Seamless language learning: Second language learning with social media

Wong, Lung Hsiang; Chai, Ching Sing; Poh-Aw, Guat

doi:10.3916/c50-2017-01

Cited by 32 publications

(13 citation statements)

References 26 publications

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“…Online technology, which is integral to communication and language learning in contemporary society, mediates the writing process by creating not only virtual cross-cultural communities of practice (Warschauer, 1997), but also conditions for effective group interactions to occur among members who shared cognitive, emotional, and motivational investment (Dillenbourg, Järvelä, & Fischer, 2009). Collaboration under this social and technological learning environment indicates shared purposes of writing, negotiation of ideas in decision making, and a joint writing product (Hennessy, Deaney, & Ruthven, 2005;Wong, Chai, & Aw, 2017).…”

Section: Learning To Write With Technologymentioning

confidence: 99%

Google Docs as a Tool for Collaborative Writing in the Middle School Classroom

Woodrich

Fan

2017

JITE:Research

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Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has become the norm in the United States. The research literature finds that ELLs are statistically behind their monolingual peers on such key language and academic development indicators as writing. Educators and researchers then turn to collaborative writing with the assistance of online technology. Although it is shown in literature to be a worthwhile endeavor for students of all ages and ability levels, no studies have investigated the differences it makes, namely, in comparison to traditional face-to-face collaboration in the classroom, and to anonymous online collaboration in the virtual space. Methodology: Through face-to-face, online, and anonymous writing activities, a rubric, and a survey, this quantitative study asks if anonymous collaborative writing, com-pared to other modalities, equalizes participation among students of varying language fluencies, and if anonymous collaborative writing, compared to other modalities, affect student comfort levels. Contribution: This builds on research of online collaborative writing tools and suggests that using such tools (Google Docs in particular) is beneficial, especially for students who are building their language abilities. The study further reveals varied degree of success and student comfort level in participating writing tasks in three modalities. Findings: We ascertain that students of varying language fluencies participated more equally when they were able to remain anonymous. Face-to-face writing exhibited the highest overall scores, and students enjoyed working on Google Docs. Recommendations for Practitioners: Future and current teachers are encouraged to be open to new technologies and be creative in the use of technology to facilitate student learning. They should have the opportunity to participate in the discussion on how, not if, integrating technology impacts the cognitive, social, and cultural dimensions of teaching. Recommendation for Researchers: After this initial quantitative study on students’ reactions to various modalities of technology-supported writing formats, the next questions to ask may be how students were engaging in dialogues during face-to-face sessions or chat features of Google Docs trials, and what types of edits students are making. Researchers should turn their focus on secondary school classrooms where there is an increasing impact of technology-assisted collaborative writing on student learning and teaching pedagogy. Impact on Society: As online technology has become an integral part of daily life, it is beneficial to educators, policy makers, and classroom teachers to understand how technology can be integrated in writing programs and to what extent the integration can help boost student motivation and participation. Future Research: More longitudinal research on online assisted collaborative writing and addi-tional quantitative data are needed to further understand the complexities of the writing process in-group online writing and the nature of collaboration.

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Section: Learning To Write With Technologymentioning

confidence: 99%

Google Docs as a Tool for Collaborative Writing in the Middle School Classroom

Woodrich

Fan

2017

JITE:Research

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“…For instance, seamless learning may occur when learners browse through the web on their mobile device at home as they recall something from their previous English lesson. Seamless learning enables them to continuously and independently strengthen their learning experience by connecting the knowledge they have learned in-class to their natural setting (Wong et al, 2017).…”

Section: Creating Autonomous Learnersmentioning

confidence: 99%

Seamless Language Learning in an ESL Context

Abdullah¹,

Hashim²

2021

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Amidst the vigorous development of technology in the Malaysian education scene, the emergence of seamless learning is steadily fitting into the Fourth Industrial Revolution (4IR) teaching and learning settings, particularly in English as a Second Language (ESL) context. At the moment, seamless learning is paving its way for a more effective ESL practice. Seamless learning has the potential to revolutionize teaching and learning by enriching the opportunity of continuous learning. Seamless learning offers the ability for learners to learn whenever they are triggered to especially with the aid of technological tools such as mobile devices. The implementation of technology has continuously shown its advantages to both students and educators. Thus, there is a strong assumption for the concept of seamless learning to be able to produce similar outcomes. This conceptual paper will discuss a few issues revolving the theme of seamless learning for ESL learning which include seamless learning theories followed by the effectiveness of implementing technology for an ESL seamless learning experience. The paper continues and ends with the discussion of seamless learning for ESL learning beyond the classroom. The discussion undertakes a review of past literature in the context of ESL from recent years. This paper will help in providing a clear understanding of seamless learning as well as highlighting the potentials of creating ESL learning beyond the classroom.

