Nikola Lehotska, Zusana Tomaš, Margita Vojtkuláková
This article contributes to the literature on the value of Virtual Exchanges (VEs) in the field of technology-mediated language learning. Specifically, we report on a pilot program for high school English as a Foreign Language (EFL) learners in Slovakia and English as a Second Language (ESL) learners in Michigan, USA who engaged in a 10-week, international VE focused on media literacy. Learners in both countries collaborated on a project that involved developing and administering a survey on media literacy beliefs and practices among high schoolers at their institutions and provided feedback on their international peers’ survey designs and presentations of survey findings. Learners also worked to raise awareness about misinformation through a media literacy campaign implemented in their social media networks. To guide language educators interested in implementing VEs, we also address the technological tools that enhanced the VE program and discuss several pedagogical issues that are important to consider in VEs for language learners.
{"title":"Addressing Media Literacy through an International Virtual Exchange: A Report of One ESL-EFL Collaboration","authors":"Nikola Lehotska, Zusana Tomaš, Margita Vojtkuláková","doi":"10.55593/ej25100a9","DOIUrl":"https://doi.org/10.55593/ej25100a9","url":null,"abstract":"This article contributes to the literature on the value of Virtual Exchanges (VEs) in the field of technology-mediated language learning. Specifically, we report on a pilot program for high school English as a Foreign Language (EFL) learners in Slovakia and English as a Second Language (ESL) learners in Michigan, USA who engaged in a 10-week, international VE focused on media literacy. Learners in both countries collaborated on a project that involved developing and administering a survey on media literacy beliefs and practices among high schoolers at their institutions and provided feedback on their international peers’ survey designs and presentations of survey findings. Learners also worked to raise awareness about misinformation through a media literacy campaign implemented in their social media networks. To guide language educators interested in implementing VEs, we also address the technological tools that enhanced the VE program and discuss several pedagogical issues that are important to consider in VEs for language learners.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88232842","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}
David Bollen, G. Humphreys, Shu-Wen Lin, John Donnellan
Situated in a Japanese university ELT context, this qualitative exploratory interview-based study offers insights into how ten teachers responded to the challenges of transitioning to emergency remote teaching (ERT). The research was conducted to understand the implications of pandemic-instigated educational changes on teaching practices and perspectives towards effective teaching. An activity theory perspective accounts for the complex interlinking internal and external factors influencing teachers’ experiences during and since the ERT. Data were obtained through semi-structured interviews with the ten teachers following the initial period of ERT and through reflective writing by the same teachers 12 months later. Key findings from a content analysis were that perspectives towards effective teaching were generally reinforced and that following reflection on pedagogical practices and professional learning directions many teachers were able to respond effectively to ongoing educational changes. We argue that the implications of the study may reveal important areas of comparison with other systems of activity in heightened states of transition and reveal pathways to the development of new practices.
{"title":"Transitions to Online Teaching during the COVID-19 Pandemic: An Activity Theory Perspective","authors":"David Bollen, G. Humphreys, Shu-Wen Lin, John Donnellan","doi":"10.55593/ej.25100a11","DOIUrl":"https://doi.org/10.55593/ej.25100a11","url":null,"abstract":"Situated in a Japanese university ELT context, this qualitative exploratory interview-based study offers insights into how ten teachers responded to the challenges of transitioning to emergency remote teaching (ERT). The research was conducted to understand the implications of pandemic-instigated educational changes on teaching practices and perspectives towards effective teaching. An activity theory perspective accounts for the complex interlinking internal and external factors influencing teachers’ experiences during and since the ERT. Data were obtained through semi-structured interviews with the ten teachers following the initial period of ERT and through reflective writing by the same teachers 12 months later. Key findings from a content analysis were that perspectives towards effective teaching were generally reinforced and that following reflection on pedagogical practices and professional learning directions many teachers were able to respond effectively to ongoing educational changes. We argue that the implications of the study may reveal important areas of comparison with other systems of activity in heightened states of transition and reveal pathways to the development of new practices.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80587526","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 importance of materials in learning and teaching has prompted a substantial number of studies on English language learning/teaching materials (ELLTM). To date, the field seems largely unstudied when it comes to identifying the focus, themes, and challenges. Hence the present study endeavored to systematically review, analyze, and synthesize the scope and the coverage of the research articles (RAs) on the ELLTM. To this end, a comprehensive literature search was conducted in the top100 journals with the highest metrics in Scimago Journal Rank (SJR) categorized under “Language and Linguistic”. The review identifies 661 studies based on the strings ‘material(s)’, ‘textbook’, ‘coursebook’, and ‘courseware’, of which 238 met the inclusion criteria. Analyses of content and statistical data indicated that the research direction has focused on three main themes: evaluation, production, and selection/adoption. The study concludes with recommendations and suggestions for future research into ELLTM.
