{"title":"The Impact of Information Processing Styles in Mobile-Assisted Language Learning: Are Multimedia Materials Effective for Every Learner?","authors":"Takeshi Sato, Tyler Burden","doi":"10.56040/tstb1719","DOIUrl":"https://doi.org/10.56040/tstb1719","url":null,"abstract":"","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"161 6‐7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141228390","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}
W. Chan, Daniel Kwang Guan Chan, S. Chi, K. Chin, Sasiwimol Klayklueng, Yukiko Saito
{"title":"Short-Term In-country Language Immersion and the Intercultural Development of Foreign Language Students","authors":"W. Chan, Daniel Kwang Guan Chan, S. Chi, K. Chin, Sasiwimol Klayklueng, Yukiko Saito","doi":"10.56040/cwmc1713","DOIUrl":"https://doi.org/10.56040/cwmc1713","url":null,"abstract":"","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"38 3‐4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141228306","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}
{"title":"“Sometimes I just want to know more. I’m always trying.”: The Role of Interest in Sustaining Motivation for Self-directed Learning","authors":"J. Mynard, David McLoughlin","doi":"10.56040/jmdm1716","DOIUrl":"https://doi.org/10.56040/jmdm1716","url":null,"abstract":"","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"22 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141226500","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}
{"title":"Students as Test Makers in Spanish as a Foreign Language: Initial Insights for Teacher-Student Collaboration in Test Constructions","authors":"Leonardo O. Munalim","doi":"10.56040/lemu1725","DOIUrl":"https://doi.org/10.56040/lemu1725","url":null,"abstract":"","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"2 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141227692","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}
{"title":"Analysis of Fossilisable Spelling and Morphosyntactic Errors in Written Expression (in French)","authors":"Fanny Janneth Baquero, Chloé Deswarte, Carolina Plata Peñafort, Javier Hernando, Reyes Rincón","doi":"10.56040/fjbc1728","DOIUrl":"https://doi.org/10.56040/fjbc1728","url":null,"abstract":"","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141227022","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}
The present study adopted a predictive-correlational design to explore whether self-reported motivated strategies for learning and language-learning strategies of Chinese EFL learners ( N = 97) were associated with the following: (a) engagement with a learning management system (LMS), (b) engagement with flipped-classroom materials, and (c) final grades in a flipped EFL course. The Motivated Strategies for Learning Questionnaire (MSLQ) and the Strategy Inventory for Language Learning (SILL) were administered to sophomore-level English writing students in a cross-border higher education setting in the Henan province of China; predictor variables were then explored for association with end-of-term criterion variables operationalized by behavioral and performance data. Results indicated that the MSLQ and SILL failed to predict engagement or success with flipped classroom materials. Instead, the amount of time learners actually spent engaging with flipped materials was significantly, positively associated with student success measured by final grades.
{"title":"Predictors of Engagement and Success in a Flipped EFL Classroom in China","authors":"Justin Nicholes","doi":"10.56040/juni1724","DOIUrl":"https://doi.org/10.56040/juni1724","url":null,"abstract":"The present study adopted a predictive-correlational design to explore whether self-reported motivated strategies for learning and language-learning strategies of Chinese EFL learners ( N = 97) were associated with the following: (a) engagement with a learning management system (LMS), (b) engagement with flipped-classroom materials, and (c) final grades in a flipped EFL course. The Motivated Strategies for Learning Questionnaire (MSLQ) and the Strategy Inventory for Language Learning (SILL) were administered to sophomore-level English writing students in a cross-border higher education setting in the Henan province of China; predictor variables were then explored for association with end-of-term criterion variables operationalized by behavioral and performance data. Results indicated that the MSLQ and SILL failed to predict engagement or success with flipped classroom materials. Instead, the amount of time learners actually spent engaging with flipped materials was significantly, positively associated with student success measured by final grades.","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"43 S206","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141225470","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}
Growing numbers of newcomers arrive in cities across the globe as temporary visitors or for longer periods of time. They often face communication challenges and need to learn a new language or improve their knowledge quickly. The article considers the domain of language learning for social integration and inclusion, what it means to be a newcomer to a city, and the role of mobile technologies in advancing a more personal approach to language learning. Mobile learning research explores innovative and practical solutions to the specific challenges faced by newcomers, and it revives, develops or reinterprets pedagogical methods and underlying learning theories. To illustrate this, three research projects conducted at The Open University, UK, focusing on migrants’ learning with mobile apps, are presented and reflected upon. Mobile learning experiences deliberately designed for newcomers to a city can support them in everyday language learning and in their efforts to explore their new environment. The article includes suggestions as to what seems to be missing from current apps for newcomers. It considers relevant issues and future directions for the design of mobile apps and services for this diverse target group.
{"title":"Mobile and Personal Learning for Newcomers to a City","authors":"A. Kukulska-Hulme","doi":"10.56040/agkh1717","DOIUrl":"https://doi.org/10.56040/agkh1717","url":null,"abstract":"Growing numbers of newcomers arrive in cities across the globe as temporary visitors or for longer periods of time. They often face communication challenges and need to learn a new language or improve their knowledge quickly. The article considers the domain of language learning for social integration and inclusion, what it means to be a newcomer to a city, and the role of mobile technologies in advancing a more personal approach to language learning. Mobile learning research explores innovative and practical solutions to the specific challenges faced by newcomers, and it revives, develops or reinterprets pedagogical methods and underlying learning theories. To illustrate this, three research projects conducted at The Open University, UK, focusing on migrants’ learning with mobile apps, are presented and reflected upon. Mobile learning experiences deliberately designed for newcomers to a city can support them in everyday language learning and in their efforts to explore their new environment. The article includes suggestions as to what seems to be missing from current apps for newcomers. It considers relevant issues and future directions for the design of mobile apps and services for this diverse target group.","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"331 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141228083","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}
{"title":"Moodle: The Ubiquitous Teacher","authors":"Monika Szirma","doi":"10.56040/mnks171b","DOIUrl":"https://doi.org/10.56040/mnks171b","url":null,"abstract":"","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"13 3‐4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141228353","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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