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“…Situando no contexto autêntico do uso da língua-alvo, os aprendentes poderão adquirir o vocabulário ativo através da produção comunicativa nas redes sociais. Ademais, a introdução dos contextos autênticos da língua-alvo pode ter influências positivas na abordagem à impraticabilidade e inflexibilidade durante o processo do ensino de língua estrangeira, os quais se tratam como as questões mais desafiadoras na prática didática tradicional (WONG et al, 2017). Neste caso, o uso da língua-alvo nas redes sociais pode ser interpretado como o desenvolvimento da competência socio-pragmática para um uso completo (LANTZ-ABDERSSON, 2017).…”

Section: Interfaces Daunclassified

“…Por isso, consideramos que o processo de aprendizagem pode-se basear nas interações entre os aprendentes e falantes nativos na plataforma Weibo em função das atividades e tarefas regulares e organizadas com base nas aulas e manual que os participantes estão a usar, a fim de ser uma ferramenta suplementar da aprendizagem e prolongar o tempo em que os aprendentes contatam com a língua-alvo. Neste caso, os conhecimentos obtidos nas aulas presenciais podem-se dissecar, enriquecer, aprofundar, redefinir ou mesclar dentro do espaço de aprendizagem social (WONG et al, 2017). Portanto, a aprendizagem da língua-alvo na comunidade da plataforma Weibo será realizada mediante criar posts na língua-alvo consoante as instruções e requisitos do post que a conta oficial do projeto publica na plataforma Weibo e interagir de forma eficaz com os falantes nativos com os objetivos de utilizar a língua-alvo das mais variadas maneiras possível, conceber as expressões que não sabem exprimir em língua-alvo, observar as formas de expressão que os falantes nativos utilizam e melhorar a sua produção linguística.…”

Section: Interfaces Daunclassified

Possibilidade da criação de comunidade de aprendizagem do Mandarim para os aprendentes portugueses com base na plataforma Weibo

Zhang

Moreira

2019

Interfaces da Educ.

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O presente trabalho tem como objetivo avaliar a possibilidade da criação de uma comunidade de aprendizagem do Mandarim para os estudantes portugueses através da rede social chinesa Weibo com base nas ideologias socioconstrutivista (WENGER, 1998) e conectivista (SIEMENS, 2004). Revelando-se um estudo de caso, analisámos sistematicamente o conteúdo dum conjunto de atividades realizadas por 5 participantes portuguesas e 15 falantes nativos de Mandarim durante 19 dias de cariz qualitativo com recurso à teoria de Comunidade de Inquirição proposto por Garrison, Anderson e Archer em 1999, nomeadamente por meio de presença cognitiva, presença social e presença de ensino. Os resultados indicaram que é possível criar um ambiente autêntico de aprendizagem do Mandarim com base no Weibo que pode disponibilizar a interação positiva com os falantes nativos. O uso da língua-alvo na interação com os participantes chineses pode resultar em feedback pertinente e eficaz relativamente aos problemas existentes. Aliás, sendo pares de aprendizagem, as sugestões e correções dos estudantes chineses são consideradas relativamente mais aceitáveis pelas portuguesas que fomenta uma atmosfera relaxante de aprendizagem

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Seamless language learning: Second language learning with social media

Cited by 32 publications

References 26 publications

Google Docs as a Tool for Collaborative Writing in the Middle School Classroom

Google Docs as a Tool for Collaborative Writing in the Middle School Classroom

Seamless Language Learning in an ESL Context

Possibilidade da criação de comunidade de aprendizagem do Mandarim para os aprendentes portugueses com base na plataforma Weibo

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