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1
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/.
Повний текст джерелаАнотація:
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.
2
Lai, Wing-hong, and 賴永康. "Using mobile instant messenger (WhatsApp) to support second language learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209642.
Повний текст джерелаАнотація:
Immersion is an acclaimed method for second language acquisition, but is not available to majority of students. The idea of this study is to create Mobile Immersion on smartphone using Instant Messenger, WhatsApp. 45 Form 1 (7th Grade) students participated in a 3-month experiment. They were divided into two big groups: one with Mobile Immersion (Mobile Group) and the other without (Control Group). A vocabulary list of 200 high-frequency verbs was the main learning material. Net Gain in vocabulary score between pre-test and post-test was used to measure their learning progress. The statistics show no significant difference between the two groups’ means. However, within Mobile Group, there is significant correlation between individual’s chat frequency and vocabulary gain. Furthermore, chat histories of participants reveal a possible theme that has implications for researchers and educators. A questionnaire is also used to survey participants’ attitudes towards the Mobile Immersion. This paper shares the experience from the case study and draws insights into a new direction contributing to the knowledge base of Second Language Acquisition and Mobile-Assisted Language Learning.published_or_final_version
Education
Master
Master of Education
3
McMurry, Benjamin L. "Evaluation in Computer-Assisted Language Learning." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3306.
Повний текст джерелаАнотація:
Evaluation of Computer-assisted language learning (CALL) needs to be scrutinized according to the same standards of evaluation as other professional materials. Evaluation can be divided into two distinct, yet similar, categories: formal (following a prescribed evaluation model) and informal. The aim of this dissertation is two-fold. The first purpose is to benefit the field of CALL by situating CALL evaluation in the context of frameworks used formal evaluation. The second purpose is to discover informal evaluation practices of CALL practitioners. First, with regard to formal evaluation of CALL materials, practices and insights from the field of evaluation would help CALL researchers and practitioners to conduct systematic evaluations that report findings that other researchers and practitioners find useful. An evaluation framework is proposed that includes common evaluation tasks conducted by evaluators in the field of formal evaluation to produce a workflow model for designing and conducting evaluations in CALL. Second, regarding the informal evaluation of CALL materials, learning about the processes of teachers when evaluating CALL for classroom use will help direct developers of CALL materials, address user concerns, and may indirectly increase the quality of CALL materials. After looking at this two-fold question—formal and informal evaluation of CALL materials—we found that formal evaluation in CALL may benefit from the adoption of evaluation practices from formal evaluation literature. Regarding informal evaluation, we found that teachers consider pedagogy, accessibility, and authenticity when reviewing CALL resources and activities for consideration for use in the classroom. Based on this finding we provide implications for language program administrators, teacher trainers, CALL software developers, and language teachers.
4
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.
Повний текст джерелаАнотація:
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).
5
Pen, Ibrahem Rotha. "Integrating technology into the English as a second language curriculum: Computer-assisted English language learning." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2136.
Повний текст джерелаАнотація:
The project integrates computer technology with English as a second language curriculum and instruction. It utilizes the World Wide Web to deliver computer-assisted instruction in English grammar, reading and conversation. Moreover, the project shows the impact of computer technology in helping students develop critical thinking skills, problem-solving skills, and meaningful and applicable skills for employment.
6
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.
Повний текст джерелаАнотація:
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.
7
Atta, Takeshi. "Computer-based instruction in English as a foreign language for Japanese secondary students." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1447.
Повний текст джерела
8
Hamzah, Masputeriah. "Facilitating second language acquisition (SLA) through computer-mediated communication (CMC) in an English for Civil Engineering (ECE) environment." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1304.
