Pub Date : 2023-08-01DOI: 10.1177/00336882231186431
Kyeong-Ouk Jeong
The onset of the COVID-19 pandemic has prompted a transformation in the traditional teaching practices of language classrooms in the post-COVID-19 pandemic digital age. The surge of innovative pedagogical resources and options has played a significant role in this transformation. The integration of digital technology has been recognized as a crucial means of promoting digital literacy, which is regarded as an essential skill in the current climate. In the realm of language education, this paradigm shift has encouraged educators to adopt new technological components and incorporate them into their course contents and activities to cater to the needs of the new digital generation of learners. The purpose of this study is to identify the impact of integrating social networking services such as KakaoTalk and YouTube into mobile-assisted language learning (MALL) in supporting Korean English as a foreign language (EFL) university students’ language learning during the COVID-19 pandemic. Utilizing a mixed-methods research design, the study gathered quantitative and qualitative data through survey questionnaire, online interview and interactive presentation tool. The result of this study revealed that the integration of social networks and MALL could support EFL university students’ language learning experience and boost students’ motivation and engagement in their learning process. This study also suggested that the concept of MALL could contribute to cultivating positive dynamics of classroom interaction. The findings of the study highlight the benefits of incorporating technology in language education and the importance of adapting teaching methods to meet the evolving needs of learners in a rapidly changing post-COVID-19 pandemic digital landscape.
{"title":"Integrating Technology into Language Teaching Practice in the Post-COVID-19 Pandemic Digital Age: From a Korean English as a Foreign Language Context","authors":"Kyeong-Ouk Jeong","doi":"10.1177/00336882231186431","DOIUrl":"https://doi.org/10.1177/00336882231186431","url":null,"abstract":"The onset of the COVID-19 pandemic has prompted a transformation in the traditional teaching practices of language classrooms in the post-COVID-19 pandemic digital age. The surge of innovative pedagogical resources and options has played a significant role in this transformation. The integration of digital technology has been recognized as a crucial means of promoting digital literacy, which is regarded as an essential skill in the current climate. In the realm of language education, this paradigm shift has encouraged educators to adopt new technological components and incorporate them into their course contents and activities to cater to the needs of the new digital generation of learners. The purpose of this study is to identify the impact of integrating social networking services such as KakaoTalk and YouTube into mobile-assisted language learning (MALL) in supporting Korean English as a foreign language (EFL) university students’ language learning during the COVID-19 pandemic. Utilizing a mixed-methods research design, the study gathered quantitative and qualitative data through survey questionnaire, online interview and interactive presentation tool. The result of this study revealed that the integration of social networks and MALL could support EFL university students’ language learning experience and boost students’ motivation and engagement in their learning process. This study also suggested that the concept of MALL could contribute to cultivating positive dynamics of classroom interaction. The findings of the study highlight the benefits of incorporating technology in language education and the importance of adapting teaching methods to meet the evolving needs of learners in a rapidly changing post-COVID-19 pandemic digital landscape.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"41 1","pages":"394 - 409"},"PeriodicalIF":3.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74714426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1177/00336882231185230
N. Tavares
Perusall, a web-based collaborative reading platform characterised by its social annotation functionalities, was introduced in a postgraduate teacher-training language-awareness course in Hong Kong during the shift to online teaching and learning brought about by the global COVID-19 pandemic. Tasks were designed on Perusall to engage the participants in reading the literature and references on grammar and lexis teaching and in analyses of coursebook materials and classroom-teaching excerpts. In this article, I discuss why Perusall was adopted, the pedagogic innovations at different stages, the impact this had on sharpening participants’ teacher language awareness, and the implications this has for both teacher education and language learning. I aim to highlight how autonomy can be fostered via effective task design and student-centred pedagogies. I maintain that it is not just the platform that matters but how Perusall is utilised with a strategic blend of synchronous and asynchronous classroom activities and instructor intervention to promote teacher language-awareness gains and the empowerment of teachers as grammar specialists and critical coursebook analysts and users.
