Learner Autonomy And Call Environments
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Learner Autonomy And Call Environments
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Author : Klaus Schwienhorst
language : en
Publisher: Routledge
Release Date : 2012-11-12
Learner Autonomy And Call Environments written by Klaus Schwienhorst and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-11-12 with Education categories.
This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL). Learner autonomy supports learners in becoming more reflective and communicative and in experimenting with language and language learning. CALL environments offer more and qualitatively different opportunities for learner autonomy than the traditional language classroom. This book offers researchers a starting point into researching learner autonomy in CALL contexts and offers teachers practical advice on chances and pitfalls in realizing learner autonomy goals in the CALL-supported classroom.
Autonomy And Foreign Language Learning In A Virtual Learning Environment
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Author : Miranda Hamilton
language : en
Publisher: A&C Black
Release Date : 2013-04-11
Autonomy And Foreign Language Learning In A Virtual Learning Environment written by Miranda Hamilton and has been published by A&C Black this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-04-11 with Language Arts & Disciplines categories.
Digitalised learning with its promise of autonomy, enhanced learner choice, independence and freedom, is an intuitive and appealing construct but closer examination reveals it to be a rather simplistic proposition, raising the following questions. -What do we mean by autonomy? -What are we implying about the role of the teacher, the classroom, and interaction between learners? -What do we understand about the impact of technology on the ecology of the learning environment? This book describes the use of a Virtual Learning Environment (VLE) by a group of advanced English language learners in Mexico, comparing what students thought and what they did in response to the technology. The theoretical aim of the book is to work towards the construction of a theory of the development of autonomy and virtual learning in an EFL context. Enhanced understanding about the relationship between autonomy and technology has the potential to inform academics, software designers, materials writers, teacher educators, and teachers and to help learners in their quest to acquire a foreign language.
Learner Autonomy And Web 2 0
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Author : Marco Cappellini
language : en
Publisher: Equinox Publishing (UK)
Release Date : 2017
Learner Autonomy And Web 2 0 written by Marco Cappellini and has been published by Equinox Publishing (UK) this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with Language Arts & Disciplines categories.
This volume explores tensions between the "classical" definitions of learner autonomy and the learning dynamics observed in specific online contexts. Some of the contributions argue for the emergence of actual new forms of autonomy, others consider that this is merely a case of "old wine in new bottles". In this volume, autonomy is seen as emerging and developing in a complex relationship with L2 proficiency and other competencies. The volume takes an expansive view of what is meant by Web 2.0 and, as a result, a wide diversity of environments is featured, ranging from adaptive learning systems, through mobile apps, to social networking sites and - almost inevitably - MOOCs. Paradoxically, autonomy is seen to flourish in some quite restricted contexts, while in less constrained environments learners experience difficulty in dealing with a requirement to self-regulate.Individual chapters run the gamut of age groups, learning activities and online environments. The stage for all of them is set by an exchange in which David Little and Steve Thorne discuss the evolution of the concept of language learner autonomy, from its origins in the era of self-access resource centres to its more recent instantiations in online (and offline) learning communities. Subsequent contributors include an exploration how autonomy can be exercised even within the constraints of adaptive learning systems, a discussion of the metacognitive operations engaged in by autonomous adult learners in a French/Australian teletandem exchange, a look at an ecological paradigm of autonomy to conceptualise its emergence in relation to the use of mobile apps by primary- and secondary-level language learners in Canada, a study of how learner autonomy with a markedly social and empathic dimension drives collaboration in a Facebook-based collaborative writing project, an analysis of the difficulties encountered by a group of trainee language teachers in engaging with a range of language MOOCs and finally a study of how autonomy is experienced by advanced learners of English with a preference for online informal learning based on gaming and streamed video.
Mapping The Terrain Of Learner Autonomy
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Author : Felicity Kjisik
language : en
Publisher: University of Tampere
Release Date : 2009
Mapping The Terrain Of Learner Autonomy written by Felicity Kjisik and has been published by University of Tampere this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Educational technology categories.
"Mapping the terrain of learner autonomy, written by leading researchers and teachers in the field of language learner autonomy, draws a concise map of the main developments in the field, which has expanded enormously in the past decade. It provides an analysis of the current state of learner autonomy practices, presents some concrete examples, addresses issues of teacher, advisor and counsellor development, and suggests future directions both in pedagogical practice and research. The book will be a useful textbook or reader for advanced students in foreign language education, applied linguistics and teacher education as well as for experienced language teachers who wish to update their knowledge in the field of learner autonomy."--Back cover.
