Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8981-6.ch010
Lucas Kohnke
Second- and foreign language learners in higher education often have limited time for vocabulary development and retention, which may constitute a major challenge. This article reports on undergraduate students' perceptions of a vocabulary learning application developed in-house, Alphabet vs Aliens @PolyU. 14 undergraduate students at an English-medium university in Hong Kong participated. A qualitative methodology of semi-structured interviews captured a holistic overview of student perceptions of the app. The results suggest that Hong Kong university students are strongly motivated to acquire second-language (L2) vocabulary. Participants also indicated a preference for mobile applications that use gamified features. The study offers considerations for future research into apps for English language learning..
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This study attempts to investigate the effectiveness of a distance learning program for young learners of Greek. Its theoretical basis is directly influenced by Suggestopedia, a learning/teaching methodology developed by G. Lozanov in the late 1970s. This highly experiential way of learning is combined for the first time with the systematic use of digital applications to teach young learners. The researchers designed, implemented, and evaluated an original model course of Greek as a second language employing specific educational applications with a two-fold purpose: first, to assess their effectiveness and, second, to investigate whether the technological tools can provide added value to Suggestopedia. The conclusions indicate the positive impact of the model on students: specifically, on their memorisation, creativity, and general engagement in distance learning. Finally, the use of the selected digital tools seems to upgrade the content of Suggestopedia making it possible to be implement in distance learning settings.
{"title":"Suggestopedia Meets TELTL","authors":"Konstantinos Vlachos, Katerina Makri, Stavriana Soubassi","doi":"10.4018/978-1-7998-8981-6.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-8981-6.ch007","url":null,"abstract":"This study attempts to investigate the effectiveness of a distance learning program for young learners of Greek. Its theoretical basis is directly influenced by Suggestopedia, a learning/teaching methodology developed by G. Lozanov in the late 1970s. This highly experiential way of learning is combined for the first time with the systematic use of digital applications to teach young learners. The researchers designed, implemented, and evaluated an original model course of Greek as a second language employing specific educational applications with a two-fold purpose: first, to assess their effectiveness and, second, to investigate whether the technological tools can provide added value to Suggestopedia. The conclusions indicate the positive impact of the model on students: specifically, on their memorisation, creativity, and general engagement in distance learning. Finally, the use of the selected digital tools seems to upgrade the content of Suggestopedia making it possible to be implement in distance learning settings.","PeriodicalId":365733,"journal":{"name":"Emerging Concepts in Technology-Enhanced Language Teaching and Learning","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132211491","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 : 1900-01-01DOI: 10.4018/978-1-7998-8981-6.ch013
Özlem Utku Bilici, Zeynep Çetin Köroğlu
Massive open online courses (MOOCs) have been a growing trend recently because thanks to them, many people can be enrolled in a course just through the internet, and it can be noted that they are generally preferred and in use to a great extent. However, the number of studies on the use of MOOCs in blended learning environments is relatively limited. For this specific reason, the current study was carried out as a convergent mixed-method study to provide insights into the pros and cons of using MOOCs for educational purposes. Twenty-four student teachers enrolled in the Department of English Language Teaching participated in the present study. The data were collected through learning journals and an inventory. Thematic analysis was utilised to analyse the qualitative data, whereas descriptive statistics were calculated for the analysis of quantitative data. The results were motivating for extending the use of MOOCs as self-guided learning tools.
{"title":"Being Brave in a MOOC World","authors":"Özlem Utku Bilici, Zeynep Çetin Köroğlu","doi":"10.4018/978-1-7998-8981-6.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-8981-6.ch013","url":null,"abstract":"Massive open online courses (MOOCs) have been a growing trend recently because thanks to them, many people can be enrolled in a course just through the internet, and it can be noted that they are generally preferred and in use to a great extent. However, the number of studies on the use of MOOCs in blended learning environments is relatively limited. For this specific reason, the current study was carried out as a convergent mixed-method study to provide insights into the pros and cons of using MOOCs for educational purposes. Twenty-four student teachers enrolled in the Department of English Language Teaching participated in the present study. The data were collected through learning journals and an inventory. Thematic analysis was utilised to analyse the qualitative data, whereas descriptive statistics were calculated for the analysis of quantitative data. The results were motivating for extending the use of MOOCs as self-guided learning tools.","PeriodicalId":365733,"journal":{"name":"Emerging Concepts in Technology-Enhanced Language Teaching and Learning","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116322216","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 : 1900-01-01DOI: 10.4018/978-1-7998-8981-6.ch008
Merve Ay Yilmaz, D. Atay
This study aims to investigate whether and to what extent students experience (dis)engagement in online language learning. In order to utilize the malleable feature of student engagement, the present study explores the facilitative impacts of a collaborative authentic task on promoting student engagement in online language learning. Participants included 88 high school students. The data was gathered over a four-week period through an engagement questionnaire and focus group interviews. The results suggest that a collaborative real-world relevant task that involves learners' views and opinions and produces output that is useful in real-life is likely to boost learners' online class engagement cognitively, agentically, behaviorally, and emotionally. Moreover, as the flow of instruction involves less structure but more dialogue and self-directedness, the implementation of a collaborative task authentic task notably decreases transactional distance.
{"title":"Promoting L2 Learner Engagement in Online English Language Classes","authors":"Merve Ay Yilmaz, D. Atay","doi":"10.4018/978-1-7998-8981-6.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-8981-6.ch008","url":null,"abstract":"This study aims to investigate whether and to what extent students experience (dis)engagement in online language learning. In order to utilize the malleable feature of student engagement, the present study explores the facilitative impacts of a collaborative authentic task on promoting student engagement in online language learning. Participants included 88 high school students. The data was gathered over a four-week period through an engagement questionnaire and focus group interviews. The results suggest that a collaborative real-world relevant task that involves learners' views and opinions and produces output that is useful in real-life is likely to boost learners' online class engagement cognitively, agentically, behaviorally, and emotionally. Moreover, as the flow of instruction involves less structure but more dialogue and self-directedness, the implementation of a collaborative task authentic task notably decreases transactional distance.","PeriodicalId":365733,"journal":{"name":"Emerging Concepts in Technology-Enhanced Language Teaching and Learning","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130794835","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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