{"title":"100 Years of Research on English Language Learning/Teaching Materials: A Systematic Literature Review","authors":"Reza Khany, Ayad Kamalvand","doi":"10.55593/ej.25100a2","DOIUrl":"https://doi.org/10.55593/ej.25100a2","url":null,"abstract":"The importance of materials in learning and teaching has prompted a substantial number of studies on English language learning/teaching materials (ELLTM). To date, the field seems largely unstudied when it comes to identifying the focus, themes, and challenges. Hence the present study endeavored to systematically review, analyze, and synthesize the scope and the coverage of the research articles (RAs) on the ELLTM. To this end, a comprehensive literature search was conducted in the top100 journals with the highest metrics in Scimago Journal Rank (SJR) categorized under “Language and Linguistic”. The review identifies 661 studies based on the strings ‘material(s)’, ‘textbook’, ‘coursebook’, and ‘courseware’, of which 238 met the inclusion criteria. Analyses of content and statistical data indicated that the research direction has focused on three main themes: evaluation, production, and selection/adoption. The study concludes with recommendations and suggestions for future research into ELLTM.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79581186","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}
Evidence-based practice (EBP) is a three-dimensional approach to professional services in which high-quality and current research evidence is integrated with practitioner expertise along with client values to inform assessment and treatment decisions. The primary objective of this study is to promote the importance of EBPs for speech-language-pathologies to their students’ clinical practices. A cross-institute collaboration on EBP in-class assignment was conducted at the National University in Malaysia and Rockhurst University in the United States. This assignment required students to choose and explore a research article online and write a synopsis of the article and reflections about its findings for clinical application. The findings show that both groups of students learned how to access EBP, and this assignment helped them better understand EBP in the field of speech language pathology. Students from the United States reported that they had more of a base of knowledge about EBP than their peers in Malaysia. Findings from this study could help the local governance and speech-language pathology associations in Malaysia and the United States and university programs in both countries understand the current practice and professional development needs of speech therapists in both countries.
{"title":"Using the Internet to Instruct on Evidence-Based Practice (EBP) in Classrooms across Borders","authors":"S. Chu, Lay Shi Ng, Grace McConnell","doi":"10.55593/ej.25100int","DOIUrl":"https://doi.org/10.55593/ej.25100int","url":null,"abstract":"Evidence-based practice (EBP) is a three-dimensional approach to professional services in which high-quality and current research evidence is integrated with practitioner expertise along with client values to inform assessment and treatment decisions. The primary objective of this study is to promote the importance of EBPs for speech-language-pathologies to their students’ clinical practices. A cross-institute collaboration on EBP in-class assignment was conducted at the National University in Malaysia and Rockhurst University in the United States. This assignment required students to choose and explore a research article online and write a synopsis of the article and reflections about its findings for clinical application. The findings show that both groups of students learned how to access EBP, and this assignment helped them better understand EBP in the field of speech language pathology. Students from the United States reported that they had more of a base of knowledge about EBP than their peers in Malaysia. Findings from this study could help the local governance and speech-language pathology associations in Malaysia and the United States and university programs in both countries understand the current practice and professional development needs of speech therapists in both countries.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89781181","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}
February 2022 marks the 100th issue of the Teaching English as a Second Language Electronic Journal (TESL-EJ), set up in 1994 as the brainchild of a group of scholars who saw the need for a freely distributed electronic academic journal covering a diverse array of interests within teaching English as a second language long before the term “open access” was coined. The present study constitutes a bibliometric analysis of the first 99 issues of TESL-EJ. Through cross-sectional and historical analysis of a range of key metrics, notably the scale of its output and citations by other authors, frequency of topics explored, most productive and influential author affiliations and countries, and the extent of author collaboration, the study analyzes the growth and development of research activity as reflected in the publication’s output during the period under study. The study found that the nature of the journal’s output has evolved over the years from anecdotal practitioner reviews and thought pieces to rigorous empirical research. As a US-based journal, North American scholarship is well-represented across TESL-EJ’s output, particularly in studies contextualized in tertiary-level settings. There has been a consistent tendency towards non-specialist research topics within teaching English to speakers of other languages (TESOL), notably, EFL, writing, language learning, English teacher, English language learner, reflective of the journal’s large, global readership. The implications for the journal’s stakeholders, the editorial team and scholars considering submission, are discussed.
