Language Learning with Technology – Ideas for Integrating Technology in the Classroom.

Matielo, Rafael; Farias, Priscila Fabiane

doi:10.5007/2175-8026.2014n66p301

Cited by 3 publications

(5 citation statements)

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“…Mobile learning here refers to learning that takes place through the medium of mobile devices (Althunibat, 2015). Mobile applications and platforms have increasingly supported language learning (Godwin-Jones, 2011;Heil et al, 2016;Morgana, 2019;Stanley, 2013;Tommerdahl et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Undergraduate EFL Learners’ Use and Acceptance of Mobile-Assisted Language Learning: A Structural Equation Modeling Approach

Alhadiah¹

2023

WJEL

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Mobile-assisted language learning has received growing attention from the technology industry through the proliferation of mobile learning platforms and applications. The literature has promoted the potential effectiveness of such platforms. However, little attention has been given to learners’ use behavior and perceptions, which play an essential role in successful implementation. In addition, research is scare on the acceptance and use of MALL to learn English in Middle Eastern countries. The Unified Theory of Acceptance and Use of Technology 2 was employed in this study to examine the main factors affecting the acceptance and use of MALL among 945 undergraduate EFL learners in Saudi Arabia. The findings demonstrated that the constructs of habit, performance expectancy, facilitating conditions, hedonic motivation, and social influence were significant indicators of EFL learners’ behavioral intention to use MALL. Out of habit, behavioral intention, and facilitating conditions, habit was the only construct with a significant impact on participants’ use behavior.

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Section: Introductionmentioning

confidence: 99%

Undergraduate EFL Learners’ Use and Acceptance of Mobile-Assisted Language Learning: A Structural Equation Modeling Approach

Alhadiah¹

2023

WJEL

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“…In the field of foreign language teaching, it is supported scholars that language teaching method has been changed due to the integration of technology (Ahmad, 2012;Altun, 2015;Mohammad & Farhana, 2018;Rüschoff & Ritter, 2001;Stanley, 2013). The history of using technology to improve language learning is long and can be traced back to the times when phonographs and radios were used (Salaberry, 2001).…”

Section: Technology Integrationmentioning

confidence: 99%

“…Currently, the goal of foreign language teaching in China is not only to train learners with proficient language knowledge and skills but also to develop their high-order thinking and communication skills, which have been written in the national standards for teaching quality of undergraduate majors (National Administry Committee of Higher Education of Chinese Ministry of Education, 2020). Meanwhile, modern information technologies offer a variety of possibilities for the creation of new learning environments, and the restructuring of the learning environment supported by technology will be truly realized (Matielo & Farias, 2014;Rüschoff & Ritter, 2001;Salaberry, 2001;Stanley, 2013;Warschauer & Kern, 2000).…”

Section: Introductionmentioning

confidence: 99%

Research on the Construction of Technology-rich Classroom Learning Environment to Develop English Language Learning and Higher-order Thinking

Lei,

Phongsatha

2023

IJSASR

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Background and Aim: Applying emerging technologies to explore new learning ecology has become the focus of current education reform. Foreign language majors in China were once criticized for their lack of critical thinking abilities. This paper aims to construct a technology-rich classroom learning environment and explore its impact on participants’ English learning and higher-order thinking. Materials and Methods: This research is a quasi-experimental research design using a quantitative research approach. English language teaching experiment was conducted on 60 samples selected by using the purposive sampling method. Participants were university second-year business English majors, and their English listening, speaking and higher-order thinking skills were pre- and post-tested. Data were collected through tests and quantitative questionnaires. Descriptive statistics and paired-sample T-tests on the hypothesis were conducted by using the statistical software Jamovi. Results: Participants showed a high evaluation of the constructed technology-rich classroom learning environment. Their English listening skills and speaking competency have been efficiently improved, especially listening comprehension, speaking content, and language use. Their higher-order thinking was also improved, especially their analytical ability and cognitive maturity. Meanwhile, participants demonstrated a high level of cognitive engagement and learning satisfaction. Conclusion: This study proposed a model for technology-rich learning environment design, as well as a constructivist instructional design model, revealing the mechanism of technology promoting learning and providing relevant methods. The study also demonstrated that the simultaneous development of foreign language learning and higher-order thinking could be achieved in a technology-rich environment. This paper also puts forward suggestions for further enriching instructional design and technology-rich learning environment design.

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“…The use of technology in the language classroom is widely discussed in current literature (Blake, 2013(Blake, , 2016Stanley, 2013). Technology, via computer-mediated communication, is a resource that can be utilized in a variety of ways in the language classroom to connect learners with coursework and other learners.…”

Section: Introductionmentioning

confidence: 99%

“…Also as more and more people own personal devices (Lenkaitis, 2020;Kukulska-Hulme & Shield, 2006), students and teachers alike can access applications by a click of a button (Bohinski, 2014 1 ; Lenkaitis, 2019Lenkaitis, , 2020 "anywhere, anytime" (Geddes, 2004, p. 1). Because technology is readily available and supports both L2 learning and teaching (Blake, 2013(Blake, , 2016Lenkaitis, 2019Lenkaitis, , 2020Lenkaitis, Hilliker, & Roumeliotis, 2020;Stanley, 2013) and the physical language laboratory has become almost non-existent (Garrett, 2009), this study examines ways to reimagine the physical language laboratory to an online language laboratory space for students and teachers through the utilization of synchronous (real-time) and asynchronous (non-real-time) tech tools that are available for free. More specifically, it explores the synchronous tool Zoom and asynchronous tools Edmodo and Wikispaces over the course of six weeks.…”

Section: Introductionmentioning

confidence: 99%

Modernizing the Language Laboratory

Lenkaitis¹

2021

International Journal of Web-Based Learning and Teaching Technologies

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This study investigates the ways in which synchronous and asynchronous activities create an online language laboratory that mediates second language (L2) learning for 188 L2 university participants over a 6-week period. Completion of tasks and pre-, post-, and weekly surveys were analyzed. Statistical analyses were run on self-rated questions while coding was complete on open-ended questions. Quantitative results revealed significant differences when comparing pre- and post-surveys on questions regarding L2 skills and knowledge while qualitative results indicated that participants had preferences between the technology tools used during the treatment. Although the physical language lab has become almost non-existent, this study suggests that L2 instructors should provide opportunities where L2 learners can expand their language skills outside of the classroom through the creation of an online language laboratory. This laboratory has the ability to transform L2 students' language learning as well as be very valuable in today's classroom given the current COVID-19 global crisis.

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Language Learning with Technology – Ideas for Integrating Technology in the Classroom.

Cited by 3 publications

References 0 publications

Undergraduate EFL Learners’ Use and Acceptance of Mobile-Assisted Language Learning: A Structural Equation Modeling Approach

Undergraduate EFL Learners’ Use and Acceptance of Mobile-Assisted Language Learning: A Structural Equation Modeling Approach

Research on the Construction of Technology-rich Classroom Learning Environment to Develop English Language Learning and Higher-order Thinking

Modernizing the Language Laboratory

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