Relc Journal最新文献_第7页

Virtual Distance in Project Work: What We Have Learned From the Pandemic 项目工作中的虚拟距离:我们从大流行中学到的东西

IF 3 2区文学

Relc Journal Pub Date : 2023-03-15 DOI: 10.1177/00336882231158162

Christoph A. Hafner, S. Xia

{"title":"Virtual Distance in Project Work: What We Have Learned From the Pandemic","authors":"Christoph A. Hafner, S. Xia","doi":"10.1177/00336882231158162","DOIUrl":"https://doi.org/10.1177/00336882231158162","url":null,"abstract":"The Covid-19 pandemic posed novel challenges to language teachers and learners, as ‘emergency remote teaching' became a necessity in order for teachers and learners to isolate from one another. Much has already been written about the nature of those challenges and language teachers' response to them, which response frequently made use of video-conferencing technology like Zoom in order to facilitate remote interaction, teaching and learning. The existing work has focused heavily on teacher experiences, including the kinds of strategies and competencies that teachers made use of when ‘doing' synchronous online learning. However, much less work has examined the student experience. In addition, one challenge consistently identified in the literature is that of fostering meaningful interaction and engagement. In this viewpoint article, we apply the concept of ‘virtual distance’ to the activity of project-based learning taking place at a university in Hong Kong and mediated by digital technologies as part of emergency remote teaching. We report on the emergence of a socio-technical divide in one particular student team and teacher strategies that tend to bridge the divide. We offer suggestions on how the lessons learned from this experience can inform project-based learning in the post-pandemic future.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"63 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79976843","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

Digital Language Teaching 5.0: Technologies, Trends and Competencies 数字语言教学5.0:技术、趋势和能力

IF 3 2区文学

Relc Journal Pub Date : 2023-03-13 DOI: 10.1177/00336882231160610

Joel C. Meniado

{"title":"Digital Language Teaching 5.0: Technologies, Trends and Competencies","authors":"Joel C. Meniado","doi":"10.1177/00336882231160610","DOIUrl":"https://doi.org/10.1177/00336882231160610","url":null,"abstract":"Digital Language Teaching 5.0, a new language teaching paradigm that applies the digital pedagogies and technologies of the fifth Industrial Revolution (Industry 5.0), is expected to transform the English language teaching and learning landscape soon, as the world continuously seeks innovative solutions to the educational challenges brought by the COVID-19 pandemic. As a new concept, it draws inquiries and discussions on how it will influence language curriculum, instruction and assessment in the post-pandemic digital age, what technologies and practices will be adopted in schools to align with its purposes, and what competencies pre-service and in-service language teachers will need to be able to actualize it in their own contexts. This paper aims to address the foregoing issues by discussing relevant concepts, trends and practices. It begins by providing a brief background about Education 4.0, its key features, technologies and trends as applied in English language teaching. It then proceeds to the discussion of Education 5.0 and Digital Language Teaching 5.0 with their distinct features, purposes, technologies and practices. Lastly, it explores the skills and competencies under Digital Language Teaching 5.0 and discusses how pre-service and in-service language teachers can develop and enhance such competencies through various formal and alternative language teacher development activities. It concludes with insights on some issues raised and recommendations for successful implementation.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"12 4 1","pages":"461 - 473"},"PeriodicalIF":3.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78409519","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

Collaborative Materials Design: How a School Teacher, a University Researcher, and a Professional Textbook Writer Interact 协同教材设计:学校教师、大学研究者和专业教材编写者如何互动

IF 3 2区文学

Relc Journal Pub Date : 2023-03-08 DOI: 10.1177/00336882231157786

Hao Xu, W. Ren, Shulin Yu

引用次数: 0

Metacognition in Language Teaching and Research: A Conversation With Professor Lawrence Jun Zhang 语言教学与研究中的元认知&与张军教授对话

IF 3 2区文学

Relc Journal Pub Date : 2023-03-07 DOI: 10.1177/00336882231157497

Zhiqing Xu

引用次数: 1

A Technology Report of Padlet 平板电脑技术报告

IF 3 2区文学

Relc Journal Pub Date : 2023-03-06 DOI: 10.1177/00336882231157785

H. Oh

引用次数: 1

Maximizing the Potential of Reflective Practice in Pre-Service Language Teacher Education: The Issue of Authenticity 职前语言教师教育中反思性实践的潜力最大化:真实性问题

IF 3 2区文学

Relc Journal Pub Date : 2023-03-05 DOI: 10.1177/00336882231157460

R. Yuan

引用次数: 0

English as a Foreign Language Learners’ Guide to Argument–Counterargument Skills: ProCon.org 英语作为外语学习者的辩论技巧指南:ProCon.org

IF 3 2区文学

Relc Journal Pub Date : 2023-03-05 DOI: 10.1177/00336882231157463

Yan Zhang

引用次数: 0

Digital Storytelling: A Literacy-Building Tool to Promote Willingness to Communicate in a Second Language 数字讲故事:促进用第二语言交流意愿的识字建设工具

IF 3 2区文学

Relc Journal Pub Date : 2023-03-05 DOI: 10.1177/00336882231157461

Xiangping Shen, Xunbing Shen, Jian-E Peng

引用次数: 0

A Technology Report on Nearpod 关于Nearpod的技术报告

IF 3 2区文学

Relc Journal Pub Date : 2023-02-22 DOI: 10.1177/00336882231153669

Analyn A Caroy

引用次数: 2

Sustaining Inclusive, Equitable, and Accessible Language Education in a COVID-19 Endemic World 在COVID-19流行的世界中维持包容、公平和无障碍的语言教育

IF 3 2区文学

Relc Journal Pub Date : 2023-02-15 DOI: 10.1177/00336882231157495

Joel C Meniado

{"title":"Sustaining Inclusive, Equitable, and Accessible Language Education in a COVID-19 Endemic World","authors":"Joel C Meniado","doi":"10.1177/00336882231157495","DOIUrl":"https://doi.org/10.1177/00336882231157495","url":null,"abstract":"In the last three years, major disruptions have affected our lives and to a certain extent influenced our perspectives and practices on diversity, equity, inclusion, and accessibility (DEIA) in language education. I remember it was this time in 2020 when most countries worldwide started closing their borders and schools began shutting their doors to contain the spread of the COVID-19 virus. It was also at this time in the same year when schools started adopting fully remote/online modes of teaching and assessment, where teachers had to transform their face-to-face lessons and assessments into various delivery modes (e.g., printed modules, radio/TV programs, SMS, online, etc.). At that time we could hear different stories of struggles – the struggles of teachers in designing, developing, and facilitating remote/online instruction and assessment using various technological tools, struggles of students in learning from home due to limited technology access and inconducive home learning environments, and struggles of parents in managing and supporting their children in their home-based learning. Then, last year, international conflicts occurred in some parts of the world, leading to major humanitarian catastrophes and economic disruptions. As a result, access to necessities and services, including language education, became less accessible to many, especially the economically disadvantaged. As we have witnessed in the last three years, the COVID-19 pandemic has caused massive learning loss despite the widespread adoption of remote/online instruction (UNESCO, The World Bank, and UNICEF, 2021). It has widened the inequality of learning opportunities, placed vulnerable minorities at a great disadvantage, and heightened socio-emotional and mental health issues among learners (World Bank, 2020). Similarly, international conflicts and economic disruption worldwide have also curtailed equal opportunities to access quality (language) education. In some places, language learners and teachers have lost their purpose and direction. Some learners have left schools","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"319 1","pages":"3 - 6"},"PeriodicalIF":3.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75269159","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