{"title":"Empowering English Teachers to be Grammar ‘Experts’ and Coursebook Analysts via Perusall","authors":"N. Tavares","doi":"10.1177/00336882231185230","DOIUrl":"https://doi.org/10.1177/00336882231185230","url":null,"abstract":"Perusall, a web-based collaborative reading platform characterised by its social annotation functionalities, was introduced in a postgraduate teacher-training language-awareness course in Hong Kong during the shift to online teaching and learning brought about by the global COVID-19 pandemic. Tasks were designed on Perusall to engage the participants in reading the literature and references on grammar and lexis teaching and in analyses of coursebook materials and classroom-teaching excerpts. In this article, I discuss why Perusall was adopted, the pedagogic innovations at different stages, the impact this had on sharpening participants’ teacher language awareness, and the implications this has for both teacher education and language learning. I aim to highlight how autonomy can be fostered via effective task design and student-centred pedagogies. I maintain that it is not just the platform that matters but how Perusall is utilised with a strategic blend of synchronous and asynchronous classroom activities and instructor intervention to promote teacher language-awareness gains and the empowerment of teachers as grammar specialists and critical coursebook analysts and users.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"1 1","pages":"517 - 536"},"PeriodicalIF":3.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86944019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1177/00336882231175236
Mayyer Ling, Irina Elgort
Following Hyland's model of metadiscourse, evidential is defined as an expression that references information from other texts. Evidence in traditional academic writing may include peer-reviewed articles, published books and personal communication with field experts. With a sharp increase in the use of online teaching and learning environments by education providers, such as Google Classroom and Canvas, and a vast range of sources of evidence available in non-traditional forms, are types of evidence in students’ academic writing changing and, if yes, how? In this study, we analysed the use of evidentials in course discussion forums by students at the Universiti Brunei Darussalam, revealing the types of evidence included in the writing. Our findings show that students’ academic writing in online teaching environments expands what is traditionally considered academic evidence to some extent, but more targeted teaching intervention may be needed to broaden the range and quality of evidentials used by students.
{"title":"New Types of Evidence in Online Learning Spaces: A Corpus-Based Study","authors":"Mayyer Ling, Irina Elgort","doi":"10.1177/00336882231175236","DOIUrl":"https://doi.org/10.1177/00336882231175236","url":null,"abstract":"Following Hyland's model of metadiscourse, evidential is defined as an expression that references information from other texts. Evidence in traditional academic writing may include peer-reviewed articles, published books and personal communication with field experts. With a sharp increase in the use of online teaching and learning environments by education providers, such as Google Classroom and Canvas, and a vast range of sources of evidence available in non-traditional forms, are types of evidence in students’ academic writing changing and, if yes, how? In this study, we analysed the use of evidentials in course discussion forums by students at the Universiti Brunei Darussalam, revealing the types of evidence included in the writing. Our findings show that students’ academic writing in online teaching environments expands what is traditionally considered academic evidence to some extent, but more targeted teaching intervention may be needed to broaden the range and quality of evidentials used by students.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"3 1","pages":"410 - 425"},"PeriodicalIF":3.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88832167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-27DOI: 10.1177/00336882231184270
Nguyen Huynh Trang, J. Barrot
This quasi-experimental study investigates the effects of pre-writing (Pre-EI) and post-writing explicit instruction (Post-EI) on L2 learners’ overall writing accuracy and errors at different severity levels. Situated within process-genre-oriented writing classrooms, a total of three intact groups ( N = 101) were designated as two experimental conditions (Pre-EI and Post-EI) and a control group (no explicit instruction). Overall, the improvement by the two treatment groups compared to the control group suggested that both Pre-EI and Post-EI were effective in improving learners’ overall writing accuracy and reducing level 2 and level 3 errors. However, the results of between-group comparisons revealed the superiority of Post-EI. These findings indicated that writing accuracy was conditional to both timing and availability and provided a more nuanced understanding of the differential effects of Pre-EI and Post-EI on writing accuracy. Implications for L2 writing pedagogy and future studies are discussed.
{"title":"Pre-Writing and Post-Writing Explicit Instruction: Differential Effects on L2 Learners’ Writing Accuracy","authors":"Nguyen Huynh Trang, J. Barrot","doi":"10.1177/00336882231184270","DOIUrl":"https://doi.org/10.1177/00336882231184270","url":null,"abstract":"This quasi-experimental study investigates the effects of pre-writing (Pre-EI) and post-writing explicit instruction (Post-EI) on L2 learners’ overall writing accuracy and errors at different severity levels. Situated within process-genre-oriented writing classrooms, a total of three intact groups ( N = 101) were designated as two experimental conditions (Pre-EI and Post-EI) and a control group (no explicit instruction). Overall, the improvement by the two treatment groups compared to the control group suggested that both Pre-EI and Post-EI were effective in improving learners’ overall writing accuracy and reducing level 2 and level 3 errors. However, the results of between-group comparisons revealed the superiority of Post-EI. These findings indicated that writing accuracy was conditional to both timing and availability and provided a more nuanced understanding of the differential effects of Pre-EI and Post-EI on writing accuracy. Implications for L2 writing pedagogy and future studies are discussed.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"20 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75968247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-19DOI: 10.1177/00336882231183462
D. Atkinson, Stacey Corbitt
Despite coverage of materials development principles in the applied linguistics literature, principled production of open textbooks has not received attention. To address this gap and demonstrate the interdisciplinary potential of materials development research, the authors drew upon concurrent verbalization and interview data they collected while composing their first coursebook, a freely available open textbook designed for first-year university writing courses that enroll English first-language and second-language learners, to discern how they applied principles. Qualitative content analysis of the data indicated the novice textbook writers focused on learning objectives to negotiate textbook relevancy and currency concerns, tried to create relatable content, and employed varied repetition and layering to build modular chapters. This study illustrates the generalizability of materials development research and principles and offers a view of open textbook authorship for teachers interested in the activity.
