Pub Date : 2022-07-30DOI: 10.46451/ijts.2022.03.03
{"title":"Pre-Service Teachers' Perceptions of Their Digital Feedback Literacy Development Before and During the Pandemic","authors":"","doi":"10.46451/ijts.2022.03.03","DOIUrl":"https://doi.org/10.46451/ijts.2022.03.03","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47725840","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 : 2022-07-30DOI: 10.46451/ijts.2022.03.07
{"title":"Community Blog and Narrative Inquiry as Tools for Technology-Enhanced Professional Development for ESL Teachers","authors":"","doi":"10.46451/ijts.2022.03.07","DOIUrl":"https://doi.org/10.46451/ijts.2022.03.07","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43814867","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 : 2022-07-30DOI: 10.46451/ijts.2022.03.11
{"title":"A Case of Transition: An Independent Study Course Goes Online","authors":"","doi":"10.46451/ijts.2022.03.11","DOIUrl":"https://doi.org/10.46451/ijts.2022.03.11","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44081799","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 : 2022-07-30DOI: 10.46451/ijts.2022.03.05
N. Cowie, Japan Mehrasa Alizadeh Okayama University
There is relatively little research on how teachers can prepare to teach languages using Virtual Reality (VR) applications. There is also little longitudinal research on student self-directed learning using VR. In response to this lack of reported research, this study explores the educational affordances of VR with a small group of four university students and one high school student in Japan who met online weekly for an academic year starting in April 2021. In the first stage of research, the seven participants used Oculus Quest 2 Head Mounted Displays (HMDs) in the Engage collaborative VR space. The five students were asked to investigate and review VR apps that were connected to their academic disciplines. Initial results showed a large number of positive effects of working in VR but almost all participants suffered some kind of cybersickness. For this reason, in the second stage of research, it was decided to move from HMDs to a web-based browser (Mozilla Hubs) in which participants created their own VR rooms to teach each other about one aspect of their own academic field. Finally, in the third phase of the project, the students created their own 360-degree virtual tours using ThingLink. This paper shows how university students can learn in a self-directed VR environment. It also describes the challenges facing teachers who wish to use VR in their teaching, including technical issues of wifi and computer processing power, training in the VR environment, ethical and health concerns, and, most importantly, the pedagogical knowledge needed to best support students.
{"title":"The Affordances and Challenges of Virtual Reality for Language Teaching","authors":"N. Cowie, Japan Mehrasa Alizadeh Okayama University","doi":"10.46451/ijts.2022.03.05","DOIUrl":"https://doi.org/10.46451/ijts.2022.03.05","url":null,"abstract":"There is relatively little research on how teachers can prepare to teach languages using Virtual Reality (VR) applications. There is also little longitudinal research on student self-directed learning using VR. In response to this lack of reported research, this study explores the educational affordances of VR with a small group of four university students and one high school student in Japan who met online weekly for an academic year starting in April 2021. In the first stage of research, the seven participants used Oculus Quest 2 Head Mounted Displays (HMDs) in the Engage collaborative VR space. The five students were asked to investigate and review VR apps that were connected to their academic disciplines. Initial results showed a large number of positive effects of working in VR but almost all participants suffered some kind of cybersickness. For this reason, in the second stage of research, it was decided to move from HMDs to a web-based browser (Mozilla Hubs) in which participants created their own VR rooms to teach each other about one aspect of their own academic field. Finally, in the third phase of the project, the students created their own 360-degree virtual tours using ThingLink. This paper shows how university students can learn in a self-directed VR environment. It also describes the challenges facing teachers who wish to use VR in their teaching, including technical issues of wifi and computer processing power, training in the VR environment, ethical and health concerns, and, most importantly, the pedagogical knowledge needed to best support students.","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46081706","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 : 2022-07-30DOI: 10.46451/ijts.2022.03.01
{"title":"Teaching and Teacher Development in Technology-Enhanced Language Learning","authors":"","doi":"10.46451/ijts.2022.03.01","DOIUrl":"https://doi.org/10.46451/ijts.2022.03.01","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49453154","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 : 2022-07-30DOI: 10.46451/ijts.2022.03.13
{"title":"Emerging Technologies and Research Designs in TechnologyEnhanced Language Learning: An Interview with Mark Pegrum","authors":"","doi":"10.46451/ijts.2022.03.13","DOIUrl":"https://doi.org/10.46451/ijts.2022.03.13","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41552144","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 : 2022-07-30DOI: 10.46451/ijts.2022.03.04
{"title":"Changing Technologies or Changing Identities? The Effects of Online Teaching on Educator Identity in Vietnam During COVID-19","authors":"","doi":"10.46451/ijts.2022.03.04","DOIUrl":"https://doi.org/10.46451/ijts.2022.03.04","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47577201","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 : 2022-04-01DOI: 10.46451/ijts.2022.02.03
Annett Hellwig
This paper explores the practice of using multimodal, digital assessment tasks assigned to students of an English for Architects and Civil Engineers course at a university in Germany. Students were tasked with creating multimodal video compositions and interviewed about the processes behind composing their artefacts. The goal was to interrogate to what extent multimodal assessment tasks such as these can promote the communication of technical concepts, facilitate nuanced opportunities for language development and develop the students as social agents. The artefacts were examined through the lens of Systemic Functional Semiotics, drawing particularly upon the Genre and Multimodality framework (Bateman et al., 2017; Bateman & Schmidt-Borcherding, 2018) and a recent approach to analysing multimodal artefacts developed by Turney & Jones (2021).
{"title":"Multimodal, Digital Artefacts as Learning Tools in a University Subject-Specific English Language Course","authors":"Annett Hellwig","doi":"10.46451/ijts.2022.02.03","DOIUrl":"https://doi.org/10.46451/ijts.2022.02.03","url":null,"abstract":"This paper explores the practice of using multimodal, digital assessment tasks assigned to students of an English for Architects and Civil Engineers course at a university in Germany. Students were tasked with creating multimodal video compositions and interviewed about the processes behind composing their artefacts. The goal was to interrogate to what extent multimodal assessment tasks such as these can promote the communication of technical concepts, facilitate nuanced opportunities for language development and develop the students as social agents. The artefacts were examined through the lens of Systemic Functional Semiotics, drawing particularly upon the Genre and Multimodality framework (Bateman et al., 2017; Bateman & Schmidt-Borcherding, 2018) and a recent approach to analysing multimodal artefacts developed by Turney & Jones (2021).","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46215814","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 : 2022-04-01DOI: 10.46451/ijts.2022.01.01
{"title":"The Evolving Role of Language Assessment in Skills Development in the Modern World: Introduction to the Special Issue","authors":"","doi":"10.46451/ijts.2022.01.01","DOIUrl":"https://doi.org/10.46451/ijts.2022.01.01","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42779648","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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