Повний текст джерелаАнотація:
This study explores the application of computer-mediated communication (CMC) in an English for Civil Engineering (ECE) learning setting. The aim is to examine the interactional opportunities present in the computer-mediated environment for evidence of conditions deemed facilitative of second language acquisition, based on the tenets prescribed by the Interaction Hypothesis. This theory emphasizes the importance of interaction in language learning and the necessity for learners to have access to meaningful and comprehensible input. It is based on the premise that acquisition will occur through interaction where learners arc provided opportunities to negotiate meaning in order to develop mutual understanding. In tum, this allows for hypothesis testing related to learners' developing interlanguage systems. It also provides opportunities for learners to produce comprehensible output and have access to feedback related to their attempts. All these are regarded as crucial for language acquisition. Most of the studies on interaction work reported in the literature are related to oral interaction. Nevertheless, studies on the use of CMC have reported that this medium can promote meaningful interaction that can foster interlanguage development through meaning negotiation and focus on form. The participants in this study consist of one English language teacher and a group of seventy-three students. The task employed for this study is based on one of the requirements of the ECE program, specifically for the students to engage in a discussion forum on current and relevant social, economic and environmental issues related to the civil engineering field and profession. For a more in-depth and thorough understanding of the entire perspective in the application of CMC in this ECE setting, both qualitative and quantitative procedures are adopted for the purpose of data analysis. The analysis of interactional exchanges reveals that this on-line platform serves as a suitable context and a conducive environment for interlanguage development. Both student-to-teacher and student-to-student interactional exchanges provide evidence of opportunities for modified input, feedback and modified output. The interview responses also provide important insights into the subjective dimension of learning in terms of students' overall opinion and perception of the on-line interactional exchange.
9
Potter, Kristine Louise. "Writing, computers, and rhetorical situations: A composition odyssey." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1876.
Повний текст джерелаАнотація:
This thesis, an autoethnography, explores my own, personal experiences using technology in various writing situations: my writing process, collaborative publishing, my M.A. internship, online tutoring, and my first experience teaching college English composition in a computer classroom.
10
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.
Повний текст джерелаАнотація:
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.
11
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.
Повний текст джерелаАнотація:
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
12
Caplan, Elizabeth A. "The Effects Of Animated Textual Instruction On Learners' Written Production Of German Modal Verb Sentences." Scholar Commons, 2002. http://purl.fcla.edu/fcla/etd/SFE0000042.
Повний текст джерела
13
Caruso, Gina Christina. "The Impact of Wiki-based Collaborative Writing on English L2 Learners' Individual Writing Development." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2004.
Повний текст джерелаАнотація:
Although the benefits of group and pair work in the second language (L2) classroom have been extensively studied, most documented research has focused on the use of oral tasks and spoken interaction between learners. Recently however, researchers have begun to investigate the advantages of collaboration on written work. More specifically, with the advancements in computer technology and web-based collaborative platforms like wikis, there has been a growing awareness of the educational possibilities of wikis to enhance L2 writing instruction. This study followed a pretest/posttest repeated measures design to investigate the impact and students' perceptions of wiki-based collaborative writing activities on individual writing performance. The study involved 12 university students in a TOEFL preparation course at a large university in Bogota, Colombia. Students were divided into two groups: the experimental group (n=8) engaged in a series of wiki-based collaborative writing activities and focused practice between pre and posttests, while the control (n=4) received no treatment. Two individual writing samples (pre and posttest) composed by each participant under timed conditions were quantitatively analyzed using the three linguistic developmental measures of complexity, accuracy, and fluency. While statistically significant differences were not evident for measures of fluency or accuracy, descriptive statistics showed an overall positive impact for collaborative writing on individual learners' written fluency. Analysis of complexity measures revealed mixed results with respect to learning gains. Further analysis of perception data reported by learners in an exit survey disclosed their positive attitude towards perceived linguistic benefits with regard to the wiki-based collaborative writing activities. Both theoretical and pedagogical implications of the study, limitations, and directions for future research are presented.
14
Cheng, Chi Lap Lap. "A study of the use of computer games to support teenage students in self-learning of English as a second language in Hong Kong." HKBU Institutional Repository, 2009. http://repository.hkbu.edu.hk/etd_ra/1091.