{"title":"Exploring the Principles Applied During the Production of an Open Writing Textbook","authors":"D. Atkinson, Stacey Corbitt","doi":"10.1177/00336882231183462","DOIUrl":"https://doi.org/10.1177/00336882231183462","url":null,"abstract":"Despite coverage of materials development principles in the applied linguistics literature, principled production of open textbooks has not received attention. To address this gap and demonstrate the interdisciplinary potential of materials development research, the authors drew upon concurrent verbalization and interview data they collected while composing their first coursebook, a freely available open textbook designed for first-year university writing courses that enroll English first-language and second-language learners, to discern how they applied principles. Qualitative content analysis of the data indicated the novice textbook writers focused on learning objectives to negotiate textbook relevancy and currency concerns, tried to create relatable content, and employed varied repetition and layering to build modular chapters. This study illustrates the generalizability of materials development research and principles and offers a view of open textbook authorship for teachers interested in the activity.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"64 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89696767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-21DOI: 10.1177/00336882231181771
Xi Yu, F. Boers
There are grounds for believing that prompting language learners to infer the meaning of new lexical items is beneficial because inferring the meaning of lexical items and verifying one's inferences invites more cognitive investment than simply being presented with the meanings. However, concerns have been raised over the risk that wrong inferences interfere with later recall of the correct meanings. The present study examines the effect of inferencing on language learners’ retention of idiomatic expressions (e.g. jump the gun, pull your weight and stay the course). In a counter-balanced within-participant design, 26 advanced learners of English were presented with 21 idioms in contexts either with their meaning clarified from the start ( k = 7) or with the instruction to try and infer their meaning before receiving the clarification. The latter condition was designed so that accurate interpretations were more likely for some idioms ( k = 7) than for others ( k = 7). The learners’ responses at the inferencing stage were collected for analysis. One week later, the participants took an unannounced meaning-recall test. Recall was the most successful in the learning condition where the likelihood of accurate inferences was high. Items that had been inferred accurately stood a better chance (odds ratio 1.22) of being recalled than items whose interpretation had needed to be rectified. Approximately 13% of the wrong or imperfect inferences re-emerged in the post-test, suggesting that the learners did not readily discard them despite the corrective feedback. The findings indicate that, for inferencing procedures to be optimally useful, they need to be implemented in ways that ensure a high success rate.
有理由相信，促使语言学习者推断新词汇项目的意义是有益的，因为推断词汇项目的意义并验证自己的推论比简单地呈现词义需要更多的认知投入。然而，人们担心错误的推理会干扰以后对正确含义的回忆。本研究考察了推理对语言学习者保留习惯表达的影响(例如:jump The gun, pull your weight and stay The course)。在参与者内部平衡设计中，研究人员向26名英语高级学习者展示了21个习语，这些习语要么从一开始就明确了它们的含义(k = 7)，要么在得到澄清之前尝试推断它们的含义。后一种情况的设计是为了使某些习语(k = 7)比其他习语(k = 7)更有可能得到准确的解释。收集学习者在推理阶段的反应进行分析。一周后，参与者参加了一个未经宣布的意义回忆测试。在准确推断可能性高的学习条件下，回忆是最成功的。与需要纠正解释的项目相比，被准确推断的项目被回忆起来的机会更大(比值比为1.22)。大约13%的错误或不完美的推论在测试后再次出现，这表明尽管有纠正反馈，学习者并没有轻易放弃它们。研究结果表明，为了使推理程序最有效，它们需要以确保高成功率的方式实施。
{"title":"Inferring the Meaning of Idioms: Does Accuracy Matter for Retention in Memory?","authors":"Xi Yu, F. Boers","doi":"10.1177/00336882231181771","DOIUrl":"https://doi.org/10.1177/00336882231181771","url":null,"abstract":"There are grounds for believing that prompting language learners to infer the meaning of new lexical items is beneficial because inferring the meaning of lexical items and verifying one's inferences invites more cognitive investment than simply being presented with the meanings. However, concerns have been raised over the risk that wrong inferences interfere with later recall of the correct meanings. The present study examines the effect of inferencing on language learners’ retention of idiomatic expressions (e.g. jump the gun, pull your weight and stay the course). In a counter-balanced within-participant design, 26 advanced learners of English were presented with 21 idioms in contexts either with their meaning clarified from the start ( k = 7) or with the instruction to try and infer their meaning before receiving the clarification. The latter condition was designed so that accurate interpretations were more likely for some idioms ( k = 7) than for others ( k = 7). The learners’ responses at the inferencing stage were collected for analysis. One week later, the participants took an unannounced meaning-recall test. Recall was the most successful in the learning condition where the likelihood of accurate inferences was high. Items that had been inferred accurately stood a better chance (odds ratio 1.22) of being recalled than items whose interpretation had needed to be rectified. Approximately 13% of the wrong or imperfect inferences re-emerged in the post-test, suggesting that the learners did not readily discard them despite the corrective feedback. The findings indicate that, for inferencing procedures to be optimally useful, they need to be implemented in ways that ensure a high success rate.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"21 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86636518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-08DOI: 10.1177/00336882231175239
