Encouraging learners to engage in learning activities outside of formal class time is an ongoing challenge for language teachers. It has been argued that the social aspect of technologies can used as a support for learning, but how to achieve this remains a challenge. There is evidence that from a theoretical perspective, social networking appears to provide many of the conditions necessary for supporting learning, and there is an increasing number of studies that have started to explore the potential of social networking in language learning contexts. Results thus far have been rather mixed, where learners tend to show positive attitudes but limited interaction. The purpose of the current study is to examine how social networking is used by teachers and learners as a support for supplementary out-of-class vocabulary learning through Quizlet. Learner engagement was investigated in two consecutive semesters using the same two intact classes in each semester (N=48), the first semester where learners were given support in class, and the second semester where learners were provided with support by the teacher using LINE. Learner engagement in the Quizlet activities across the two semesters were investigated, as well as the logs of all interactions in the class LINE group and the individual interactions with the teacher. The results are discussed in terms of how social networking may be used as a support tool in terms of a community discussion tool, a teacher-to-student reporting tool, and student-to-teacher reporting tool.
{"title":"Enhancing online language learning task engagement through social interaction","authors":"Phuong Tran","doi":"10.29140/AJAL.V1N2.78","DOIUrl":"https://doi.org/10.29140/AJAL.V1N2.78","url":null,"abstract":"Encouraging learners to engage in learning activities outside of formal class time is an ongoing challenge for language teachers. It has been argued that the social aspect of technologies can used as a support for learning, but how to achieve this remains a challenge. There is evidence that from a theoretical perspective, social networking appears to provide many of the conditions necessary for supporting learning, and there is an increasing number of studies that have started to explore the potential of social networking in language learning contexts. Results thus far have been rather mixed, where learners tend to show positive attitudes but limited interaction. The purpose of the current study is to examine how social networking is used by teachers and learners as a support for supplementary out-of-class vocabulary learning through Quizlet. Learner engagement was investigated in two consecutive semesters using the same two intact classes in each semester (N=48), the first semester where learners were given support in class, and the second semester where learners were provided with support by the teacher using LINE. Learner engagement in the Quizlet activities across the two semesters were investigated, as well as the logs of all interactions in the class LINE group and the individual interactions with the teacher. The results are discussed in terms of how social networking may be used as a support tool in terms of a community discussion tool, a teacher-to-student reporting tool, and student-to-teacher reporting tool.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123332620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In contemporary educational contexts, technology, globalization, and mobility have brought about a blurring of the boundary between language learning and activation in and beyond the classroom. This contrasts with the past when, in many EFL (and even ESL) settings, opportunities for language use outside the classroom were either limited or non-existent. These days, regardless of the physical context in which learners are living, there are limitless opportunities for language use outside the classroom. Additionally, the traditional distinction between classrooms, as places where language is learned, and the world beyond the classroom, as environments where classroom-acquired language and skills are activated, is problematic. Beyond the classroom, learners are not only activating their language in authentic contexts, they are also developing their communicative repertoires and acquiring new language skills that are not readily acquitted in the classroom. Accepting this assertion, which will be expanded on and exemplified in the body of the paper, leads to the following question: Within the context of a negotiated curriculum, how can teachers motivate students to engage in out-of-class projects, and what in-class support can teachers provide to students as they plan, enact and reflect on their projects? In this paper, we seek to provide teachers with responses to these questions drawing on practical illustrations from the literature.
{"title":"Language learning and activation in and beyond the classroom","authors":"Julie Choi, D. Nunan","doi":"10.29140/AJAL.V1N2.34","DOIUrl":"https://doi.org/10.29140/AJAL.V1N2.34","url":null,"abstract":"In contemporary educational contexts, technology, globalization, and mobility have brought about a blurring of the boundary between language learning and activation in and beyond the classroom. This contrasts with the past when, in many EFL (and even ESL) settings, opportunities for language use outside the classroom were either limited or non-existent. These days, regardless of the physical context in which learners are living, there are limitless opportunities for language use outside the classroom. Additionally, the traditional distinction between classrooms, as places where language is learned, and the world beyond the classroom, as environments where classroom-acquired language and skills are activated, is problematic. Beyond the classroom, learners are not only activating their language in authentic contexts, they are also developing their communicative repertoires and acquiring new language skills that are not readily acquitted in the classroom. Accepting this assertion, which will be expanded on and exemplified in the body of the paper, leads to the following question: Within the context of a negotiated curriculum, how can teachers motivate students to engage in out-of-class projects, and what in-class support can teachers provide to students as they plan, enact and reflect on their projects? In this paper, we seek to provide teachers with responses to these questions drawing on practical illustrations from the literature.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126989140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Shaista Rashid, Una Cunningham, Kevin Watson, Jocelyn Howard
With the rapid penetration of technology in the lives of students, it has become important for educators to look for opportunities to enhance students’ engagement and achievement by integrating technology in education. However, deciding which technologies should be included is a big challenge for higher education institutes, particularly in developing countries with limited financial resources, such as Pakistan. As students’ non-educational use of technologies shapes their academic use of technology and learning process (Swanson & Walker, 2015), integrating students’ preferred technologies can help fulfil their educational needs and expectations. This paper investigates the digital practices of undergraduate students in a public university in Pakistan and examines the impact of gender, study major and medium of education on the use of digital devices by students. The data is drawn from 316 responses to an online survey, administered online. The results of the study reveal that although a substantial proportion of the students had access to digital tools such as smartphones and computers, there was limited use of them for educational purposes. The technology most extensively accessed by undergraduate students for this purpose was mobile phones. Use of university-provided computers and bringing their own computers/laptops to campus were much less popular choices. Further, most students were not sufficiently comfortable with their digital skills to use their devices for educational purposes, although many were interested in getting training in how they could do this.
