The IALLT Journal of Language Learning Technologies最新文献_第2页

An Investigation of Language-Learning Strategies in a Blogging Task 博客任务中语言学习策略的研究

The IALLT Journal of Language Learning Technologies Pub Date : 2017-06-17 DOI: 10.17161/IALLT.V47I1.8567

María Isabel Charle Poza

{"title":"An Investigation of Language-Learning Strategies in a Blogging Task","authors":"María Isabel Charle Poza","doi":"10.17161/IALLT.V47I1.8567","DOIUrl":"https://doi.org/10.17161/IALLT.V47I1.8567","url":null,"abstract":"This study sought to identify the language-learning strategies employed by learners of Spanish while posting entries to a class blog. The project consisted of the development of a blogging activity and its implementation in an Intermediate Spanish course. In accordance with the literature’s recommendations about language-learning-strategy assessment, the study employed an actual-task strategy questionnaire which included open-ended questions, along with a checklist to identify the strategies used by participants while completing the blogging task. The analysis of the data revealed that participants employed a variety of strategies while posting their entries to the class blog. The most prevalent was the use of previous knowledge, which was mainly reflected in the choice of topic for blog entries made by participants. Participants also used the task-based strategy of re-wording and rephrasing to simplify the language and turned to available resources such as a Spanish-English dictionary, their textbook, the Internet, and help from friends or classmates. Additionally, participants used the metacognitive strategies of monitoring and evaluation to ensure the quality of their posts, coupled with the task-based strategy of applying general grammatical rules to specific blogging problems. Finally, the data analysis revealed that, contrary to the findings of previous research, students had some awareness of the existence of strategies that they could use to facilitate the blogging task.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115018352","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}

引用次数: 1

Measuring the Impact of Online Translation on FL Writing Scores 在线翻译对外语写作成绩影响的测量

The IALLT Journal of Language Learning Technologies Pub Date : 2016-11-27 DOI: 10.17161/IALLT.V46I2.8560

E. O'Neill

{"title":"Measuring the Impact of Online Translation on FL Writing Scores","authors":"E. O'Neill","doi":"10.17161/IALLT.V46I2.8560","DOIUrl":"https://doi.org/10.17161/IALLT.V46I2.8560","url":null,"abstract":"Online translation (OT) sites, which automatically convert text from one language to another, have been around for nearly 20 years. While foreign language students and teachers have long been aware of their existence, and debates about the accuracy and usefulness of OT are well known, surprisingly little research has been done to analyze the actual effects of online translator usage on student writing. The current study compares the scores of two composition tasks by third- and fourth-semester university students of French who used an online translator, with or without prior training, to the scores of students who did not use OT. Students using an online translator did not perform significantly worse those not using the translator on either task. In fact, students who received prior training in OT outscored the control group overall on the second writing task. Additionally, students using the online translator received higher subscores on one or both writing tasks for features such as comprehensibility, spelling, content, and grammar. The results of the current study are discussed in detail; implications for the foreign language classroom are presented; and avenues for future research are proposed.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123044567","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}

引用次数: 23

Teaching and learning the smart way: Smartphone technology and the language classroom 智能教学:智能手机技术与语言课堂

The IALLT Journal of Language Learning Technologies Pub Date : 2016-11-27 DOI: 10.17161/iallt.v46i2.8561

C. Krebs

引用次数: 0

Legal Issues & LLT: Why Learn about Copyright? 法律问题与法学:为什么要学习版权?

The IALLT Journal of Language Learning Technologies Pub Date : 2016-11-27 DOI: 10.17161/IALLT.V46I2.8562

J. Evershed

引用次数: 1

Design and implementation of a videoconferencing-embedded flipped classroom (VEFC) in college-level EFL 大学英语视频会议嵌入式翻转课堂的设计与实现

The IALLT Journal of Language Learning Technologies Pub Date : 2016-07-28 DOI: 10.17161/IALLT.V46I1.8557

Ju Seong Lee, Yuji Nakamura, Randall W. Sadler

引用次数: 2

Ursula Williams graduate student awardee papers 厄休拉威廉姆斯研究生获奖论文

The IALLT Journal of Language Learning Technologies Pub Date : 2016-07-28 DOI: 10.17161/IALLT.V46I1.8555

Amanda Romjue

引用次数: 0

The first five days: Establishing expectations for facilitating learner autonomy 前五天:建立促进学习者自主学习的期望

The IALLT Journal of Language Learning Technologies Pub Date : 2016-07-28 DOI: 10.17161/IALLT.V46I1.8556

