Open Educational Resources and the New Classroom Ecology

Blyth, Carl S.

doi:10.1111/modl.12096

Cited by 8 publications

(10 citation statements)

References 2 publications

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“…In this study, from the perspective of SFLbased guidance, the teacher used SFL-based materials along with the textbook, to help students scratch the surface of language and effectively unpack/construct the content of English texts (e.g., sample academic writing texts). In other words, this study also answers the international demand for developing theory-based OER education (e.g., Ariza & Hancock, 2003) and shows how the adoption of both a mandatory textbook and supplementary OER can be effectively guided by SFL to maximally transition students into advanced language learners who can meet the demands of academic English literacy (e.g., Blyth, 2014), thus further illustrating the mediating power of SFL in language classrooms (e.g., Gibbons, 2006;Symons, Palincsar, & Schleppegrell, 2017;Yasuda, 2015).…”

Section: Discussionsupporting

confidence: 54%

“…In addition, the teacher's efforts in linking the textbooks to OER also disrupts the stereotypical impression that teachers generally use mandatory textbooks and have limited space for innovating their teaching in most EFL classrooms (e.g., Wang & Farmer, 2008;You, 2004). The finding thus echoes the call from researchers that classroom learning can be diversified and enhanced in terms of learning resources (e.g., the use of OER) so as to prepare students for meeting the challenges of international English language communities (e.g., Blyth, 2014).…”

Section: Discussionmentioning

confidence: 86%

“…Research in relation to language learning materials has been limited to analyses of their content (Römer, 2004; see also Mukundan & Ahour, 2010). Little attention has been focused on the relation between the agency of EFL teachers and the way they use materials (Blyth, 2014;Menkabu & Harwood, 2014). For example, Kwak's (2017) ethnographic study in a Korean university showed that the use of OER supported the language learning of EFL students and also assisted teachers teaching in the classroom.…”

Section: Literature Review Textbook or Oer Use In A Language-teachingmentioning

confidence: 99%

“…However, to be linguistically and culturally appropriate (in written or spoken discourse), language users have to simultaneously demonstrate appropriate links among grammar, vocabulary, and contextually-appropriate meaning, which calls for a theory-based intervention that addresses interactions among teachers, students, and materials (Kwak, 2017;Paltridge, 2001;Schleppegrell, 2001;Zhang, 2017). In addition, given the availability of OER, it is surprising that few studies have focused on how teachers use OER to enhance their language teaching in EFL contexts (Blyth, 2014). Therefore, it is crucial to add to the literature on material use by highlighting how a theory-based use of materials impacts the adjustment of EFL learners to a blended learning environment, as well as their language learning practices (Menkabu & Harwood, 2014;Paltridge, 2001).…”

Section: Literature Review Textbook or Oer Use In A Language-teachingmentioning

confidence: 99%

“…Fortunately, in this Web 2.0 world, the widely-available open-educational resources (OER), such as free research articles, Web-based practices, and reading materials, provide an optimal avenue for teachers to reflect upon pedagogical issues in their classroom and to collect supplementary materials, even in contexts where teacher education is constrained (Blyth, 2014;Hilton, 2016;Mushayikwa & Lubben, 2009). While these materials are rich in Web content and provide diverse perspectives on language teaching and learning, teachers still need to carefully curate and organize them (Kwak, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption

Zhang

2018

IRRODL

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Systemic functional linguistics (SFL) theory focuses on developing language learners' meta-linguistic understanding of the interrelation among linguistic form (grammar/vocabulary), meaning, and context. Guided by SFL when using a mandatory textbook and open educational resources, this study investigates how exposure to this blended teaching and learning context may impact English-as-aforeign-language (EFL) learners' adjustment to materials used in their learning, as well as their learning practices. By drawing on the written documents of four students written, and on interviews conducted with these students over an academic semester in an EFL writing course, this qualitative study, through content analysis and discourse analysis, shows that the SFL theory-based material adoption did a good job of supporting EFL students in their internalization of language knowledge from both open educational resources and traditional textbooks, while also enabling students to use materials flexibly instead of passively following along with the content in the mandatory textbook. The flexibility of the students participating in the study was particularly reflected by their ability to construct principled knowledge informed by SFL and to independently apply such knowledge to effectively navigate literacy practices (e.g., critical construction and deconstruction of discourses).

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Section: Discussionsupporting

confidence: 54%

Section: Discussionmentioning

confidence: 86%

Section: Literature Review Textbook or Oer Use In A Language-teachingmentioning

confidence: 99%

Section: Literature Review Textbook or Oer Use In A Language-teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption

Zhang

2018

IRRODL

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L2 German Learners' Perceptions and Use of an Online Semantic Frame‐Based Dictionary

Lorenz

Crane

Benjamin

et al. 2020

Die Unterrichtspraxis

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To know a word receptively and productively, second language (L2) learners must have knowledge of a word's form, meaning, and use, including grammatical functions and collocational patterns (Nation, 2001). Frame semantics (Fillmore, 1982) provides a useful model to help L2 learners deepen their lexical knowledge. A functional and construction grammar developed to explain form-function pairings, the model views "frame" as a meaningful linguistic structuring device evoked by sets of related lexical items. These diverse lexical units exist along a continuum, theorized in Construction Grammar, from individual to multi-word to abstract schematic constructions. Building on recent studies that explore frame semantics' potential for L2 vocabulary acquisition (e.g., Atzler, 2011; Boas & Dux, 2013; Boas, Dux, & Ziem, 2016), this study investigated how beginning and intermediate L2 learners of German (N=65) perceive and report interacting with a frame-based dictionary, the German Frame-Semantic Online Lexicon (G-FOL). Discussion centers on the affordances G-FOL offers in learning mulitfaceted aspects of vocabulary knowledge, which textbooks often fail to address (Neary-Sundquist, 2015). The study provides teachers, program directors, and designers of frame-based dictionaries with valuable information about the perceived usefulness of frame semantics for L2 learners across instructional levels. Few educators would dispute that the development of the lexicon plays an essential role in learning a second language (L2). Consequently, discussion focuses on how best to teach vocabulary (e.g.

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The Opportunity of Now: Adopting Open Educational Resources in the Sociology Classroom and Beyond

2022

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There is no better time than now for sociologists to adopt open educational resources (OER), and sociology as a discipline is well positioned to lead. Adopting OER takes seriously the well-documented financial challenges faced by many students, supports classroom and campus goals of equity and inclusion, and allows for increased instructor flexibility. However, OER are not without their difficulties and limitations. This conversation article suggests four ways for instructors to begin or advance their utilization of OER: Ask your librarian, start with an open textbook, join the existing OER conversation, and incorporate OER within one’s broader commitment to inclusive and empathetic pedagogy.

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Open Educational Resources and the New Classroom Ecology

Cited by 8 publications

References 2 publications

Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption

Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption

L2 German Learners' Perceptions and Use of an Online Semantic Frame‐Based Dictionary

The Opportunity of Now: Adopting Open Educational Resources in the Sociology Classroom and Beyond

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