object repository (LLOR). The purpose of designing and setting up a LLOR prototype was to find a way to augment and supplement the resources provided by text books, the provision of which has hitherto been fraught with service delivery problems. Margaret Archer’s substantive theory of morphogenesis was used to provide a social science framework within Bhaskar’s critical realist meta-approach. The morphogenetic approach suggests that, for technological advances to be accepted as part of everyday educational practice, they must be included in the fabric of the existing social structures of teaching and learning. This had implications for the human computer interaction (HCI) aspects of the artefact, which was developed by both anticipating user needs at the outset and confirming these at intervals; it also looked at the development of digital resources over a period of time in terms of the artefact being part of a larger movement towards using digital resources. The iterative design of the LLOR followed a series of piloting different application stacks, including MediaWiki, TikiWiki CMS and Joomla. Moodle was chosen as the most suitable application as it facilitates the sharing of content using the Sharable Content Object Reference Model (SCORM) and can also easily be packaged in an offline self-contained pack for distribution to users who have limited Internet access. Three user groups, comprising experts (those who are proficient with web and computer technologies), teachers (a representative group of teachers who were second language teachers of English) and a representative from the Department of Basic Education (DOBE), were asked to test-drive the LLOR and respond to questions about its ease of use and potential. The LLOR was primarily intended for teachers although it supports students as well. The use of a user-contributed model in the design of the LLOR anticipates i the challenge of providing direct support (editorial), as in adding new resources by only the researcher and also accepting that consumers are more likely to support user-contributed models, if they are also contributors. The key to facilitating access to resources like the LLOR is to make them accessible through different devices especially mobile platforms such as (cell-phones and tablets); future development will prioritise a mobile ready version of the LLOR. The value of the research is thought to lie in furthering an innovative mode of teaching in a digital medium setting where educational communication achieves virtual mode in and out of the physical classroom.