{"title":"The Teaching English as a Second Language Electronic Journal (TESL-EJ): A Bibliometric Analysis of the First 99 Issues","authors":"William S. Pearson","doi":"10.55593/ej.25100a1","DOIUrl":"https://doi.org/10.55593/ej.25100a1","url":null,"abstract":"February 2022 marks the 100th issue of the Teaching English as a Second Language Electronic Journal (TESL-EJ), set up in 1994 as the brainchild of a group of scholars who saw the need for a freely distributed electronic academic journal covering a diverse array of interests within teaching English as a second language long before the term “open access” was coined. The present study constitutes a bibliometric analysis of the first 99 issues of TESL-EJ. Through cross-sectional and historical analysis of a range of key metrics, notably the scale of its output and citations by other authors, frequency of topics explored, most productive and influential author affiliations and countries, and the extent of author collaboration, the study analyzes the growth and development of research activity as reflected in the publication’s output during the period under study. The study found that the nature of the journal’s output has evolved over the years from anecdotal practitioner reviews and thought pieces to rigorous empirical research. As a US-based journal, North American scholarship is well-represented across TESL-EJ’s output, particularly in studies contextualized in tertiary-level settings. There has been a consistent tendency towards non-specialist research topics within teaching English to speakers of other languages (TESOL), notably, EFL, writing, language learning, English teacher, English language learner, reflective of the journal’s large, global readership. The implications for the journal’s stakeholders, the editorial team and scholars considering submission, are discussed.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85274743","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}
In this systematic literature review, we synthesize and critically analyze information from publications between 2010 and 2020 that answer the following overarching research question: What does being (or not being) advocates for English learner (EL) students look like for EL teachers? Findings indicate that EL teachers’ backgrounds and characteristics, such as gender, race, intercultural experience, and experience teaching, affect their propensity to advocate and the types of advocacy in which they engage. Additionally, we examine ways teachers advocate for their students inside and outside the classroom/school, such as changing how they instruct their EL students, and speaking up for them at district or states’ departments of education meetings. We also explore and describe conditions that support (supportive administration, prioritizing ELs in the master school calendar, collaboration with general education teachers, for example) and hinder (unsupportive administration, marginalization of ELs and EL teachers, lack of collaboration with general education teachers, for instance) advocacy for ELs by EL teachers. Recommendations for pre- and in-service teacher education programs are offered, and potential areas for future research are also discussed.
{"title":"English Learner Teacher Advocates: A Systematic Literature Review","authors":"Leyla N. M. Norman, Zohreh R. Eslami","doi":"10.55593/ej.25100a8","DOIUrl":"https://doi.org/10.55593/ej.25100a8","url":null,"abstract":"In this systematic literature review, we synthesize and critically analyze information from publications between 2010 and 2020 that answer the following overarching research question: What does being (or not being) advocates for English learner (EL) students look like for EL teachers? Findings indicate that EL teachers’ backgrounds and characteristics, such as gender, race, intercultural experience, and experience teaching, affect their propensity to advocate and the types of advocacy in which they engage. Additionally, we examine ways teachers advocate for their students inside and outside the classroom/school, such as changing how they instruct their EL students, and speaking up for them at district or states’ departments of education meetings. We also explore and describe conditions that support (supportive administration, prioritizing ELs in the master school calendar, collaboration with general education teachers, for example) and hinder (unsupportive administration, marginalization of ELs and EL teachers, lack of collaboration with general education teachers, for instance) advocacy for ELs by EL teachers. Recommendations for pre- and in-service teacher education programs are offered, and potential areas for future research are also discussed.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84135294","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}
Tuc Chau, Amanda Huensch, Yen K. Hoang, H. T. Chau
This study investigated the effects of L2 pronunciation instruction on speech intelligibility and fluency, the relationship between intelligibility and fluency, and the extent to which utterance fluency can predict perceived fluency. Participants were 30 beginning adult EFL learners who received either segmental or suprasegmental instruction. Oral data included monologues recorded at the beginning and end of an 8-week course. Speech segments were transcribed for intelligibility and rated on a 1000-point scale for fluency by 11 native speakers. They were also coded and analyzed for transcription errors and utterance fluency measures. Quantitative analyses did not reveal significant changes in intelligibility or perceived fluency as the result of instruction. However, the suprasegmental group seemed to show an upward trend in speech rate, which was found to strongly predict perceived fluency. The findings further our understanding of the effectiveness of pronunciation instruction based on an understudied population and a free response outcome measure.
