Scaffolding and web concordancers as support for language learning

Chang, Wen-Li; Sun, Yu‐Chih

doi:10.1080/09588220903184518

Cited by 39 publications

(28 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Motteram (1997) and Benson (2001) have argued that the association between the two was created by the multiple resources, options, negotiations and interactions produced by educational technology that in turn facilitate learner autonomy. As indicated in Figure 1, appropriate CMC integration in EFL education has been often identified to foster reflective learning (e. g., Chang & Sun, 2009), enhance learning engagement (e. g., Sinclair, 2009), and facilitate interactive collaborations (e. g., Leahy, 2008;Warschauer, Turbee, & Roberts, 1996); and these are prerequisites for the development of learner autonomy.…”

Section: Learner Autonomy and Online Technology In Efl Educationmentioning

confidence: 99%

Impacts of Learning Management System on Learner Autonomy in EFL Learning

Dang¹,

Robertson²

2010

IES

View full text Add to dashboard Cite

The integration of interactive online communication into different educational settings has been widely researched since the emergence of Web 2.0 technology. It has been particularly identified to give EFL students more opportunities to express ideas, enhance their engagement in learning activities and promote their confidence during virtual interactions. These benefits coincide with attributes of a learning environment that can foster learner autonomy. Therefore, this paper reports on an investigation into the impacts of the employment of a web 2.0 Learning Management System (LMS) in an EFL course. Data extracted from individual interviews with four undergraduate students in a Vietnamese university was analyzed to illustrate possible effects of LMS in students' ability to initiate, monitor and evaluate their learning process. The presentation continues with a discussion on the cyclic relationship among these three capabilities. It also addresses the local students' perspective on socializing and academic activities as well as the relationship between them in the socio-cultural context of Vietnam. It then concludes with implications for EFL teaching practices with the adoption of LMS and puts forward suggestions for further research.

show abstract

Section: Learner Autonomy and Online Technology In Efl Educationmentioning

confidence: 99%

Impacts of Learning Management System on Learner Autonomy in EFL Learning

Dang¹,

Robertson²

2010

IES

View full text Add to dashboard Cite

show abstract

“…Previous studies suggest that CALL has positive effects of students' reading comprehension [4], [5], writing skills [6], [7], listening comprehension [8], [9], and speaking skills [10], [11]. It is also suggested that CALL leads to increase learners' autonomy [12], [13], motivation [14], [15], attitude toward English [15][16][17], and self-efficacy toward use of English [16], [18].…”

Section: A Computer-assisted Language Learningmentioning

confidence: 99%

Top-Down Processing in Four-skills Integrated Computer-Assisted Language Learning

2018

RTET-18,ABEMS-18,BEHSS-18 April 27-28,2018 Bangkok (Thailand)

View full text Add to dashboard Cite

Abstract-Computer-Assisted Language Learning (CALL) has developed along with the rapid advancement of computers. Therefore, the characters and techniques of CALL reflect the development of technology. Current technology innovations provide teachers and students various authentic sources for teaching and learning all of the four skills in CALL. This study purposed to examine the effectiveness of top-down processing in four-skills integrated CALL. Results of the study suggest that top-down processing in four-skills integrated CALL enhances English language proficiency, knowledge and attitude of Japanese university students at intermediate level.

show abstract

“…The CANDLE project, for example, draws on a parallel corpus for constructing a bilingual concordancer, which may be easier to use for less advanced students (Liou et al, 2006). Chang and Sun (2009) effectively deployed a concordancer in lower level language instruction by supplying abundant scaffolding. The Intelligent Academic Discourse Evaluator (IADE) is a corpus-based automated writing tool aimed at improving writing and good grammar usage through providing extensive color-coded feedback (Cotos, 2011).…”

Section: Self-directed Studymentioning

confidence: 99%

14. Autonomous language learning

Knapp¹,

Seidlhofer²

2009

Handbook of Foreign Language Communication and Learning

View full text Add to dashboard Cite

Interest in learner autonomy has increased substantially in the last decade. Given the emphasis on studentcentered pedagogy and on accommodating student diversity, this is not surprising. What is also both driving and, to some extent, enabling this approach to learning are new directions and developments in technology. The dramatic increase in online resources, network services, and educational software, together provide new opportunities for self-directed learning. In the last few years, developments in mobile technology and the explosion in social media use have accelerated the level of interest.

show abstract

Scaffolding and web concordancers as support for language learning

Cited by 39 publications

References 23 publications

Impacts of Learning Management System on Learner Autonomy in EFL Learning

Impacts of Learning Management System on Learner Autonomy in EFL Learning

Top-Down Processing in Four-skills Integrated Computer-Assisted Language Learning

14. Autonomous language learning

Contact Info

Product

Resources

About