{"title":"Revisiting the digital divide(s): Technology-enhanced English language practices at a university in Pakistan","authors":"Shaista Rashid, Una Cunningham, Kevin Watson, Jocelyn Howard","doi":"10.29140/AJAL.V1N2.7","DOIUrl":"https://doi.org/10.29140/AJAL.V1N2.7","url":null,"abstract":"With the rapid penetration of technology in the lives of students, it has become important for educators to look for opportunities to enhance students’ engagement and achievement by integrating technology in education. However, deciding which technologies should be included is a big challenge for higher education institutes, particularly in developing countries with limited financial resources, such as Pakistan. As students’ non-educational use of technologies shapes their academic use of technology and learning process (Swanson & Walker, 2015), integrating students’ preferred technologies can help fulfil their educational needs and expectations. This paper investigates the digital practices of undergraduate students in a public university in Pakistan and examines the impact of gender, study major and medium of education on the use of digital devices by students. The data is drawn from 316 responses to an online survey, administered online. The results of the study reveal that although a substantial proportion of the students had access to digital tools such as smartphones and computers, there was limited use of them for educational purposes. The technology most extensively accessed by undergraduate students for this purpose was mobile phones. Use of university-provided computers and bringing their own computers/laptops to campus were much less popular choices. Further, most students were not sufficiently comfortable with their digital skills to use their devices for educational purposes, although many were interested in getting training in how they could do this.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"637 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131882666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-31DOI: 10.29140/ajal.v5n3.53si2
R. Loock, Sophie Léchauguette, Benjamin Holt
the
的
{"title":"Dealing with the “elephant in the classroom”: Developing language students’ machine translation literacy","authors":"R. Loock, Sophie Léchauguette, Benjamin Holt","doi":"10.29140/ajal.v5n3.53si2","DOIUrl":"https://doi.org/10.29140/ajal.v5n3.53si2","url":null,"abstract":"the","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122345396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-31DOI: 10.29140/ajal.v5n3.53si4
Oneil Madden
data are within this paper
数据在本文中
{"title":"Fostering foreign language student teachers’ glocal competence through telecollaboration","authors":"Oneil Madden","doi":"10.29140/ajal.v5n3.53si4","DOIUrl":"https://doi.org/10.29140/ajal.v5n3.53si4","url":null,"abstract":"data are within this paper","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133685521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-31DOI: 10.29140/ajal.v5n3.53si3
Antonie Alm, Yuki Watanabe
{"title":"Online machine translation for L2 writing across languages and proficiency levels","authors":"Antonie Alm, Yuki Watanabe","doi":"10.29140/ajal.v5n3.53si3","DOIUrl":"https://doi.org/10.29140/ajal.v5n3.53si3","url":null,"abstract":"","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134165596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-31DOI: 10.29140/ajal.v5n3.53si6
M. Grosbois, Cédric Sarré, Cédric Brudermann, Naouel Zoghlami
{"title":"Coda - Language use, technology and professionalisation in higher education: Roadmap for future research directions","authors":"M. Grosbois, Cédric Sarré, Cédric Brudermann, Naouel Zoghlami","doi":"10.29140/ajal.v5n3.53si6","DOIUrl":"https://doi.org/10.29140/ajal.v5n3.53si6","url":null,"abstract":"","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122617422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-31DOI: 10.29140/ajal.v5n3.53si5
L. Bradley, K. Al-Sabbagh
{"title":"Mobile language learning designs and contexts for newly arrived migrants","authors":"L. Bradley, K. Al-Sabbagh","doi":"10.29140/ajal.v5n3.53si5","DOIUrl":"https://doi.org/10.29140/ajal.v5n3.53si5","url":null,"abstract":"","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124332168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-31DOI: 10.29140/ajal.v5n3.53si1
Laurent Filliettaz
{"title":"The linguistic demands of learning at work: Interactional competences and miscommunication in vocational training","authors":"Laurent Filliettaz","doi":"10.29140/ajal.v5n3.53si1","DOIUrl":"https://doi.org/10.29140/ajal.v5n3.53si1","url":null,"abstract":"","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"30 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133008662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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