Dilemmas of Blended Language Learning: Learner and Teacher Experiences

Gleason, Jesse

doi:10.11139/cj.30.3.323-341

Cited by 19 publications

(17 citation statements)

References 22 publications

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“…In the pre-task phase, students explore icebreaker questions in Zoom, getting to know one another and establishing friendship. This is supported by research that demonstrates that friendship, socialization, and the formation of trust are crucial for language learning online, particularly during video-based interaction (Baralt, Gurzynski-Weiss & Kim, 2016;Gleason, 2013;Stickler & Shi, 2013;Van der Zwaard & Bannink, 2014). Importantly, and so that students get practice in both of their target languages, each session is done half in Arabic and half in English.…”

Section: Task-based Methodological Structurementioning

confidence: 87%

Virtual Tabadul: Creating Language-Learning Community Through Virtual Reality

Baralt

Doscher²,

Boukerrou³

et al. 2022

jis

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This article presents on a multi-institution project that explains the development of Virtual Tabadul, which is an exchange program in virtual reality for English and Arabic foreign language and culture learning and community building amongst 1,200 US and the Middle East, and North Africa (MENA) college-aged youth. The program involves faculty, staff, and students at four institutions: Florida International University (U.S.), University of Michigan-Dearborn (U.S.), Oum El-Bouaghi University (Algeria), and Ibn Tofail University (Morocco). The project has been developed with generous funding from the Stevens Initiative and is the very first virtual exchange program for Arabic and English foreign language learning in virtual reality.

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Section: Task-based Methodological Structurementioning

confidence: 87%

Virtual Tabadul: Creating Language-Learning Community Through Virtual Reality

Baralt

Doscher²,

Boukerrou³

et al. 2022

jis

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“…The greatest barrier to rapid development of this system stems from the fact that we need to devise ways in which the eCALL system can fit in smoothly with classroom practice (Gleason, ). It is important that the eCALL approach be configured not as a replacement for the language teacher, but as a way of maximizing the value of the classroom by allowing it to focus on exactly those activities that cannot properly be supported by the computer or the wider community.…”

Section: The Real Worldmentioning

confidence: 99%

A Shared Platform for Studying Second Language Acquisition

MacWhinney

2016

Language Learning

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The study of second language acquisition (SLA) can benefit from the same process of datasharing that has proven effective in areas such as first language acquisition and aphasiology. Researchers can work together to construct a shared platform that combines data from spoken and written corpora, online tutors, and Web‐based experimentation. Many of the methods and tools for building this platform are already available as a result of earlier work on corpus sharing in first language acquisition. By working together on a shared platform in a coordinated manner, researchers will be able to construct a rich new empirical basis for the study of SLA.

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“…Deployment of ICT for the teaching and learning of a foreign language has now become unavoidably part of modern classrooms. Thus, the integration of ICT into teaching assists in increasing learners' autonomy as they can use ICTs in customizing their learnings based on their individual needs, and this is in addition to the motivation they can derive using the facility (Chen, Zhang & Liu, 2014, Gleason, 2013Yunus, 2013;Mwalongo, 2011;Mullamaa, 2010). Gone are the days when the teaching of language was limited to physical approach only.…”

Section: Introductionmentioning

confidence: 99%

Teaching oral English through technology: Perceptions of teachers in Nigerian secondary schools

Adelana

2022

IJLT

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English Language learners in Nigeria mostly find Oral English difficult to understand but technology is now supportive. However, being a dynamic language, the English Language is constantly evolving and so are the technologies used in its teaching. This study, therefore, intends to re-examine teachers’ current perceptions towards technology usage in teaching Oral English. The study was descriptive. The sample comprised 215 teachers to whom an instrument titled “Teachers’ Current Perceptions of Teaching Oral English through Technology Questionnaire (TCPTOETQ)”, was administered. Six research questions were formulated and answered using Mean, Standard Deviation, One-Way ANOVA, and t-test. The result showed that the teachers currently have positive perceptions towards the use of technologies in teaching Oral English. It was therefore recommended that stakeholders in education provide continuous training for English Language teachers for continuous adaptation to the changing landscapes of technology usage in teaching Oral English. Keywords: English Teachers; Oral English; Perceptions Technology; Secondary Schools; Nigeria.

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Dilemmas of Blended Language Learning: Learner and Teacher Experiences

Cited by 19 publications

References 22 publications

Virtual Tabadul: Creating Language-Learning Community Through Virtual Reality

Virtual Tabadul: Creating Language-Learning Community Through Virtual Reality

A Shared Platform for Studying Second Language Acquisition

Teaching oral English through technology: Perceptions of teachers in Nigerian secondary schools

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