Relc Journal最新文献_第5页

Integrating Technology into Language Teaching Practice in the Post-COVID-19 Pandemic Digital Age: From a Korean English as a Foreign Language Context 后新冠肺炎大流行数字时代将技术融入语言教学实践:以韩语英语为外语语境

IF 3 2区文学

Relc Journal Pub Date : 2023-08-01 DOI: 10.1177/00336882231186431

Kyeong-Ouk Jeong

{"title":"Integrating Technology into Language Teaching Practice in the Post-COVID-19 Pandemic Digital Age: From a Korean English as a Foreign Language Context","authors":"Kyeong-Ouk Jeong","doi":"10.1177/00336882231186431","DOIUrl":"https://doi.org/10.1177/00336882231186431","url":null,"abstract":"The onset of the COVID-19 pandemic has prompted a transformation in the traditional teaching practices of language classrooms in the post-COVID-19 pandemic digital age. The surge of innovative pedagogical resources and options has played a significant role in this transformation. The integration of digital technology has been recognized as a crucial means of promoting digital literacy, which is regarded as an essential skill in the current climate. In the realm of language education, this paradigm shift has encouraged educators to adopt new technological components and incorporate them into their course contents and activities to cater to the needs of the new digital generation of learners. The purpose of this study is to identify the impact of integrating social networking services such as KakaoTalk and YouTube into mobile-assisted language learning (MALL) in supporting Korean English as a foreign language (EFL) university students’ language learning during the COVID-19 pandemic. Utilizing a mixed-methods research design, the study gathered quantitative and qualitative data through survey questionnaire, online interview and interactive presentation tool. The result of this study revealed that the integration of social networks and MALL could support EFL university students’ language learning experience and boost students’ motivation and engagement in their learning process. This study also suggested that the concept of MALL could contribute to cultivating positive dynamics of classroom interaction. The findings of the study highlight the benefits of incorporating technology in language education and the importance of adapting teaching methods to meet the evolving needs of learners in a rapidly changing post-COVID-19 pandemic digital landscape.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"41 1","pages":"394 - 409"},"PeriodicalIF":3.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74714426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Empowering English Teachers to be Grammar ‘Experts’ and Coursebook Analysts via Perusall 通过Perusall让英语教师成为语法“专家”和教材分析师

IF 3 2区文学

Relc Journal Pub Date : 2023-08-01 DOI: 10.1177/00336882231185230

N. Tavares

{"title":"Empowering English Teachers to be Grammar ‘Experts’ and Coursebook Analysts via Perusall","authors":"N. Tavares","doi":"10.1177/00336882231185230","DOIUrl":"https://doi.org/10.1177/00336882231185230","url":null,"abstract":"Perusall, a web-based collaborative reading platform characterised by its social annotation functionalities, was introduced in a postgraduate teacher-training language-awareness course in Hong Kong during the shift to online teaching and learning brought about by the global COVID-19 pandemic. Tasks were designed on Perusall to engage the participants in reading the literature and references on grammar and lexis teaching and in analyses of coursebook materials and classroom-teaching excerpts. In this article, I discuss why Perusall was adopted, the pedagogic innovations at different stages, the impact this had on sharpening participants’ teacher language awareness, and the implications this has for both teacher education and language learning. I aim to highlight how autonomy can be fostered via effective task design and student-centred pedagogies. I maintain that it is not just the platform that matters but how Perusall is utilised with a strategic blend of synchronous and asynchronous classroom activities and instructor intervention to promote teacher language-awareness gains and the empowerment of teachers as grammar specialists and critical coursebook analysts and users.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"1 1","pages":"517 - 536"},"PeriodicalIF":3.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86944019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

New Types of Evidence in Online Learning Spaces: A Corpus-Based Study 在线学习空间中的新型证据:基于语料库的研究

IF 3 2区文学

Relc Journal Pub Date : 2023-08-01 DOI: 10.1177/00336882231175236

Mayyer Ling, Irina Elgort

引用次数: 1

Pre-Writing and Post-Writing Explicit Instruction: Differential Effects on L2 Learners’ Writing Accuracy 写作前和写作后显性指导:对二语学习者写作准确性的不同影响