Повний текст джерела
15
Cheng, Yuk-ching, and 鄭毓正. "Motivational aspects of using computer-assisted language learning program for learning English as a second language in a secondaryschool in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962488.
Повний текст джерела
16
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.
Повний текст джерела
17
Pongmussaya, Vittaya. "The development of computer assisted instruction on the world wide web to enhance English learning for Thai non-formal education students." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2024.
Повний текст джерелаАнотація:
The purpose of this project was to develop computer-assisted instruction (CAI) software on the world wide web (WWW). This project was an interactive English learning environment for Thai adult students at the Warin Chumrab District Non-Formal Education Center, Thailand. This project software followed the recommendation of a recent study by the center of education technology (CET) indicating that the favorite types of CAI among Thai adult students were tutorial and drill and practice. In this project students chose to learn from two types of lessons, either a tutorial or a drill and practice. The lessons were made interesting by the use of music, animation, and Java applets. Internet tools, such as discussion boards, email, and related educational hyperlinks were easily accessible from within this project. The review group consisted of 20 Thai adult students. The review group responded to a web survey after they had used this project software. The surveyed students stated that the drill and practice exercises, the tutorial and the internet tools enhanced their learning of English.
18
Moon, Chanmi. "Computer-assisted project-based learning in English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1868.
Повний текст джерелаАнотація:
The aim of this project is to address the need for effective English learning and develop an English curriculum which practically meets learners' needs. The project is for students who study business English in Korean community college. This project presents effectiveness of English learning in the content concerning with English for specific purposes, project-based learning, cooperative learning, computer-assisted language learning, and technological literacy. These ideas are incorporated into the project to develop the unit, Creating a Company, which consists of six lesson plans.
19
Kajiwara, Hajime. "Internationalizing the Japanese classroom with computer-mediated instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2456.
Повний текст джерела
20
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.
Повний текст джерелаАнотація:
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.
21
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.
Повний текст джерелаАнотація:
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.
22
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.
Повний текст джерелаАнотація:
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.
23
Nam, Jue Yeun. "Achieving English competence in Korea through computer-assisted language learning and crosscultural understanding." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1865.
Повний текст джерелаАнотація:
The purpose of this project is to address the problems and improve English as a Foreign Language (EFL) learning for the students of Korea by contrasting cultural similarities and differences and the same time utilizing computer-based instruction learning.
24
Woo, Jung-Im. "Culture teaching in EFL through computer/critical thinking." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1677.
Повний текст джерелаАнотація:
The purpose of this project is to develop computer-assisted language learning (CALL) lesson plans using the Internet and to offer an example for academic senior high school teachers in South Korea of exemplary treatment of cultural topics that promote critical thinking and incorporate crosscultural understanding based on cooperative learning.
25
Boulter, Carmen Henriette. "EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16525/1/Carmen_Boulter_Thesis.pdf.
Повний текст джерелаАнотація:
Educators who teach international students English as a second language (ESL) or
English speakers teaching English as a foreign language (EFL) in universities in non-
English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was to assess to what extent teachers use multimedia in EFL/ESL university classrooms in relation to the theoretical underpinnings of constructivism as well as Rogers' (1995) theory of diffusion of innovations and adopter categories.
Further, the study aimed to ascertain what factors contribute to or discourage teachers' use of multimedia in tertiary level English language teaching classrooms. A mixed- method research design was used and both quantitative and qualitative data were collected. One hundred and seventy-nine English-language teachers from five universities in the Asia-Pacific region were interviewed and data were collected on their use of multimedia. Complex relationships were found among teacher-held educational and cultural values, teaching experience, formal computer professional learning, nationality, institution, region, age, gender, and collaboration with colleagues. Results showed that even with adequate access to hardware, software, technical support and computer professional learning, most teachers in the study made limited use of multimedia in the EFL/ESL classroom. As well, the results indicated that teachers in all three universities in Taiwan used multimedia in the EFL/ESL classroom less than teachers in Australia and in Thailand. Teachers who endorsed constructivist teaching methodologies tended to use multimedia more. Also, teachers with fewer than ten years teaching experience tended to use technology in teaching more. Data showed the use of integrated technology by teachers usually diminished as teachers got older. However, results showed that teachers who engaged in professional learning tended to use multimedia more regardless of age. Future directions in technology integration and recommendations for creating and sustaining a culture of technology at educational institutions are offered. Suggestions for professional development to encourage the integrated use of technology in English language teaching programs are outlined.