Amanda Romjue

{"title":"The first five days: Establishing expectations for facilitating learner autonomy","authors":"Amanda Romjue","doi":"10.17161/IALLT.V46I1.8556","DOIUrl":"https://doi.org/10.17161/IALLT.V46I1.8556","url":null,"abstract":"Facilitating lifelong language learning amongst students is a frequently mentioned goal of many language teachers. Teachers want their students to fall in love with the cultures and languages they have dedicated their lives to studying. However, igniting the spark for learning beyond the classroom can be a real challenge. In the current educational culture where motivation for learning is too often focused on extrinsic motivations like passing tests and making good grades, how do teachers redirect students toward intrinsic motivations like a love for learning? Research into various fields of study have provided evidence that it typically takes at least ten years of concerted effort to master most skills. From this premise it stands to reason that in order for language learners to reach higher levels of language proficiency, there is a need to promote learner autonomy that extends learning beyond the language classes students take in schools. Facilitating learner autonomy requires a reconceptualization of the way language classes are structured. Building upon goal theories, task-based language learning, and deep reflection within a transparent learning framework can help to provide students with the skills to continue learning beyond the classroom. This framework can set students on a more self-directed path toward language learning that is both intrinsically motivating and engaging. Throughout my own research and practice I have begun to develop a process to facilitate this type of learning environment for my students. In this paper, I share my own successes and challenges as I spent the first five days of a semester establishing expectations for facilitating learner autonomy.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122703363","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}

引用次数: 0

Curated language learning spaces: Design principles of physical 21st century language centers 策划语言学习空间:21世纪物理语言中心的设计原则

The IALLT Journal of Language Learning Technologies Pub Date : 2016-07-28 DOI: 10.17161/IALLT.V46I1.8554

Felix A. Kronenberg

引用次数: 1

Rosetta Stone for Language Learning 罗塞塔石碑语言学习

The IALLT Journal of Language Learning Technologies Pub Date : 2016-07-28 DOI: 10.17161/iallt.v46i1.8552

G. Lord

{"title":"Rosetta Stone for Language Learning","authors":"G. Lord","doi":"10.17161/iallt.v46i1.8552","DOIUrl":"https://doi.org/10.17161/iallt.v46i1.8552","url":null,"abstract":"The Rosetta Stone program advertises that it can teach language as effectively as, or even more effectively than, a typical classroom-learning environment. Little research has examined this claim, but as institutions are asked to cut costs and simultaneously embrace digital technologies, these programs are often considered as a possible solution to potentially replace teachers or other personnel. This exploratory multiple case study examines the claims and learning outcomes of the Rosetta Stone program among beginning Spanish learners to assess the effects of a semester-long treatment in which participants used Rosetta Stone as their class textbook or alone (instead of any class attendance), as compared to a control group. Data analysis focuses on learner outcomes in terms of linguistic production as well as their attitudes about the materials. Results reveal qualitative differences characterizing learners’ speech and strategies, as well as their reactions to the program. While continued investigation is needed, these initial results do not yet provide indication that the Rosetta Stone program, although possibly able to deliver success in some areas, would be capable of replacing the classroom language learning experience.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124185855","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}

引用次数: 5

Realities of mobile learning technologies in foreign language classes 移动学习技术在外语课堂中的应用现状

The IALLT Journal of Language Learning Technologies Pub Date : 2016-07-28 DOI: 10.17161/IALLT.V46I1.8553

Christina Huhn, Jean-Louis P. Dassier, Shijuan Liu

{"title":"Realities of mobile learning technologies in foreign language classes","authors":"Christina Huhn, Jean-Louis P. Dassier, Shijuan Liu","doi":"10.17161/IALLT.V46I1.8553","DOIUrl":"https://doi.org/10.17161/IALLT.V46I1.8553","url":null,"abstract":"While it is common to assume that our current undergraduates are digital native who are naturally proficient and expect the use of technology, the research base that supports those assumptions is limited. This is especially true of students in foreign language classes. Much of the national research that has been conducted has not focused on specific subsets of students. It is important to address this paucity of research, as instructors, textbook publishers, and other stakeholders must make informed decisions regarding the design and development of curriculum and instructional materials. This article reports a study conducted in exploration of the ownership and use of mobile devices by students in foreign language courses. The study used survey methodology and focus group protocols to investigate what technological devices students have and use for personal and academic activities. Salient findings include the reaffirmation of the need to maintain appropriate pedagogy in light of the latest and greatest technological developments, distinctions between the use of technology for content consumption versus content production, and a distinct preference for a separation between personal and academic activities among digital natives.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"198 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125731009","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}

引用次数: 1