使用语音故事应用程序在课堂内外进行转换语言使用

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH

Studies in Self-Access Learning Journal Pub Date : 2019-09-01 DOI:10.37237/100305

Naomi Wilks-Smith, L. Thong

{"title":"使用语音故事应用程序在课堂内外进行转换语言使用","authors":"Naomi Wilks-Smith, L. Thong","doi":"10.37237/100305","DOIUrl":null,"url":null,"abstract":"This paper describes the process of creating an app for languages informed by two key theoretical frameworks; the Framework-For-Action (FFA) (Hughes, Guion, Bruce, Horton, & Prescott, 2011) and the technological, pedagogical and content knowledge (TPACK) framework (Koehler & Mishra, 2009). Feedback from students throughout development informed the pedagogical and functional considerations which in turn supported the full development of the app. The app facilitates practical language use and contributes to language learner autonomy and self-access in and beyond the classroom.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.4000,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Transformative Language Use in and Beyond the Classroom with the Voice Story App\",\"authors\":\"Naomi Wilks-Smith, L. Thong\",\"doi\":\"10.37237/100305\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper describes the process of creating an app for languages informed by two key theoretical frameworks; the Framework-For-Action (FFA) (Hughes, Guion, Bruce, Horton, & Prescott, 2011) and the technological, pedagogical and content knowledge (TPACK) framework (Koehler & Mishra, 2009). Feedback from students throughout development informed the pedagogical and functional considerations which in turn supported the full development of the app. The app facilitates practical language use and contributes to language learner autonomy and self-access in and beyond the classroom.\",\"PeriodicalId\":43678,\"journal\":{\"name\":\"Studies in Self-Access Learning Journal\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2019-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Studies in Self-Access Learning Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.37237/100305\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Self-Access Learning Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.37237/100305","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 1

摘要

本文描述了为两个关键理论框架提供信息的语言创建应用程序的过程；行动框架（FFA）（Hughes，Guion，Bruce，Horton，&Prescott，2011）和技术、教学和内容知识（TPACK）框架（Koehler&Mishra，2009）。学生在整个开发过程中的反馈为教学和功能方面的考虑提供了信息，这反过来又支持了应用程序的全面开发。该应用程序有助于实际的语言使用，并有助于语言学习者在课堂内外的自主性和自主性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Transformative Language Use in and Beyond the Classroom with the Voice Story App

This paper describes the process of creating an app for languages informed by two key theoretical frameworks; the Framework-For-Action (FFA) (Hughes, Guion, Bruce, Horton, & Prescott, 2011) and the technological, pedagogical and content knowledge (TPACK) framework (Koehler & Mishra, 2009). Feedback from students throughout development informed the pedagogical and functional considerations which in turn supported the full development of the app. The app facilitates practical language use and contributes to language learner autonomy and self-access in and beyond the classroom.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Studies in Self-Access Learning Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

50.00%

发文量

审稿时长

8 weeks