{"title":"The Effects of L2 Pronunciation Instruction on EFL Learners’ Intelligibility and Fluency in Spontaneous Speech","authors":"Tuc Chau, Amanda Huensch, Yen K. Hoang, H. T. Chau","doi":"10.55593/ej.25100a7","DOIUrl":"https://doi.org/10.55593/ej.25100a7","url":null,"abstract":"This study investigated the effects of L2 pronunciation instruction on speech intelligibility and fluency, the relationship between intelligibility and fluency, and the extent to which utterance fluency can predict perceived fluency. Participants were 30 beginning adult EFL learners who received either segmental or suprasegmental instruction. Oral data included monologues recorded at the beginning and end of an 8-week course. Speech segments were transcribed for intelligibility and rated on a 1000-point scale for fluency by 11 native speakers. They were also coded and analyzed for transcription errors and utterance fluency measures. Quantitative analyses did not reveal significant changes in intelligibility or perceived fluency as the result of instruction. However, the suprasegmental group seemed to show an upward trend in speech rate, which was found to strongly predict perceived fluency. The findings further our understanding of the effectiveness of pronunciation instruction based on an understudied population and a free response outcome measure.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91360607","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}
G. Delicado-Puerto, L. Alonso-Díaz, L. V. Fielden Burns
How to better prepare future bilingual teachers for foreign language learning classrooms and their challenges is a key consideration in education, a concern echoed across the world as such programmes, where curricular content is taught in a foreign language, grow in popularity. This article presents student profiles and satisfaction for the first year of an EMI (English as a Medium of Instruction) teacher training model at the University of Extremadura in Spain. The goal of this programme is to offer instruction for education majors in a four-year, bilingual Bachelor’s in Primary Education (BA) programme where 50% of curricular subjects are taught in students’ native Spanish, and 50% in English. The data collected in this study revealed that first-year students in the bilingual programme have higher university admission scores than average, as well as high expectations for their linguistic progress in the programme. They are also quite motivated and indicate that the cooperative model of the programme positively impacted the experience of their first year and was a hallmark of their satisfaction overall. The positive results of the study offer insight not only onto analogous contexts in Spain but also to other countries where EMI or bilingual education is of interest.
{"title":"Teaching Students, Creating Teachers: Focusing on Future Language Teachers and their Education for Bilingual Classrooms","authors":"G. Delicado-Puerto, L. Alonso-Díaz, L. V. Fielden Burns","doi":"10.55593/ej.25100a10","DOIUrl":"https://doi.org/10.55593/ej.25100a10","url":null,"abstract":"How to better prepare future bilingual teachers for foreign language learning classrooms and their challenges is a key consideration in education, a concern echoed across the world as such programmes, where curricular content is taught in a foreign language, grow in popularity. This article presents student profiles and satisfaction for the first year of an EMI (English as a Medium of Instruction) teacher training model at the University of Extremadura in Spain. The goal of this programme is to offer instruction for education majors in a four-year, bilingual Bachelor’s in Primary Education (BA) programme where 50% of curricular subjects are taught in students’ native Spanish, and 50% in English. The data collected in this study revealed that first-year students in the bilingual programme have higher university admission scores than average, as well as high expectations for their linguistic progress in the programme. They are also quite motivated and indicate that the cooperative model of the programme positively impacted the experience of their first year and was a hallmark of their satisfaction overall. The positive results of the study offer insight not only onto analogous contexts in Spain but also to other countries where EMI or bilingual education is of interest.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88694676","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}
Javad Behesht Aeen, Ehsan Rassaei, Mohammad Javad Riasati, M. Zamanian
Taking into account the facilitative role of mobile-mediated communication for promoting EFL learners’ L2 development, this study investigated Iranian EFL learners’ perceptions of recast and their modified output through face-to-face, audio, and video-based mobile-mediated communication. To this end, sixty intermediate EFL learners at two different language institutes were selected. They were randomly assigned into three groups namely, face-to-face, audio- and video-based conditions. During mobile-mediated interactions in three sessions, the participants received recasts for their errors, and then listened to the recorded episodes of their incorrect utterances followed by interlocutors’ feedback via stimulated recall interviews. Afterwards, learners’ stimulated recall interviews were collected in relation to learners’ perceptions of recasts they received. The results of Chi-Square analysis revealed that the audio-based group had more accurate perceptions of recasts provided to them compared to the other two groups. Moreover, the analysis of learners’ modified output indicated no statistical significance among the three groups. The study concluded that mobile-delivered recasts can be considered as noticeable to EFL learners as the conventional face-to-face ones.
