The COVID-19 pandemic has forced us to engage in the ubiquitous use of virtual interpreting teaching and learning. The sudden shift of teaching mode has resulted in unplanned challenges. The main concerns among teachers and students include teaching quality and learning effectiveness. To examine the effectiveness of interpreting teaching and learning online, we conducted a survey about students’ perceptions of satisfaction concerning online interpreting teaching and learning via an online platform. This survey is composed of questions to measure student satisfaction from six aspects, namely, instructor, technology, setup, interaction, outcomes, and overall. Results showed that the shift to abrupt online interpreting teaching and learning did not have any significant impact on teaching quality and learning effectiveness. Findings also highlighted the need for further investigation of self-regulation and self-directiveness in online interpreting teaching and learning. Essential pedagogical tasks can be conducted online (e.g., triangulation exercises, relays, handover, and channel switching). Implications are provided based on the findings.
{"title":"Student Perceptions of Online Interpreting Teaching and Learning via the Zoom Platform","authors":"L. Han, Yuying Wang, Yumeng Li","doi":"10.55593/ej.26101int","DOIUrl":"https://doi.org/10.55593/ej.26101int","url":null,"abstract":"The COVID-19 pandemic has forced us to engage in the ubiquitous use of virtual interpreting teaching and learning. The sudden shift of teaching mode has resulted in unplanned challenges. The main concerns among teachers and students include teaching quality and learning effectiveness. To examine the effectiveness of interpreting teaching and learning online, we conducted a survey about students’ perceptions of satisfaction concerning online interpreting teaching and learning via an online platform. This survey is composed of questions to measure student satisfaction from six aspects, namely, instructor, technology, setup, interaction, outcomes, and overall. Results showed that the shift to abrupt online interpreting teaching and learning did not have any significant impact on teaching quality and learning effectiveness. Findings also highlighted the need for further investigation of self-regulation and self-directiveness in online interpreting teaching and learning. Essential pedagogical tasks can be conducted online (e.g., triangulation exercises, relays, handover, and channel switching). Implications are provided based on the findings.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83628638","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}
Reading-integrated writing is known as an effective approach to teaching and learning vocabulary as it allows students to transfer vocabulary from a source text to writing. This study examines whether vocabulary transfer from an input text to writing varies according to the two types of tasks: essay writing and synchronous text chat. One hundred Korean college students from four “Reading and Writing” classes performed both tasks, and their vocabulary use was compared between the two tasks. The tokens and the types of words used in essay writing and chatting were compared against a base wordlist constructed from the input text, and their lexical profiles were analyzed using various programs, such as RANGE, VocabProfile, and WordSmith. The findings show that more varied words were transferred from the source text to the chat scripts than to the essays. While the lexical diversity was slightly greater in the chat scripts than in the essays, the difference was not statistically significant. Interestingly, the chat scripts exhibited the same level of lexical density (i.e., the ratio of content words to function words) as the essays. It can be inferred from the findings that the synchronous chat provides a valuable context for practicing target language, and that it is as useful as essay writing for promoting vocabulary transfer from reading to output production. In addition, the findings suggest that reading can become a beneficial source of language input that leads to output production.