26
Boulter, Carmen Henriette. "EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16525/.
Повний текст джерелаАнотація:
Educators who teach international students English as a second language (ESL) or English speakers teaching English as a foreign language (EFL) in universities in non- English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was to assess to what extent teachers use multimedia in EFL/ESL university classrooms in relation to the theoretical underpinnings of constructivism as well as Rogers' (1995) theory of diffusion of innovations and adopter categories. Further, the study aimed to ascertain what factors contribute to or discourage teachers' use of multimedia in tertiary level English language teaching classrooms. A mixed- method research design was used and both quantitative and qualitative data were collected. One hundred and seventy-nine English-language teachers from five universities in the Asia-Pacific region were interviewed and data were collected on their use of multimedia. Complex relationships were found among teacher-held educational and cultural values, teaching experience, formal computer professional learning, nationality, institution, region, age, gender, and collaboration with colleagues. Results showed that even with adequate access to hardware, software, technical support and computer professional learning, most teachers in the study made limited use of multimedia in the EFL/ESL classroom. As well, the results indicated that teachers in all three universities in Taiwan used multimedia in the EFL/ESL classroom less than teachers in Australia and in Thailand. Teachers who endorsed constructivist teaching methodologies tended to use multimedia more. Also, teachers with fewer than ten years teaching experience tended to use technology in teaching more. Data showed the use of integrated technology by teachers usually diminished as teachers got older. However, results showed that teachers who engaged in professional learning tended to use multimedia more regardless of age. Future directions in technology integration and recommendations for creating and sustaining a culture of technology at educational institutions are offered. Suggestions for professional development to encourage the integrated use of technology in English language teaching programs are outlined.
27
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.
Повний текст джерелаАнотація:
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.
28
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.
Повний текст джерелаАнотація:
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.
29
Rudd, Rebecca Lynn. "Electronic dictionaries in the ESL composition class." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2893.
Повний текст джерелаАнотація:
This thesis examines the use of electronic dictionaries by ESL students. In particular, it considers how, when and why students use electronic dictionaries in their writing processes. It also explores the extent to which students use words found in an electronic dictionary appropriately in their texts and whether electronic dictionary use influences their long-term acquisition of vocabulary.
30
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.
Повний текст джерелаАнотація:
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.
31
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.
Повний текст джерелаАнотація:
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.
32
Yagüe, Barredo Agustín. "La caracterización del cederrón en la enseñanza / aprendizaje del ELE." Doctoral thesis, Universitat de Barcelona, 2011. http://hdl.handle.net/10803/84150.
Повний текст джерелаАнотація:
La tesis analiza un corpus de 74 cederrones dedicados a la enseñanza del español como lengua extranjera fechados mayoritariamente entre los años 1997 y 2007 con los siguientes objetivos:
a) determinar el panorama de este tipo de soporte a partir de sus características intrínsecas, de acuerdo con las teorías de las adquisición de segundas lenguas y, especialmente, las de enseñanza de lenguas asistida por ordenador.
b) establecer el eventual rendimiento de esos materiales didácticos concretos en ese soporte en el proceso de enseñanza / aprendizaje del ELE a partir de sus características intrínsecas.
c) diseñar, en relación con lo anterior, unos instrumentos de análisis didáctico y también de valoración.
d) finalmente, subordinado a los resultados del análisis, proponer una serie de recomendaciones didácticas (y en menor medida técnicas) para el diseño, implantación y uso de estos materiales en este u otros soportes análogos.
