Exploring language awareness through students' engagement in language play

Ahn, So-Yeon

doi:10.1080/09658416.2015.1122020

Cited by 19 publications

(19 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It also appears that ludic language play (G. Cook, ) is more dominant than language play that serves as a rehearsal. Teachers may not necessarily endorse the learning materials on websites, but the discussion forums are fertile grounds for authentic interactions and language play among users, which enhance language awareness (Ahn, ). Given the number of sentences on Duolingo , there are probably enough discussion forums for users to find their spaces for language play.…”

Section: Resultsmentioning

confidence: 99%

“…Frequently, these studies turn to teacher‐student and student‐student spoken interactions in supervised classrooms with a stable class‐based learning group. In examining LP in English‐immersion classes for Korean learners, Ahn () shows that both ludic LP and LP focusing on semantic meaning enhance language awareness. The exploration of LP has also focused on interactions between young learners to demonstrate that the level of proficiency is not necessarily a limiting factor in initiating LP (Kang, ).…”

Section: Language Play and Language Learningmentioning

confidence: 99%

See 1 more Smart Citation

Humorous interaction, language learning, and social media

Chik

2019

World Englishes

View full text Add to dashboard Cite

The rising popularity of language learning social network websites (LLSNSs) like Duolingo and Hellolingo reconfigures traditional language learning by providing structured learning materials and spaces for social interaction among language learners. The social interactive aspects have been celebrated to be the facilitating reason to advance learning. Many of these LLSNSs also claim to have millions of active users. This is then the first time in the history of language teaching and learning that we witness a massive number of language learners gathering on the same platform for learning and interaction. On many of these LLSNSs, English learning frequently dominates. This study adopts an observational ethnographic approach to collect natural interaction between English learners of different linguistic backgrounds. Based on interaction collected from about 2,000 threads, this paper examines the ways in which learners use multilingual resources to make sense of humorous English sentences. Findings suggest that in addition to translation, learners frequently draw on word play and popular culture on these LLSNSs to illustrate and enhance learning.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Language Play and Language Learningmentioning

confidence: 99%

Humorous interaction, language learning, and social media

Chik

2019

World Englishes

View full text Add to dashboard Cite

show abstract

“…For the sake of economy, however, only the eight most recurring themes are presented here. One such is the idea that these programs can help lower language anxiety 8 (Wighting, Nisbet, & Tindall, 2005;Seong, 2012;Ahn, 2016;Shiratori, 2017;Banwell & Sasaki, 2017;. Arguably, the informal learning environment and the playfulness ofthe activities typical of immersion camps are conducive to significant decrease in language learning anxiety insofar as they are (or attempt to be), to put it in Schumann"s (1975,p.…”

Section: Discourse Themes Supporting Language Immersion Campprogramsmentioning

confidence: 99%

“…Yet other recurring themes include vocabulary development Tragant, Serrano, & Llanes, 2017;Manan,2018;Shin & Chun, 2018;, confidence in using the target language Park, 2009;Ismail&Tahir,2011;Seong,2012;Banwell & Sasaki, 2017;Shiratori, 2017;Ketamon, et al, 2020) and broadening of social network (Wighting, Nisbet, & Tindall, 2005;Richardson & Kelderhouse, 2016;Ahn, 2016;Aswad, 2017;). It appears that the necessity of verbal interaction created by the dynamics of living together and the informal ambience in the campsite favors frequent experimentation with the target language in several dimensions, including the lexical one.…”

Section: Discourse Themes Supporting Language Immersion Campprogramsmentioning

confidence: 99%

English Immersion Camps as an Alternative Strategy for Pre-and In-Service EFL Teachers’ Aural/Oral

Hitotuzi¹

2020

IJLL

View full text Add to dashboard Cite

This study examines the effects of three English language immersion camps on the participants. Capitalizing on Participatory Action Research, and informed by Experiential Learning and Social Constructivism, these campsconstitute an attempt by a Brazilian Amazonian university to mitigate the lack of fluency and proficiency in English among EFL initial teacher education students and state school teachers of English in the region. Data gathered through interviews and participant observation notes were analyzed following a thematic analysis approach. Results suggest expansion of the participants' English vocabulary and knowledge of the American culture, and development of listening and speaking skills. Additionally, a comparison of discourse themes emerging from this study with those from other similar investigations indicates high resonance between them, suggesting that these programs may be a reliable alternative mode of instruction for additional language education, and reinforcing the theory that massive target language comprehensible input and output generate language learning.

show abstract

“…Although Svalberg proposed a comprehensive and pioneering model of learner engagement, only a few empirical studies have adopted her framework when analyzing peer interaction (e.g., Ahn, 2016;Baralt et al, 2016). One possible reason is that researchers have faced challenges when operationalizing the construct of engagement and differentiating among its cognitive, affective, and social dimensions.…”

mentioning

confidence: 99%

Effect of proficiency on Vietnamese EFL learners’ engagement in peer interaction

Dao

McDonough

2018

International Journal of Educational Research

View full text Add to dashboard Cite

To expand previous interaction research that investigated only the impact of proficiency on occurrence of language related episodes or pair dynamics, this study explored the effect of proficiency on a range of cognitive, social and emotional features of interaction through the lens of engagement. Fifteen core EFL learners interacted with peers of higher and lower proficiency to complete picture sequencing tasks. The core learners' degree of engagement when interacting with the lower and the higher proficiency partners was compared. Results revealed that the core learners showed greater cognitive and social engagement and reported higher emotional engagement when interacting with higher proficiency partners. The results are discussed in terms of the role of proficiency pairing in fostering learner engagement in interaction.

show abstract

Exploring language awareness through students' engagement in language play

Cited by 19 publications

References 15 publications

Humorous interaction, language learning, and social media

Humorous interaction, language learning, and social media

English Immersion Camps as an Alternative Strategy for Pre-and In-Service EFL Teachers’ Aural/Oral

Effect of proficiency on Vietnamese EFL learners’ engagement in peer interaction

Contact Info

Product

Resources

About