{"title":"Vocabulary Transfer from Reading to Writing: A Comparison of Essay Writing and Synchronous CMC","authors":"Sung-Yeon Kim, Kyung-Sook Kim","doi":"10.55593/ej.26101a8","DOIUrl":"https://doi.org/10.55593/ej.26101a8","url":null,"abstract":"Reading-integrated writing is known as an effective approach to teaching and learning vocabulary as it allows students to transfer vocabulary from a source text to writing. This study examines whether vocabulary transfer from an input text to writing varies according to the two types of tasks: essay writing and synchronous text chat. One hundred Korean college students from four “Reading and Writing” classes performed both tasks, and their vocabulary use was compared between the two tasks. The tokens and the types of words used in essay writing and chatting were compared against a base wordlist constructed from the input text, and their lexical profiles were analyzed using various programs, such as RANGE, VocabProfile, and WordSmith. The findings show that more varied words were transferred from the source text to the chat scripts than to the essays. While the lexical diversity was slightly greater in the chat scripts than in the essays, the difference was not statistically significant. Interestingly, the chat scripts exhibited the same level of lexical density (i.e., the ratio of content words to function words) as the essays. It can be inferred from the findings that the synchronous chat provides a valuable context for practicing target language, and that it is as useful as essay writing for promoting vocabulary transfer from reading to output production. In addition, the findings suggest that reading can become a beneficial source of language input that leads to output production.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"135 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79513745","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}
This paper reports on teacher research which explored the practicality and potential of World Englishes (WE)-informed pedagogy in the Japanese secondary education context. Based on qualitative data from written reflections and post-unit individual interviews with seven high school students in Japan, this paper presents students’ perceptions of the English language, their learning of it, and its use, detailing the impact the instructional unit had on these students. The data showed that the unit enabled the students to critically reflect on ideologies surrounding the English language, heightening their awareness of the multiplicity and complexity of its use and users. In addition, increased desire to learn about different Englishes and improved perceptions toward students’ own English were observed. The data also revealed an unexpected effect on one student’s perception toward English, implying that the instructional unit might have stressed the significance and power of English over other languages. Drawing from these findings, pedagogical implications as well as future directions for English language education are discussed.
{"title":"Creating Space for World Englishes Perspectives in the ELT Classroom: Voices of High School Students in Japan","authors":"R. Aoyama, L. Denton","doi":"10.55593/ej.26101a5","DOIUrl":"https://doi.org/10.55593/ej.26101a5","url":null,"abstract":"This paper reports on teacher research which explored the practicality and potential of World Englishes (WE)-informed pedagogy in the Japanese secondary education context. Based on qualitative data from written reflections and post-unit individual interviews with seven high school students in Japan, this paper presents students’ perceptions of the English language, their learning of it, and its use, detailing the impact the instructional unit had on these students. The data showed that the unit enabled the students to critically reflect on ideologies surrounding the English language, heightening their awareness of the multiplicity and complexity of its use and users. In addition, increased desire to learn about different Englishes and improved perceptions toward students’ own English were observed. The data also revealed an unexpected effect on one student’s perception toward English, implying that the instructional unit might have stressed the significance and power of English over other languages. Drawing from these findings, pedagogical implications as well as future directions for English language education are discussed.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79564068","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}
Engaging Online Language Learners: A Practical Guide is a short introduction to online language teaching and approaches to student engagement in online environments. The authors note in their introduction that they are writing in response to the rapid introduction of online learning due to the COVID-19 pandemic, which resulted in many courses and teachers moving online for the first time. Rather than focusing on the negative aspects of this sudden shift in teaching practice (e.g., Cheong et al., 2021), the authors chose to focus on the opportunities that online learning presents for language teaching and learning. The purpose of the book, therefore, is to discuss why and how student engagement in online language learning should be a priority and what the next steps are for teaching and learning online. The book targets language teachers, including those who are teaching online for the first time and experienced online teachers.
{"title":"Engaging Online Language Learners: A Practical Guide (Book Review)","authors":"Munchuree Kaosayapandhu","doi":"10.55593/ej.25101r1","DOIUrl":"https://doi.org/10.55593/ej.25101r1","url":null,"abstract":"Engaging Online Language Learners: A Practical Guide is a short introduction to online language teaching and approaches to student engagement in online environments. The authors note in their introduction that they are writing in response to the rapid introduction of online learning due to the COVID-19 pandemic, which resulted in many courses and teachers moving online for the first time. Rather than focusing on the negative aspects of this sudden shift in teaching practice (e.g., Cheong et al., 2021), the authors chose to focus on the opportunities that online learning presents for language teaching and learning. The purpose of the book, therefore, is to discuss why and how student engagement in online language learning should be a priority and what the next steps are for teaching and learning online. The book targets language teachers, including those who are teaching online for the first time and experienced online teachers.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88902014","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}
Stimulating learners’ engagement in a large class is one of the most important issues for language educators (Lamb, 2017). The present review aims to offer a review of Mentimeter for creating interactive presentations in large language classrooms. Driven by the continuous development of mobile technologies, language educators and teachers apply ‘Bring Your Own Device’ (BYOD) approach in using technology in classes. BYOD allows teachers and students to use their personally owned device and invite them to actively participate in various forms of in-class activities (Stowell, 2015). Mentimeter is an engaging and interactive Learner Response System (LRS). It allows real-time interaction between language educators and learners via mobile devices. At present, Mentimeter has over 200 million users, and 90,000 customers across more than 220 countries and territories (Mentimeter, 2021), and the application of this tool in language education deserves a deep and critical review.