IF 3 2区文学

Relc Journal Pub Date : 2023-07-27 DOI: 10.1177/00336882231184270

Nguyen Huynh Trang, J. Barrot

引用次数: 0

Exploring the Principles Applied During the Production of an Open Writing Textbook 开放式写作教材制作原则探讨

IF 3 2区文学

Relc Journal Pub Date : 2023-07-19 DOI: 10.1177/00336882231183462

D. Atkinson, Stacey Corbitt

引用次数: 0

Inferring the Meaning of Idioms: Does Accuracy Matter for Retention in Memory? 推断习语的意义:准确性对记忆的保留有影响吗?

IF 3 2区文学

Relc Journal Pub Date : 2023-06-21 DOI: 10.1177/00336882231181771

Xi Yu, F. Boers

{"title":"Inferring the Meaning of Idioms: Does Accuracy Matter for Retention in Memory?","authors":"Xi Yu, F. Boers","doi":"10.1177/00336882231181771","DOIUrl":"https://doi.org/10.1177/00336882231181771","url":null,"abstract":"There are grounds for believing that prompting language learners to infer the meaning of new lexical items is beneficial because inferring the meaning of lexical items and verifying one's inferences invites more cognitive investment than simply being presented with the meanings. However, concerns have been raised over the risk that wrong inferences interfere with later recall of the correct meanings. The present study examines the effect of inferencing on language learners’ retention of idiomatic expressions (e.g. jump the gun, pull your weight and stay the course). In a counter-balanced within-participant design, 26 advanced learners of English were presented with 21 idioms in contexts either with their meaning clarified from the start ( k = 7) or with the instruction to try and infer their meaning before receiving the clarification. The latter condition was designed so that accurate interpretations were more likely for some idioms ( k = 7) than for others ( k = 7). The learners’ responses at the inferencing stage were collected for analysis. One week later, the participants took an unannounced meaning-recall test. Recall was the most successful in the learning condition where the likelihood of accurate inferences was high. Items that had been inferred accurately stood a better chance (odds ratio 1.22) of being recalled than items whose interpretation had needed to be rectified. Approximately 13% of the wrong or imperfect inferences re-emerged in the post-test, suggesting that the learners did not readily discard them despite the corrective feedback. The findings indicate that, for inferencing procedures to be optimally useful, they need to be implemented in ways that ensure a high success rate.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"21 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86636518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Technology-Facilitated Continuous Professional Development During a Pandemic: A Hong Kong Primary School Case Study 流感大流行期间科技促进持续专业发展:香港小学个案研究

IF 3 2区文学

Relc Journal Pub Date : 2023-06-08 DOI: 10.1177/00336882231175239

Jonathan Lee, K. Topping, Elizabeth Lakin

{"title":"Technology-Facilitated Continuous Professional Development During a Pandemic: A Hong Kong Primary School Case Study","authors":"Jonathan Lee, K. Topping, Elizabeth Lakin","doi":"10.1177/00336882231175239","DOIUrl":"https://doi.org/10.1177/00336882231175239","url":null,"abstract":"This article reports a case study of one local primary school in Hong Kong implementing a continuous professional development cycle for English-as-a-second-language teachers during a COVID-19 pandemic. The study focused on factors that impacted teacher continuous professional development and explored whether technology could be used to facilitate school-based professional support. An intervention implementing the technology-integrated continuous professional development cycle was conceptualised and implemented in the study. A teacher educator, together with eight English teachers, implemented the technology-integrated continuous professional development cycle. A blended approach to school-based professional support revealed that teachers valued the technological tools that facilitated professional development. These tools (such as Google Drive, Google Meets and WhatsApp) allowed for teachers to collaboratively conduct action research with the teacher educator. The study identified what factors engaged teachers in professional development as well as how technology facilitated continuous professional development. The study concluded that a mixture of different modes of continuous professional development allowed for greater teacher professional development to take place, as well as leading to applying the professional development in the classroom context.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88934825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Leveraging Flip, a Video Discussion Platform, to Support the Needs of International ESL Pre-Service Teachers 利用视频讨论平台Flip，支持国际ESL职前教师的需求