{"title":"EFL Learners’ Modified Output and their Perceptions of Recast during Face-to-Face, Audio-based and Video-based Synchronous Mobile-mediated Communication","authors":"Javad Behesht Aeen, Ehsan Rassaei, Mohammad Javad Riasati, M. Zamanian","doi":"10.55593/ej.25100a5","DOIUrl":"https://doi.org/10.55593/ej.25100a5","url":null,"abstract":"Taking into account the facilitative role of mobile-mediated communication for promoting EFL learners’ L2 development, this study investigated Iranian EFL learners’ perceptions of recast and their modified output through face-to-face, audio, and video-based mobile-mediated communication. To this end, sixty intermediate EFL learners at two different language institutes were selected. They were randomly assigned into three groups namely, face-to-face, audio- and video-based conditions. During mobile-mediated interactions in three sessions, the participants received recasts for their errors, and then listened to the recorded episodes of their incorrect utterances followed by interlocutors’ feedback via stimulated recall interviews. Afterwards, learners’ stimulated recall interviews were collected in relation to learners’ perceptions of recasts they received. The results of Chi-Square analysis revealed that the audio-based group had more accurate perceptions of recasts provided to them compared to the other two groups. Moreover, the analysis of learners’ modified output indicated no statistical significance among the three groups. The study concluded that mobile-delivered recasts can be considered as noticeable to EFL learners as the conventional face-to-face ones.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79160591","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}
Using technology in teaching may help to meet the expectations that traditional education is unable to fulfill (Gunuç & Babacan, 2018). Therefore, in designing computer-assisted language learning (CALL), teachers may consider how technology might support standards and learning outcomes. This review focuses on educational technology standards for English language learners to evaluate the Explain Everything application. The criteria for review have been curated and adopted from the TESOL Technology Standards Framework (Healey et al., 2008). These criteria focus on performing basic functions, working collaboratively and individually, and providing opportunities to create content. Here is a list of the curated criteria: The app provides opportunities to perform basic functions on digital devices; The app provides opportunities to use technology-based productivity tools collaboratively and individually in order to enhance their language learning competence; and The app provides opportunities to create content to share online or offline. This review will be divided into three sections: first, a general description of Explain Everything is presented. In the second section, I will evaluate the program based on the criteria. In the last section, the review will provide some general recommendations for language teachers to consider if they decide to use Explain Everything.
在教学中使用技术可能有助于满足传统教育无法实现的期望(Gunuç & Babacan, 2018)。因此，在设计计算机辅助语言学习(CALL)时，教师可以考虑技术如何支持标准和学习成果。本文着重讨论了英语学习者评价Explain Everything应用的教育技术标准。审查标准是从TESOL技术标准框架(Healey et al.， 2008)中策划和采用的。这些标准侧重于基本功能的执行、协同工作和单独工作，以及提供创建内容的机会。以下是拟定的标准清单:该应用程序提供了在数字设备上执行基本功能的机会;该应用程序提供了合作和个人使用基于技术的生产力工具的机会，以提高他们的语言学习能力;该应用程序提供了创建内容以在线或离线分享的机会。这篇综述将分为三个部分:首先，对Explain Everything进行概述。在第二部分，我将根据这些标准来评估这个项目。在最后一部分，回顾将提供一些一般性建议，供语言教师考虑是否决定使用Explain Everything。
{"title":"Explain Everything (Software review}","authors":"Ali Asiri","doi":"10.55593/ej25100m1","DOIUrl":"https://doi.org/10.55593/ej25100m1","url":null,"abstract":"Using technology in teaching may help to meet the expectations that traditional education is unable to fulfill (Gunuç & Babacan, 2018). Therefore, in designing computer-assisted language learning (CALL), teachers may consider how technology might support standards and learning outcomes. This review focuses on educational technology standards for English language learners to evaluate the Explain Everything application. The criteria for review have been curated and adopted from the TESOL Technology Standards Framework (Healey et al., 2008). These criteria focus on performing basic functions, working collaboratively and individually, and providing opportunities to create content. Here is a list of the curated criteria: The app provides opportunities to perform basic functions on digital devices; The app provides opportunities to use technology-based productivity tools collaboratively and individually in order to enhance their language learning competence; and The app provides opportunities to create content to share online or offline. This review will be divided into three sections: first, a general description of Explain Everything is presented. In the second section, I will evaluate the program based on the criteria. In the last section, the review will provide some general recommendations for language teachers to consider if they decide to use Explain Everything.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85037847","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：