{"title":"Engaging, Impressing and Captivating Language Learners by Interactive Presentations – A Review of Mentimeter","authors":"Danyang Zhang","doi":"10.55593/ej.26101m1","DOIUrl":"https://doi.org/10.55593/ej.26101m1","url":null,"abstract":"Stimulating learners’ engagement in a large class is one of the most important issues for language educators (Lamb, 2017). The present review aims to offer a review of Mentimeter for creating interactive presentations in large language classrooms. Driven by the continuous development of mobile technologies, language educators and teachers apply ‘Bring Your Own Device’ (BYOD) approach in using technology in classes. BYOD allows teachers and students to use their personally owned device and invite them to actively participate in various forms of in-class activities (Stowell, 2015). Mentimeter is an engaging and interactive Learner Response System (LRS). It allows real-time interaction between language educators and learners via mobile devices. At present, Mentimeter has over 200 million users, and 90,000 customers across more than 220 countries and territories (Mentimeter, 2021), and the application of this tool in language education deserves a deep and critical review.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75064570","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}
There is a considerable amount of research investigating the impact of variables such as age, gender, and cognitive ability on second language acquisition. In second language acquisition, besides such individual variables, equal importance should be given to the social demographic variables. Therefore, it is crucial to direct this focus towards socio-demographic and psychological factors because, after the critical period, the difficulties faced by the students due to such variables are profound (Krashen, 1981). Even though research frameworks encompassing previous literature exist, a recent theoretical framework to study the socio-demographic variables and SLA relationship in higher education is still missing. This systematic literature review was undertaken to propose a theoretical model comprising socio-demographic and psychological factors and their impact on SLA. Four electronic databases—ERIC, ProQuest, SAGE Journals, and Science Direct, were used to locate relevant articles to the topic. Thereafter, a thematic analysis of the literature from 2014 to 2021 was performed. Out of 1021 studies, 45 research papers were systematically analyzed. The study offers recommendations for English language teaching and learning, which include focusing on individuals, their social and cultural background as well as their state of mind.
{"title":"Socio-Demographic and Psychological Predictors of Second Language Achievement: A Systematic Review","authors":"Vyas Poonam, S. Sangeeta","doi":"10.55593/ej.26101a4","DOIUrl":"https://doi.org/10.55593/ej.26101a4","url":null,"abstract":"There is a considerable amount of research investigating the impact of variables such as age, gender, and cognitive ability on second language acquisition. In second language acquisition, besides such individual variables, equal importance should be given to the social demographic variables. Therefore, it is crucial to direct this focus towards socio-demographic and psychological factors because, after the critical period, the difficulties faced by the students due to such variables are profound (Krashen, 1981). Even though research frameworks encompassing previous literature exist, a recent theoretical framework to study the socio-demographic variables and SLA relationship in higher education is still missing. This systematic literature review was undertaken to propose a theoretical model comprising socio-demographic and psychological factors and their impact on SLA. Four electronic databases—ERIC, ProQuest, SAGE Journals, and Science Direct, were used to locate relevant articles to the topic. Thereafter, a thematic analysis of the literature from 2014 to 2021 was performed. Out of 1021 studies, 45 research papers were systematically analyzed. The study offers recommendations for English language teaching and learning, which include focusing on individuals, their social and cultural background as well as their state of mind.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80617938","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}
Consonant and vowel sounds of English (segmentals) carry a significant weight in communication. Pronunciation instruction focusing on segmental features has been found to be highly effective (e.g., Thomson & Derwing, 2015). However, students with different first languages (L1) or even students from the same L1 backgrounds, have different pronunciation needs. With limited class time, teachers cannot be expected to cater to the pronunciation needs of every student. This has made individualized pronunciation instruction, which enables pronunciation instruction tailored for the needs of each second language (L2) learner, a requirement in today’s language classrooms (Levis, 2007). The growing number of computer-assisted pronunciation training (CAPT) tools have been responding to this need, making individualized pronunciation instruction, as well as individualized feedback more feasible and available for L2 speakers. Chun (2012) asserts that in order for a CAPT tool to be effective, it must contain “auditory and visualization features, automatic speech recognition (ASR), and appropriate and accurate feedback” (p. 8). Speakometer, an online application that provides segmental practice for its users, was built around Chun’s (2012) three pillars, with a strong auditory feature combined with an ASR to provide learners with relevant pronunciation feedback. The application uses an artificial intelligence (AI) algorithm and ASR to rate the user’s spoken English pronunciation. It is targeted for all users who aim to improve their English pronunciation. The users are provided with immediate feedback, which appears on the screen as verbal (e.g., “Very good”), along with the image of a ‘speakometer’ displaying four colors for the rating: red, orange, yellow and green.
