{"title":"Creating Secrets to Justify a Revolution","authors":"D. Flothow","doi":"10.33675/angl/2022/2/10","DOIUrl":"https://doi.org/10.33675/angl/2022/2/10","url":null,"abstract":"","PeriodicalId":42547,"journal":{"name":"ZEITSCHRIFT FUR ANGLISTIK UND AMERIKANISTIK","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90802788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"My Text is in Another Tipi","authors":"C. Blume","doi":"10.33675/angl/2022/1/9","DOIUrl":"https://doi.org/10.33675/angl/2022/1/9","url":null,"abstract":"","PeriodicalId":42547,"journal":{"name":"ZEITSCHRIFT FUR ANGLISTIK UND AMERIKANISTIK","volume":"11 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78048109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“Written for the people who can see something’s wrong”","authors":"K. Schwanke","doi":"10.33675/angl/2022/3/10","DOIUrl":"https://doi.org/10.33675/angl/2022/3/10","url":null,"abstract":"","PeriodicalId":42547,"journal":{"name":"ZEITSCHRIFT FUR ANGLISTIK UND AMERIKANISTIK","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79839676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Critical Game Literacy and EFL Classroom Discourse","authors":"R.D. Jones","doi":"10.33675/angl/2022/1/7","DOIUrl":"https://doi.org/10.33675/angl/2022/1/7","url":null,"abstract":"","PeriodicalId":42547,"journal":{"name":"ZEITSCHRIFT FUR ANGLISTIK UND AMERIKANISTIK","volume":"6 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86480483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Extended reality technologies have a range of distinctive potentials to support and augment language and literacy practices in a digital age, while bringing new challenges. Extended reality (XR) is a classification of technologies that includes virtual reality (VR), augmented reality (AR), mixed reality (MR) technologies, and future applications that combine virtual and real elements. VR is a completely 3D immersive digital world, AR overlays virtual content on real world, and MR interactively merges virtual with the real or possible. Extended reality also includes future (X) technologies that combine various elements of real, virtual, and potential environments, often involving wearable technology and human-machine interaction (Palmas and Klinker 2020). Extended reality is one of the fastest growing educational technologies for classroom use (Eldequaddem 2019), yet research of VR, AR, and MR technology for language and literacy learning, including foreign language learning, is scarce (Ok et al. 2021). This is because the recent wave of extended reality technologies, such as virtual reality immersion with head-mounted displays, was developed as recently as 2013 (Pottle 2019). These technology platforms are often designed for commercial use, business productivity, and recreational gaming, which, as educators have seen, has created a significant gap in terms of learning theories to effectively guide classroom applications (Radianti et al. 2020). Currently, only a small proportion of research of virtual, augmented, and mixed reality technologies in education has been published specifically with a view to language and literacy learning, with a predominance of VR, AR, and MR technology research applied in technology and STEM education disciplines. For example, in a systematic review of original virtual reality studies, only 27 of 167 had any relevance to language learning (Reisoğlu et al. 2017). Even when research of extended reality technologies is driven by a language and literacy focus, the emphasis has been on rote learning of decontextualised basic language skills, such as phonics and letter recognition (Ok et al. 2021), words in different languages (Barreira et al. 2012), and sight words and spelling, typically presented in a quiz or puzzle format (Fan et al. 2020). The limitations of such applications are that they are driven by the technology development industry, based on common-sense understandings of language-learning, synthetic phonics, and behaviouristic stimulus-response models of education, rather than designed to support the kinds of authentic communication practices that are used in foreign language education and society. Augmented reality (AR) technologies overlay virtual content on the physical world, including animations, graphics, advertisements, and other digital information. A key
扩展现实技术在支持和增强数字时代的语言和扫盲实践方面具有一系列独特的潜力，同时也带来了新的挑战。扩展现实(XR)是一种技术分类，包括虚拟现实(VR)、增强现实(AR)、混合现实(MR)技术，以及虚拟和真实元素结合的未来应用。VR是一个完全3D沉浸式的数字世界，AR是将虚拟内容叠加在现实世界上，MR则是将虚拟与真实或可能交互融合。扩展现实还包括未来(X)技术，这些技术结合了真实、虚拟和潜在环境的各种元素，通常涉及可穿戴技术和人机交互(Palmas and Klinker 2020)。扩展现实是课堂使用中增长最快的教育技术之一(Eldequaddem 2019)，但VR、AR和MR技术用于语言和识字学习(包括外语学习)的研究却很少(Ok等人，2021)。这是因为最近的扩展现实技术浪潮，如头戴式显示器的虚拟现实沉浸，是最近在2013年开发的(Pottle 2019)。这些技术平台通常是为商业用途、商业生产力和娱乐游戏而设计的，正如教育工作者所看到的，这在有效指导课堂应用的学习理论方面造成了重大差距(Radianti et al. 2020)。目前，只有一小部分关于虚拟、增强和混合现实技术在教育中的研究专门针对语言和识字学习发表，主要是应用于技术和STEM教育学科的VR、AR和MR技术研究。例如，在对原始虚拟现实研究的系统回顾中，167项研究中只有27项与语言学习有关(Reisoğlu et al. 2017)。即使扩展现实技术的研究是由语言和读写能力驱动的，重点也一直放在非语境化的基本语言技能的死记硬背学习上，比如语音和字母识别(Ok等人，2021)，不同语言的单词(Barreira等人，2012)，以及视觉单词和拼写，通常以测验或拼图的形式呈现(Fan等人，2020)。这些应用程序的局限性在于，它们是由技术开发行业驱动的，基于对语言学习的常识性理解、综合语音和行为主义的教育刺激-反应模型，而不是设计用于支持外语教育和社会中使用的各种真实的交流实践。增强现实(AR)技术将虚拟内容覆盖在物理世界上，包括动画、图形、广告和其他数字信息。一个关键