Exploration Of Textual Interactions In Call Learning Communities Emerging Research And Opportunities
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Author : White, Jonathan R.
language : en
Publisher: IGI Global
Release Date : 2017-03-01
Exploration Of Textual Interactions In Call Learning Communities Emerging Research And Opportunities written by White, Jonathan R. and has been published by IGI Global this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-03-01 with Education categories.
Computer-assisted language learning (CALL) has greatly enhanced the realm of online social interaction and behavior. In language classrooms, it allows the opportunity for students to enhance their learning experiences. Exploration of Textual Interactions in CALL Learning Communities: Emerging Research and Opportunities is an ideal source of academic research on the pedagogical implications of online communication in language learning environments. Highlighting perspectives on topics such as reduced forms, ellipsis, and learner autonomy, this book is ideally designed for educators, researchers, graduate students, and professionals interested in the role of computer-mediated communication in language learning.
Computer Assisted Language Learning Call Learner Autonomy And Learning Achievement
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Author : Jiraporn Yiamkhamnuan
language : en
Publisher:
Release Date : 2016
Computer Assisted Language Learning Call Learner Autonomy And Learning Achievement written by Jiraporn Yiamkhamnuan and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with Academic achievement categories.
In Thai educational contexts, some socio-cultural values and traditional teaching practices have proved to be constraints to the development of students' autonomous learning. These values and practices may contribute to poor achievement in students' acquisition of English as a foreign language (EFL). With a view to improving the situation, educational reform in Thailand has placed use of technologies at the forefront of EFL programmes. This study thus examined the effect of Thai lecturers' use of computer-assisted language learning (CALL) software on the development of learner autonomy in Thai students. Particular focus was given to learner autonomy as measured by the development of students' motivation, their use of learning strategies, and their perceived responsibilities for their own learning. This study was carried out with four groups of students and teacher participants at three universities. Both quantitative and qualitative methods were used to collect the data. Questionnaires were administered to 33 lecturers during one semester, and to 294 students on two occasions: prior to and after their use of the software. Interviews were conducted with both parties separately. Other data collected included records of time students spent on using the software, their scores from tests related to software-integrated courses, and various course-related documents. This study was divided into two investigations: the pre-investigation was conducted with the lecturers and the main investigation with the students. In the pre-investigation, the results from the questionnaires and the interviews revealed that lecturers lacked confidence in their students' ability to become autonomous learners. Through qualitative analysis, the main reason for this was found to be the lecturers' awareness of factors hindering the promotion of autonomy in Thai educational contexts. These lecturers perceived the software as useful. Factors that motivated the lecturers to use it included the implementation of corresponding university policy, the facilitation of teaching, and the promotion of autonomous learning behaviours and language skills in their students. For the main investigation, the findings from quantitative analysis revealed that students developed motivation and became more aware of their own responsibilities towards their own learning. Differences were found between student groups with regard to the value they gave to this CALL-based learning. Examination of the students' use of learning strategies revealed some promising results regarding improvements in their skills in using metacognitive strategies and controlling effort. However, they rarely used social learning strategies, failed to manage study time adequately, and still preferred teacher-provided input. Analysis of qualitative data provided insights about how it may be possible to explain these quantitative findings. Furthermore, the study found that one factor predicting the students' learning outcomes in these CALL environments was the improvement in their EFL skills, as determined by the difference in their mid-term and final test scores. These findings can be helpful with regard to the formulation of guidelines for CALL-integrated curriculum and pedagogy development not only in Thailand, but also in countries with similar socio-cultural settings and corresponding EFL instructional challenges.
Digital Genres New Literacies And Autonomy In Language Learning
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Author : María José Luzón
language : en
Publisher: Cambridge Scholars Publishing
Release Date : 2010-07-12
Digital Genres New Literacies And Autonomy In Language Learning written by María José Luzón and has been published by Cambridge Scholars Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010-07-12 with Language Arts & Disciplines categories.