{"title":"Speakometer: English Pronunciation Coach","authors":"Sebnem Kurt","doi":"10.55593/ej.26101m2","DOIUrl":"https://doi.org/10.55593/ej.26101m2","url":null,"abstract":"Consonant and vowel sounds of English (segmentals) carry a significant weight in communication. Pronunciation instruction focusing on segmental features has been found to be highly effective (e.g., Thomson & Derwing, 2015). However, students with different first languages (L1) or even students from the same L1 backgrounds, have different pronunciation needs. With limited class time, teachers cannot be expected to cater to the pronunciation needs of every student. This has made individualized pronunciation instruction, which enables pronunciation instruction tailored for the needs of each second language (L2) learner, a requirement in today’s language classrooms (Levis, 2007). The growing number of computer-assisted pronunciation training (CAPT) tools have been responding to this need, making individualized pronunciation instruction, as well as individualized feedback more feasible and available for L2 speakers. Chun (2012) asserts that in order for a CAPT tool to be effective, it must contain “auditory and visualization features, automatic speech recognition (ASR), and appropriate and accurate feedback” (p. 8). Speakometer, an online application that provides segmental practice for its users, was built around Chun’s (2012) three pillars, with a strong auditory feature combined with an ASR to provide learners with relevant pronunciation feedback. The application uses an artificial intelligence (AI) algorithm and ASR to rate the user’s spoken English pronunciation. It is targeted for all users who aim to improve their English pronunciation. The users are provided with immediate feedback, which appears on the screen as verbal (e.g., “Very good”), along with the image of a ‘speakometer’ displaying four colors for the rating: red, orange, yellow and green.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90796556","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}
Stimulating learners’ engagement in a large class is one of the most important issues for language educators (Lamb, 2017). The present review aims to offer a review of Mentimeter for creating interactive presentations in large language classrooms. Driven by the continuous development of mobile technologies, language educators and teachers apply ‘Bring Your Own Device’ (BYOD) approach in using technology in classes. BYOD allows teachers and students to use their personally owned device and invite them to actively participate in various forms of in-class activities (Stowell, 2015). Mentimeter is an engaging and interactive Learner Response System (LRS). It allows real-time interaction between language educators and learners via mobile devices. At present, Mentimeter has over 200 million users, and 90,000 customers across more than 220 countries and territories (Mentimeter, 2021), and the application of this tool in language education deserves a deep and critical review
{"title":"Speakometer: English Pronunciation Coach","authors":"Kurt Sebnem","doi":"10.55593/ej.25101m2","DOIUrl":"https://doi.org/10.55593/ej.25101m2","url":null,"abstract":"Stimulating learners’ engagement in a large class is one of the most important issues for language educators (Lamb, 2017). The present review aims to offer a review of Mentimeter for creating interactive presentations in large language classrooms. Driven by the continuous development of mobile technologies, language educators and teachers apply ‘Bring Your Own Device’ (BYOD) approach in using technology in classes. BYOD allows teachers and students to use their personally owned device and invite them to actively participate in various forms of in-class activities (Stowell, 2015). Mentimeter is an engaging and interactive Learner Response System (LRS). It allows real-time interaction between language educators and learners via mobile devices. At present, Mentimeter has over 200 million users, and 90,000 customers across more than 220 countries and territories (Mentimeter, 2021), and the application of this tool in language education deserves a deep and critical review","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76560238","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}