Jonathan Lee, K. Topping, Elizabeth Lakin
This article reports a case study of one local primary school in Hong Kong implementing a continuous professional development cycle for English-as-a-second-language teachers during a COVID-19 pandemic. The study focused on factors that impacted teacher continuous professional development and explored whether technology could be used to facilitate school-based professional support. An intervention implementing the technology-integrated continuous professional development cycle was conceptualised and implemented in the study. A teacher educator, together with eight English teachers, implemented the technology-integrated continuous professional development cycle. A blended approach to school-based professional support revealed that teachers valued the technological tools that facilitated professional development. These tools (such as Google Drive, Google Meets and WhatsApp) allowed for teachers to collaboratively conduct action research with the teacher educator. The study identified what factors engaged teachers in professional development as well as how technology facilitated continuous professional development. The study concluded that a mixture of different modes of continuous professional development allowed for greater teacher professional development to take place, as well as leading to applying the professional development in the classroom context.
{"title":"Technology-Facilitated Continuous Professional Development During a Pandemic: A Hong Kong Primary School Case Study","authors":"Jonathan Lee, K. Topping, Elizabeth Lakin","doi":"10.1177/00336882231175239","DOIUrl":"https://doi.org/10.1177/00336882231175239","url":null,"abstract":"This article reports a case study of one local primary school in Hong Kong implementing a continuous professional development cycle for English-as-a-second-language teachers during a COVID-19 pandemic. The study focused on factors that impacted teacher continuous professional development and explored whether technology could be used to facilitate school-based professional support. An intervention implementing the technology-integrated continuous professional development cycle was conceptualised and implemented in the study. A teacher educator, together with eight English teachers, implemented the technology-integrated continuous professional development cycle. A blended approach to school-based professional support revealed that teachers valued the technological tools that facilitated professional development. These tools (such as Google Drive, Google Meets and WhatsApp) allowed for teachers to collaboratively conduct action research with the teacher educator. The study identified what factors engaged teachers in professional development as well as how technology facilitated continuous professional development. The study concluded that a mixture of different modes of continuous professional development allowed for greater teacher professional development to take place, as well as leading to applying the professional development in the classroom context.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88934825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-04DOI: 10.1177/00336882231175510
Weina L. Chen, Kevin M. Wong
International students, particularly international English as a Second Language (ESL) students who come to the United States with relatively lower levels of English oral language proficiency, are often reluctant to participate in academic discussions. In a graduate-level TESOL program with a majority of international ESL students, a video recording, sharing, and discussion platform, Flip, was utilized in the program's teaching innovation. Flip is widely adopted by educators of all grade levels worldwide, as it enables educators to create a less formal online space to meet the holistic needs of international ESL students, including both academic and social needs. The article explains the teaching context of the practice, four stages of course integration with Flip, reasons for the integration, reflections, and future pedagogical directions. Incorporating Flip in this program promotes linguistic benefits, teacher identity and skill development, a community of belonging, and increased equity in assessment. Practical pedagogical considerations are also provided at the end of the article.