The exponential growth in the amount and complexity of information transmitted and shared on the Internet and the capabilities afforded by new information technologies result in the continuous emergence of new genres and new literacy practices that call for new models of genre analysis and new approaches to teaching literacy and language, where language learning autonomy has to take centre stage. Any pedagogical approach which seeks to develop autonomy in online language learning should also be concerned with the development of new literacies, with raising an awareness of digital texts and with the cognitive processes learners engage in when constructing meaning in hypertext. The purpose of this volume is to lay the foundations for an approach to online language learning which draws on the analysis of digital texts and of the practices and strategies involved in using such texts. With this aim in mind, this book incorporates and draws relations between research on digital genres, autonomy, electronic literacies and language learning tasks, combining theoretical reflections with pedagogical research. The chapters in this volume, written by researchers from different academic traditions, report research concerning digital genres, new literacy skills and the design of webtasks for effective language learning. These chapters will be useful resources for researchers and doctoral students interested in the development of autonomous language learning in digital environments.
Call Research Perspectives
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Author : Joy L. Egbert
language : en
Publisher: Routledge
Release Date : 2006-04-21
Call Research Perspectives written by Joy L. Egbert and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006-04-21 with Education categories.
CALL Research Perspectives creates a foundation for the study and practice of computer-assisted language learning and provides an overview of ways to conceptualize and to conduct research in CALL. Its core assumptions are that all approaches to research have a place, and that researchers, teachers, and students all have a role to play in the study of computer-enhanced language learning. This is not a how-to-do-research text. Written by top researchers in the field, it offers an open-ended view of what educators need to know and be able to do to answer questions that they have. It is intended to be easy to read, to provide resources for readers to explore the ideas further, and to be non-prescriptive in presenting suggestions for CALL research. The text explores problems with current CALL research and suggests ways that teachers and other researchers can avoid such problems; presents both commonly known and less explored theories that provide a foundation for CALL and language research; and addresses other issues and ideas that affect research outcomes. An outstanding feature of CALL Research Perspectives is that it complements not only other CALL texts but also research texts of all kinds. The issues found in each chapter parallel the issues in other research texts, making this text useful for addressing the needs of teachers and researchers at different levels and in different contexts. In addition, the consistent format throughout makes it accessible to readers with a variety of backgrounds. Each chapter includes an introduction, a review of relevant literature, a set of examples and/or suggestions for conducting research in CALL, and conclusions. The consistent format is intended for ease of use, but the content of chapters varies according to the author. This is intentional; it is a strength of the book that readers can hear the voices of the authors and listen to their understandings of the perspectives presented. It is the editors' hope that they will be inspired to seek out other voices as well.
Call Environments
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Author : Joy Egbert
language : en
Publisher:
Release Date : 2007
Call Environments written by Joy Egbert and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Language and languages categories.
When the first edition of CALL Environments was published in 1999 (Alexandria, VA: TESOL), it filled a distinct need for a computer assisted language learning (CALL) text focused specifically on second language acquisition (SLA). Much has happened in the world of technology since then, but the need to maintain this connectionbetween research on both CALL and SLA still exists. This second edition continues to meet that need by highlighting new tools, discussing new research, and proposing new practical applications. And many of the chapters, which discuss topics such as visual literacy, critical thinking, and creativity, address content from the revised National Education Technology Standards for Students. As Egbert and Hanson-Smith point out, although technology presents a whole new language, the language of technology is not the most crucial information that educators need in order to use computers and the Internet effectively in their language classrooms. More important is an understanding of good pedagogy and the relationships among teaching, learning, and technological environments. This volume builds on the structure of the first edition, based on the eight conditions for optimal learning environments, by adding suggestions for projects and questions for reflection at the end of each chapter, as well as an index of terms used throughout the book.
Left To My Own Devices
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Author : Javier E. Díaz Vera
language : en
Publisher: BRILL
Release Date : 2012
Left To My Own Devices written by Javier E. Díaz Vera and has been published by BRILL this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with Education categories.
This book is the result of five years of intensive dedication to teaching innovation and curriculum development and offers a series of studies exploring how mobile technologies in particular, and mobile learning in general, may be used for second language teaching and learning in a wide variety of environments. Although a strong emphasis is laid on issues to do with autonomy and independence in second language acquisition, the volume also examines the connections and interrelations of mobile learning and second language teaching and learning process on the whole, as well as the process of adoption of new, mobile technologies as teaching tools in various communities across the globe. The volume is targeted at a broad spectrum of readers including academics in the field of e-learning, online learning, and ICT-based learning, with an interest in exploring the possibilities of mobile-assisted learning and the new developments of ICT--in particular, portable devices--for the foreign language classroom. It is most attractive to those interested in the emerging field of mobile-assisted learning in general, and its potential for foreign language teaching and learning in particular.