Social distancing due to COVID-19 has necessitated the immediate implementation of Internet-based English language teaching (ELT) in developing countries. This abrupt transition from face-to-face to online learning and teaching environment has brought up many concerns, particularly about maintaining ELT education in crises, one of which is how teachers scaffold students in Internet-based classrooms. Although there is an extensive body of research devoted to scaffolding students’ learning in face-to-face ELT classes, effective teachers’ scaffolding strategies in online classes are still worth receiving further scholarly attention. Therefore, this article reviews contemporary research on scaffolding strategies for teachers to apply in their Internet-based ELT classes. After discussing the inherent difference between scaffolding and support, and the relationship of scaffolding, support, and linguistic competence, the author synthesizes and systemizes scaffolding functions, intentions, and strategies applicable to the Internet-based English class. The author also suggests practical recommendations that teachers can utilize to scaffold students in differential teaching and learning contexts on the Internet. Finally, this article addresses some common challenges and suggests solutions for teachers to conduct scaffolding strategies effectively in Internet-based ELT classrooms.
{"title":"Teachers' Scaffolding Strategies in Internet-based ELT Classes","authors":"Q. Nguyen","doi":"10.55593/ej.26101a1","DOIUrl":"https://doi.org/10.55593/ej.26101a1","url":null,"abstract":"Social distancing due to COVID-19 has necessitated the immediate implementation of Internet-based English language teaching (ELT) in developing countries. This abrupt transition from face-to-face to online learning and teaching environment has brought up many concerns, particularly about maintaining ELT education in crises, one of which is how teachers scaffold students in Internet-based classrooms. Although there is an extensive body of research devoted to scaffolding students’ learning in face-to-face ELT classes, effective teachers’ scaffolding strategies in online classes are still worth receiving further scholarly attention. Therefore, this article reviews contemporary research on scaffolding strategies for teachers to apply in their Internet-based ELT classes. After discussing the inherent difference between scaffolding and support, and the relationship of scaffolding, support, and linguistic competence, the author synthesizes and systemizes scaffolding functions, intentions, and strategies applicable to the Internet-based English class. The author also suggests practical recommendations that teachers can utilize to scaffold students in differential teaching and learning contexts on the Internet. Finally, this article addresses some common challenges and suggests solutions for teachers to conduct scaffolding strategies effectively in Internet-based ELT classrooms.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86163625","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 volume, Technology and the Psychology of Second Language Learners and Users, the editors and authors examine how language learners are affected by technology during language learning. Most of the chapters focus on English, and they feature a variety of qualitative and quantitative studies on learners and their perceptions of technology-enhanced learning. Research methods used include surveys of language learners’ beliefs, habits, and behavior, as well as practical interventions aimed at improving language learning using a variety of technologies. The book has a wide scope and there is information on the application of technology to language teaching and learning, which is of interest to both practitioners and researchers. [First paragraph of article]
{"title":"Technology and the Psychology of Second Language Learners and Users (Book Review)","authors":"Marc Jones","doi":"10.55593/ej.25100r1","DOIUrl":"https://doi.org/10.55593/ej.25100r1","url":null,"abstract":"In this volume, Technology and the Psychology of Second Language Learners and Users, the editors and authors examine how language learners are affected by technology during language learning. Most of the chapters focus on English, and they feature a variety of qualitative and quantitative studies on learners and their perceptions of technology-enhanced learning. Research methods used include surveys of language learners’ beliefs, habits, and behavior, as well as practical interventions aimed at improving language learning using a variety of technologies. The book has a wide scope and there is information on the application of technology to language teaching and learning, which is of interest to both practitioners and researchers. [First paragraph of article]","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80247676","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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