33
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.
Повний текст джерелаАнотація:
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.
34
Adams, Sheri L. "An evaluation of computer-assisted instruction in phonological awareness with First Nations students." Thesis, 2004. http://hdl.handle.net/2429/15391.
Повний текст джерелаАнотація:
The use of a computer-assisted assessment program to train phonological awareness skills
in grade 1 First Nations students was examined. Thirty-two children ranging in age from six
years four months to eight years 1 month participated in an eight-week intervention study. There
were two groups involved in the study. The experimental group received approximately fifteen
minutes a day, five days a week training with a phonological based computer program called
Reading Edge. The comparison group received the same amount of training with a computer
program called Living Books which focused on sight words. When compared to the comparison
group, children in the experimental group showed significantly greater gains on measures of final
phoneme isolation, total phoneme isolation, phoneme blending, initial phoneme deletion, total
phoneme deletion, word identification and word attack. Thus, the computer-assisted assessment
program Reading Edge was successful in improving the reading and phonological awareness
skills of grade 1 First Nations students.
35
Han, Kyungsun. "ESL learner's self-efficacy and language anxiety in computer-networked interaction." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3120302.
Повний текст джерела
36
Bell, Fleming Louis Platt Elizabeth Balliett. "Comprehension aids, internet technologies, and the reading of authentic materials by adult second language learners." Diss., 2005. http://etd.lib.fsu.edu/theses/available/etd-04112005-152127/.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--Florida State University, 2005.Advisor: Dr. Elizabeth Platt, Florida State University, College of Arts and Sciences, Dept. of Modern Languages and Linguistics. Title and description from dissertation home page (viewed June 8, 2005). Document formatted into pages; contains xi, 151 pages. Includes bibliographical references.
37
Hagerman, Michelle Schira. "Computers in the Grade 9 FSL classroom : how do they influence students' attitudes, motivation, self-concept and performance?" Thesis, 2002. http://hdl.handle.net/2429/12083.
Повний текст джерелаАнотація:
This study compared the attitudes, motivation, self-concept and performance of two Grade 9 Core French
(FSL) classes in Ontario. One class of 16 students used computer mediated communication (CMC) for
approximately 1.5 hours per week. The other class of 24 students did not use computers. Analysis of
covariance showed no statistically significant differences on any quantitative measures of attitude,
motivation, self-concept or performance. The analysis of student interview responses and teacher
observations revealed no significant between-group differences on these four variables either. The
results suggest that computers are not better than traditional communicative methods of second language
teaching in developing Grade 9 FSL students' attitudes, motivation, self-concept and performance. Since
the teacher was the variable common to both classes, however, her influence may explain the
undifferentiated between-group results. Regardless of the methods used to teach students, the teacher
may always be the most influential variable in determining students' attitudes, motivation, self-concept
and performance.
38
Basson, Irene. "The effectiveness of multimedia and computer-assisted activities in the teaching of Afrikaans as a second language." Thesis, 2013. http://hdl.handle.net/10539/12255.
Повний текст джерелаАнотація:
Teachers are increasingly aware of the technological world in which their students live.
They are aware that the use of computers affects the motivation and attitudes of learners.
There has also recently been governmental pressure to integrate ICT in the teaching and
learning at school level. The question remains how exactly these technologies should be
implemented, particularly to aid in the acquisition of a second language.
This study investigates if the use of CALL in the teaching of second language Afrikaans
has affected the attitudes and motivation of learners and if it had any effect on the results
they achieved. A comparative study was conducted with a group Grade 11 learners in
which they completed a series of research tasks that included no technology or computerrelated
input. The same group was also exposed to lessons with a computer-assisted
approach, where a series of comparative research tasks were completed with the use of
technology. The group completed reflective questionnaires on the tasks they had
completed. The sets of tasks were analyzed and compared to each other and the
reflective questionnaires were analyzed and general trends and findings were noted.