{"title":"Leveraging Flip, a Video Discussion Platform, to Support the Needs of International ESL Pre-Service Teachers","authors":"Weina L. Chen, Kevin M. Wong","doi":"10.1177/00336882231175510","DOIUrl":"https://doi.org/10.1177/00336882231175510","url":null,"abstract":"International students, particularly international English as a Second Language (ESL) students who come to the United States with relatively lower levels of English oral language proficiency, are often reluctant to participate in academic discussions. In a graduate-level TESOL program with a majority of international ESL students, a video recording, sharing, and discussion platform, Flip, was utilized in the program's teaching innovation. Flip is widely adopted by educators of all grade levels worldwide, as it enables educators to create a less formal online space to meet the holistic needs of international ESL students, including both academic and social needs. The article explains the teaching context of the practice, four stages of course integration with Flip, reasons for the integration, reflections, and future pedagogical directions. Incorporating Flip in this program promotes linguistic benefits, teacher identity and skill development, a community of belonging, and increased equity in assessment. Practical pedagogical considerations are also provided at the end of the article.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"51 1","pages":"489 - 499"},"PeriodicalIF":3.0,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78287965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.1177/00336882231175762
Jacobo Coronel
The COVID-19 pandemic ushered in a new era of technological tools that were used by language teachers to develop their students’ English language skills. As a result of the sudden shift to online instruction, teachers at the Science, Technology, Engineering, Arts and Mathematics Academy middle school had little time to prepare and had limited resources to deliver an innovative curriculum. However, when schools returned to in-person learning and when COVID-19 relief funds were allocated to the school site to purchase new technology, these teachers gained access to more technology in their classrooms than ever before. This paper describes how teachers at this site leveraged the technological tools to achieve two goals: making the curriculum comprehensible and engaging for English learners to raise assessment scores; and using the technology to connect with their students. To achieve these goals, teachers were taught how to coalesce their tools in three ways: translating texts; digitizing their paper-based lessons; and “mirroring” input from their tablet computers to a larger screen. During an eight-week training, teachers implemented these innovations in their classrooms, reported their successes and reflected on their practice. This paper describes how four teachers used these tools inside their classrooms for innovative English language instruction.
{"title":"Practical Technological Tools for Teaching and Connecting with Adolescent English Learners in the Post-Pandemic Age","authors":"Jacobo Coronel","doi":"10.1177/00336882231175762","DOIUrl":"https://doi.org/10.1177/00336882231175762","url":null,"abstract":"The COVID-19 pandemic ushered in a new era of technological tools that were used by language teachers to develop their students’ English language skills. As a result of the sudden shift to online instruction, teachers at the Science, Technology, Engineering, Arts and Mathematics Academy middle school had little time to prepare and had limited resources to deliver an innovative curriculum. However, when schools returned to in-person learning and when COVID-19 relief funds were allocated to the school site to purchase new technology, these teachers gained access to more technology in their classrooms than ever before. This paper describes how teachers at this site leveraged the technological tools to achieve two goals: making the curriculum comprehensible and engaging for English learners to raise assessment scores; and using the technology to connect with their students. To achieve these goals, teachers were taught how to coalesce their tools in three ways: translating texts; digitizing their paper-based lessons; and “mirroring” input from their tablet computers to a larger screen. During an eight-week training, teachers implemented these innovations in their classrooms, reported their successes and reflected on their practice. This paper describes how four teachers used these tools inside their classrooms for innovative English language instruction.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"55 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83905640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.1177/00336882231167610
M. Dooly, Tricia Thrasher, Randall W. Sadler
Recently, immersive virtual reality (VR) environments for language learning have garnered interest from researchers and practitioners alike, based on their realistic imitations of environments where target languages might be used for “authentic-like” interactions (with other learners, bots and avatars). However, the majority of research thus far has focused on university-level students’ perceptions of VR and there is a critical need for research examining how these environments can be used effectively with kindergarten to grade 12 students. This article discusses a pilot study that aims to fill this gap in research through a three-month-long VR study conducted with 10- to 11-year-old students in Spain (n = 24) studying English as a foreign language (EFL). VR lessons were taught using the VR language learning platform Immerse and Oculus Quest 2 VR headsets. The data corpora consist of recordings of the VR activities, comparable non-VR classroom activities and teacher-directed student output (pre-VR and post-VR activities focused on the target language). Fragments of interactions during activities in both VR and the classroom were selected and transcribed. The Common European Framework of Reference for Languages: Learning, Teaching, Assessment Companion Volume (CEFR-CV) illustrative descriptors were then used to map the participants’ language performance to the CEFR-CV scales. Findings indicate that production of the target language is less controlled and less accurate in VR compared to face-to-face “traditional” oral activities in the classroom. However, there are more examples of spontaneous language use, more examples of mediation between the learners and even moments of higher than expected levels of production and comprehension, equivalent to English language level B1 descriptors in VR.
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