IF 3 2区文学

Relc Journal Pub Date : 2023-06-04 DOI: 10.1177/00336882231175510

Weina L. Chen, Kevin M. Wong

引用次数: 1

Practical Technological Tools for Teaching and Connecting with Adolescent English Learners in the Post-Pandemic Age 后大流行时代青少年英语教学与交流的实用技术工具

IF 3 2区文学

Relc Journal Pub Date : 2023-05-17 DOI: 10.1177/00336882231175762

Jacobo Coronel

{"title":"Practical Technological Tools for Teaching and Connecting with Adolescent English Learners in the Post-Pandemic Age","authors":"Jacobo Coronel","doi":"10.1177/00336882231175762","DOIUrl":"https://doi.org/10.1177/00336882231175762","url":null,"abstract":"The COVID-19 pandemic ushered in a new era of technological tools that were used by language teachers to develop their students’ English language skills. As a result of the sudden shift to online instruction, teachers at the Science, Technology, Engineering, Arts and Mathematics Academy middle school had little time to prepare and had limited resources to deliver an innovative curriculum. However, when schools returned to in-person learning and when COVID-19 relief funds were allocated to the school site to purchase new technology, these teachers gained access to more technology in their classrooms than ever before. This paper describes how teachers at this site leveraged the technological tools to achieve two goals: making the curriculum comprehensible and engaging for English learners to raise assessment scores; and using the technology to connect with their students. To achieve these goals, teachers were taught how to coalesce their tools in three ways: translating texts; digitizing their paper-based lessons; and “mirroring” input from their tablet computers to a larger screen. During an eight-week training, teachers implemented these innovations in their classrooms, reported their successes and reflected on their practice. This paper describes how four teachers used these tools inside their classrooms for innovative English language instruction.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"55 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83905640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

“Whoa! Incredible!:” Language Learning Experiences in Virtual Reality “哇!难以置信!:《虚拟现实中的语言学习体验》

IF 3 2区文学

Relc Journal Pub Date : 2023-04-27 DOI: 10.1177/00336882231167610

M. Dooly, Tricia Thrasher, Randall W. Sadler

{"title":"“Whoa! Incredible!:” Language Learning Experiences in Virtual Reality","authors":"M. Dooly, Tricia Thrasher, Randall W. Sadler","doi":"10.1177/00336882231167610","DOIUrl":"https://doi.org/10.1177/00336882231167610","url":null,"abstract":"Recently, immersive virtual reality (VR) environments for language learning have garnered interest from researchers and practitioners alike, based on their realistic imitations of environments where target languages might be used for “authentic-like” interactions (with other learners, bots and avatars). However, the majority of research thus far has focused on university-level students’ perceptions of VR and there is a critical need for research examining how these environments can be used effectively with kindergarten to grade 12 students. This article discusses a pilot study that aims to fill this gap in research through a three-month-long VR study conducted with 10- to 11-year-old students in Spain (n = 24) studying English as a foreign language (EFL). VR lessons were taught using the VR language learning platform Immerse and Oculus Quest 2 VR headsets. The data corpora consist of recordings of the VR activities, comparable non-VR classroom activities and teacher-directed student output (pre-VR and post-VR activities focused on the target language). Fragments of interactions during activities in both VR and the classroom were selected and transcribed. The Common European Framework of Reference for Languages: Learning, Teaching, Assessment Companion Volume (CEFR-CV) illustrative descriptors were then used to map the participants’ language performance to the CEFR-CV scales. Findings indicate that production of the target language is less controlled and less accurate in VR compared to face-to-face “traditional” oral activities in the classroom. However, there are more examples of spontaneous language use, more examples of mediation between the learners and even moments of higher than expected levels of production and comprehension, equivalent to English language level B1 descriptors in VR.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"19 1","pages":"321 - 339"},"PeriodicalIF":3.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77840586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3