The findings in this study suggests that learners respond well to computer-assisted tasks
and that there is a marked improvement in attitude and motivation when they are exposed
to technology in the second language classroom. Furthermore it is evident that the shift in
motivation contributes to an overall improvement of their results, which in computerassisted
tasks are on average 8%-12% higher.
39
Kruger, Pauline. "Using computer-mediated communication to improve student-lecturer communication and English language proficiency : a study from Mbombela." 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001609.
Повний текст джерелаАнотація:
M. Tech. Language PracticeThe aim of the study is twofold: firstly, to find out whether information and communication technology (ICT), used for computer-mediated communication (CMC), can be used for outof- class communication (OCC) by first year students and their lecturers at a university of technology campus in Mpumalanga; and secondly, to establish whether CMC can be used to improve the English language proficiency of students.
40
Zhang, Weiwei. "Technology in college classrooms : an action research examining the use of PowerPoint in ELL classrooms." Thesis, 2012. http://hdl.handle.net/1957/29048.
Повний текст джерелаАнотація:
This research looks at the use of PowerPoint as an instructional tool for teaching English language learners (ELL) who studied in a language program at a state university in the Pacific Northwest. The purpose of the research was to discover and to explore the perceptions of PowerPoint supported teaching and learning that were held by the students, the instructors, and the student researcher.
PowerPoint is one of the most commonly used technologies in classrooms, and its projection on screens has become a fundamental part of many students' daily routine. The basic design of this research study is based on Stringer's (2004) action research model, which operates on a repeated circle of reflecting, planning, acting and observing.
This action research was generated by all participants, guided by instructors, and monitored by the planned objectives of the study's outcomes. A constructivist approach was used to understand the process of teaching and learning with PowerPoint, and feedback (questionnaires, interviews, and personal communications)
was collected from the students in order to help instructors and the student researcher to determine the students' needs.
There are four main sets of data in this study—data from students' questionnaires, from students' interviews, from instructors' interviews, and from the student researcher's classroom observations. Students were given questionnaires at the ends of weeks two to ten, and two students from each class were selected to be interviewed. Instructors were interviewed both at the beginning and at the end of the term. The student researcher observed all classes starting week two, and wrote notes which were included as part of the data.Graduation date: 2012
41
Ballart, Adam. "EL USO DE LA TECNOLOGÍA Y EL APRENDIZAJE DE UNA LENGUA EXTRANJERA: ESTUDIOS Y RECURSOS DIDÁCTICOS PARA EL SIGLO XXI." Thesis, 2008. http://hdl.handle.net/1805/1841.
Повний текст джерелаАнотація:
Indiana University-Purdue University Indianapolis (IUPUI)El propósito de esta investigación es conocer mejor los estudios sobre el aprendizaje de la segunda lengua que se han hecho sobre la tecnología, ver algunos ejemplos de cómo se puede utilizar las varias tecnologías tratadas para realizar actividades en la lengua meta y destacar las posibles áreas de interés que tiene el profesorado en cuanto al entrenamiento o desarrollo profesional. Se empieza con un repaso de la bibliografía relacionada con el uso de la tecnología y el aprendizaje de una segunda lengua y su uso para lograr objetivos socioculturales. El tercer capítulo señala formas específicas de tecnología y cómo se puede usarlas para enseñar una segunda lengua. El cuarto presenta los resultados de un estudio cuantitativo y cualitativo sobre la formación docente en el uso de tecnología. Trata de determinar si existe alguna correspondencia entre el uso de la tecnología y el entrenamiento de ella, y busca cómo las creencias y actitudes de los maestros hacia la tecnología influyen su uso durante la enseñanza. Finalmente, al concluir se intenta establecer una reciprocidad entre el uso incrementado de la tecnología y el logro de objetivos pedagógicos.