Developing language skills through collaborative storytelling on iTEO

Kirsch, Claudine

doi:10.20533/licej.2040.2589.2016.0298

Cited by 9 publications

(11 citation statements)

References 11 publications

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“…In this game, peers offered reciprocal feedback through the app, while the teacher provided in‐classroom feedback afterwards. Such negotiation of meaning through the principle of the comprehensive combined feedback is central to other studies (eg, Kirsch, ; Wong, Chai, Aw et al ., ; Wong, Chai, Zhang et al ., ).…”

Section: Resultsmentioning

confidence: 99%

“…Specific mobile apps are also singled out as being helpful for collaboration and discussion; one popular example is WhatsApp (Andujar, ; Hazaea & Alzubi, ). Hardware and software features are also noted, such as the automatic playback which created “a space for reflection” and helped learners prepare to share their texts with a wider audience (Kirsch, ).…”

Section: Resultsmentioning

confidence: 99%

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Mobile collaborative language learning: State of the art

Kukulska‐Hulme¹,

Viberg²

2017

Brit J Educational Tech

235

126

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This paper presents a review of mobile collaborative language learning studies published in 2012–16 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, second‐ and foreign‐language pedagogical approaches, second language acquisition (SLA) principles and affective designs. The results indicate that affordances such as flexible use, continuity of use, timely feedback, personalisation, socialisation, self‐evaluation, active participation, peer coaching, sources of inspiration outdoors and cultural authenticity have been emphasised. These affordances were found to be particularly suited to promote social constructivism, which is often sustained by game‐based, task based and seamless learning. In terms of second and foreign language pedagogical approaches, the combination of individualised and collaborative learning prevails, along with task based, situated and communicative language learning, and raising orthographic awareness. Among SLA principles, negotiation of meaning and opportunities for feedback are highlighted. Affective aspects include increases in motivation, engagement and enjoyment, mutual encouragement, reduction in nervousness and embarrassment, and a few negative reports of risk of distraction, safety concerns, feelings of uncertainty and technical problems. The reviewed studies present a convincing case for the benefits of collaboration in mobile language learning.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Mobile collaborative language learning: State of the art

Kukulska‐Hulme¹,

Viberg²

2017

Brit J Educational Tech

235

126

View full text Add to dashboard Cite

show abstract

“…In the case of the present study, the teachers framed the task and, similarly to those studied by Milman, Carlson-Bancroft and Vanden Boogart (2014), also provided some opportunities and scope to redesign it. The children enjoyed the greatest control during storytelling when they could negotiate the content, the choice of language and some formal aspects such as lexis (Kirsch forthcoming 2016). As with the children in Pellerin's (2014) study, they were motivated, discussed language use, deleted and re-recorded texts.…”

Section: Discussion: Peers Task and Iteo Mediating Language Learningmentioning

confidence: 99%

“…The findings of the entire data set (all observations and interviews) indicate that the teachers also provided children with opportunities to define their own tasks. In this case, the children often invented stories alone or together (Kirsch forthcoming 2016(Kirsch forthcoming , 2017. Although the study did not focus on the teachers' interventions, the interviews reveal some uncertainties in relation to planning tasks that involved iTEO.…”

Section: Summary Of the Findingsmentioning

confidence: 99%

Emergent multilinguals learning languages with the iPad app iTEO: a study in primary schools in Luxembourg

Kirsch

Izuel

2017

The Language Learning Journal

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The present small-scale study investigates language learning in primary schools in Luxembourg and the ways in which this process is mediated by peers and the iPad app iTEO. This study draws its data from the larger longitudinal qualitative research project iTEO (2013)(2014)(2015)(2016)(2017) and is based on 13 hours of audio and video-recordings. The participants are 6-7-year-olds learning German and French. Grounded in sociocultural theory, this paper examines, first, the ways in which the emergent multilingual primary school children scaffold each other's learning of German and French while collaboratively producing oral texts on iTEO and, second, investigates the affordances of this app for learning. The findings show that the children's language learning was mediated by peers, the task and the app. The children used a range of learning and teaching strategies while completing tasks framed by their teacher. iTEO and the task together mobilised the children's resources, encouraged autonomy and promoted discussion about language.

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“…In a seemingly natural progression, CALL has followed the burgeoning trend of mobile technology, and has successfully migrated to mobile devices and m-learning. Studies have documented the use of mobile-assisted language learning (MALL) for populations ranging from primary school students (Kirsch, 2016) to lifelong learners (Gjedde & Bo-Kristensen, 2012). Applications have also varied widely, from vocabulary and assignments delivered via SMS (Alemi, Sarab, & Lari, 2012;Gutiérrez-Colon, Gallardo, & Grova, 2012) to dynamic assessment of students' oral output (Tarighat & Khodabakhsh, 2016).…”

Section: Computer-assisted Language Learningmentioning

confidence: 99%

Data mining in foreign language learning

Bravo‐Agapito

Bonilla

Seoane

2018

WIREs Data Min & Knowl

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Educational data mining (EDM) combines the techniques of data mining with educational data in order to provide students, instructors, and researchers with knowledge that can benefit academic processes. Due to globalization, foreign language learning (FLL) has become increasingly important. This work seeks to gain insight as to how data mining (DM) is being used to benefit FLL. For this purpose, an advanced review of pertinent research published from 2012 to 2017 was performed. After applying our screening method, 208 papers were selected for the exhaustive analysis. This analysis was divided into four aspects: context (educational environments, educational level), number of items, DM methods, and DM applications. The results indicated that 54% of studies were conducted in traditional environments, while only 3% of studies were performed in an m‐learning environment. In addition, 25 and 72% of the research was conducted in either a primary or secondary level, or in tertiary or adult level, respectively. Likewise, 76% of studies contained datasets of less than 1,000 items. The most utilized EDM methods were: factor analysis, regression, text mining, correlation mining, and causal DM. In addition, the studies analyzed showed that DM is mainly employed to predict the performance of students, to check learners' motivation, and to provide feedback for instructors. These results seem to indicate that although DM has much to offer the increasing number of language students, it is not being used to its full potential. This article is categorized under: Application Areas > Education and Learning Fundamental Concepts of Data and Knowledge > Data Concepts

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Developing language skills through collaborative storytelling on iTEO

Cited by 9 publications

References 11 publications

Mobile collaborative language learning: State of the art

Mobile collaborative language learning: State of the art

Emergent multilinguals learning languages with the iPad app iTEO: a study in primary schools in Luxembourg

Data mining in foreign language learning

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