{"title":"Potentials and Challenges of Extended Reality Technologies for Language Learning","authors":"K. Mills","doi":"10.33675/angl/2022/1/13","DOIUrl":"https://doi.org/10.33675/angl/2022/1/13","url":null,"abstract":"Extended reality technologies have a range of distinctive potentials to support and augment language and literacy practices in a digital age, while bringing new challenges. Extended reality (XR) is a classification of technologies that includes virtual reality (VR), augmented reality (AR), mixed reality (MR) technologies, and future applications that combine virtual and real elements. VR is a completely 3D immersive digital world, AR overlays virtual content on real world, and MR interactively merges virtual with the real or possible. Extended reality also includes future (X) technologies that combine various elements of real, virtual, and potential environments, often involving wearable technology and human-machine interaction (Palmas and Klinker 2020). Extended reality is one of the fastest growing educational technologies for classroom use (Eldequaddem 2019), yet research of VR, AR, and MR technology for language and literacy learning, including foreign language learning, is scarce (Ok et al. 2021). This is because the recent wave of extended reality technologies, such as virtual reality immersion with head-mounted displays, was developed as recently as 2013 (Pottle 2019). These technology platforms are often designed for commercial use, business productivity, and recreational gaming, which, as educators have seen, has created a significant gap in terms of learning theories to effectively guide classroom applications (Radianti et al. 2020). Currently, only a small proportion of research of virtual, augmented, and mixed reality technologies in education has been published specifically with a view to language and literacy learning, with a predominance of VR, AR, and MR technology research applied in technology and STEM education disciplines. For example, in a systematic review of original virtual reality studies, only 27 of 167 had any relevance to language learning (Reisoğlu et al. 2017). Even when research of extended reality technologies is driven by a language and literacy focus, the emphasis has been on rote learning of decontextualised basic language skills, such as phonics and letter recognition (Ok et al. 2021), words in different languages (Barreira et al. 2012), and sight words and spelling, typically presented in a quiz or puzzle format (Fan et al. 2020). The limitations of such applications are that they are driven by the technology development industry, based on common-sense understandings of language-learning, synthetic phonics, and behaviouristic stimulus-response models of education, rather than designed to support the kinds of authentic communication practices that are used in foreign language education and society. Augmented reality (AR) technologies overlay virtual content on the physical world, including animations, graphics, advertisements, and other digital information. A key","PeriodicalId":42547,"journal":{"name":"ZEITSCHRIFT FUR ANGLISTIK UND AMERIKANISTIK","volume":"76 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81117381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Digital Games in Primary School English Language Education","authors":"M. Ritter","doi":"10.33675/angl/2022/1/6","DOIUrl":"https://doi.org/10.33675/angl/2022/1/6","url":null,"abstract":"","PeriodicalId":42547,"journal":{"name":"ZEITSCHRIFT FUR ANGLISTIK UND AMERIKANISTIK","volume":"5 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87046565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"‘Authentic Englishes.nrw’ – Developing and Using Interactive Teaching and Learning Materials on Varieties of English","authors":"S. Pape, A. Fiege, I. Mindt","doi":"10.33675/angl/2022/2/6","DOIUrl":"https://doi.org/10.33675/angl/2022/2/6","url":null,"abstract":"","PeriodicalId":42547,"journal":{"name":"ZEITSCHRIFT FUR ANGLISTIK UND AMERIKANISTIK","volume":"36 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90716332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"On the Use of Commercial Video Games in the EFL Classroom in North Rhine-Westphalia – An Empirical Perspective","authors":"D. Becker","doi":"10.33675/angl/2022/1/8","DOIUrl":"https://doi.org/10.33675/angl/2022/1/8","url":null,"abstract":"","PeriodicalId":42547,"journal":{"name":"ZEITSCHRIFT FUR ANGLISTIK UND AMERIKANISTIK","volume":"97 1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89535337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Introduction: English Linguistics, Learners and the Classroom","authors":"C. Hahn, I. Mindt","doi":"10.33675/angl/2022/2/5","DOIUrl":"https://doi.org/10.33675/angl/2022/2/5","url":null,"abstract":"","PeriodicalId":42547,"journal":{"name":"ZEITSCHRIFT FUR ANGLISTIK UND AMERIKANISTIK","volume":"13 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87436894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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