Self‐Paced Language Learning Using Online Platforms

Arvanitis, Panagiotis

doi:10.1002/9781119472384.ch8

Cited by 9 publications

(4 citation statements)

References 27 publications

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“…The role of the instructor was to facilitate, monitor, and assist the students during different stages of the course. The positive impact of learner-centered education on the achievement of the learners was also confirmed in several previous studies (Tullis and Benjamin, 2011;Wang, 2017;Arvanitis, 2019).…”

Section: Discussionsupporting

confidence: 80%

Designing an Arabic Speaking and Listening Skills E- Course: Resources, Activities and Students' Perceptions

Mohammed¹

2022

EJEL

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This paper presents a fully online course model for teaching speaking and listening skills for students learning Arabic as a foreign language at the International Peace College South Africa on the NEO learning management platform. It also investigates the students' attitudes towards the course. The course was developed by the researcher during the first semester of 2020. This period coincided with South Africa’s first wave of COVID-19, and the country’s first strict lockdown. The syllabus consists of three components: listening, speaking and conversational Arabic. It includes various technology-enhanced activities and resources which were developed by using LMS features, Web 2.0 tools, and e-learning specifications such as Learning Tools Interoperability (LTI) and Shareable Content Object Reference Model (SCORM). The integration of technology in the course is based on an approach that combines Bloom's taxonomy and Technology Integration Matrix (TIM). Apart from the description of the course, this study used a thirty-item questionnaire to investigate the attitudes of thirty-one learners who participated in the course. They answered questions about the course’s resources, activities as well as its impact on their language skills. Results from the questionnaire revealed that the respondents' attitudes towards the online course were positive and statistically significant at p < .05. The design and the approach adopted in this study can apply to any context of language teaching. It provides a myriad of technology-enhanced activities that can be effectively used to teach listening and speaking skills virtually. Foreign language teachers can adopt this approach in its entirety, or with idiosyncratic modifications to design their language courses, irrespective of the virtual learning ecology (VLE) they use.

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Section: Discussionsupporting

confidence: 80%

Designing an Arabic Speaking and Listening Skills E- Course: Resources, Activities and Students' Perceptions

Mohammed¹

2022

EJEL

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“…in conclusion faced in a digitally globalized world, "… an increasing number of learners are learning foreign languages outside a formal and structural classroom-based education" (Arvanitis, 2019). This significantly affects the research and implementation studies of MALL and leads us to better explore and understand the learners/users' needs.…”

Section: Discussionmentioning

confidence: 99%

Mobile Assisted Language Learning (MALL): Trends from 2010 to 2020 Using Text Analysis Techniques

Arvanitis¹,

Krystalli²

2021

European Journal of Education

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Throughout the decade of 2010-2020, the widespread use of mobile devices of any type (smartphones, tablets) has encouraged and strengthened their use in different learning processes and in different ways. Latest improvements in devices’ processing power, in storage capacity, in memory allocation, in wireless connectivity, in GPS and in Bluetooth capabilities, has led to their wider integration and smoother use in the field of learning and in the field of language learning as well. This study examined the trend of a large number of academic studies concerning Mobile Assisted Language Learning (MALL) using text analysis techniques and tools, published in the decade 2010-2020. Over three hundred and forty (340) publications such as journal articles, conferences proceedings papers, books chapters and books were retrieved and analyzed. The preliminary analysis presents the main characteristics and the research trends of this decade and discuss how the field of mobile assisted language learning has evolved in these years.

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“…This study is significant as for a large number of language learners, self-directed learning through mobile applications and websites is the primary source of language development (Rosell-Aguilar, 2018). Nevertheless, these informal language learning environments have been less represented in existing research on second language acquisition in general (Arvanitis, 2019;Cole & Vanderplank, 2016;Godwin-Jones, 2011;Loewen et al, 2020;Richards, 2015;Xodabande, 2018;Xodabande & Atai, 2020), and the study of the motivational dimension in self-directed and technology-based language learning has remained largely limited (Chik, 2019;Gardner & Yung, 2017). In order to fill part of this gap, the current study set out to investigate the launch of DMCs and the extent to which the core characteristics, as outlined above in general and positive emotional loading in particular, can account for our understanding of intense motivational states in self-directed language learning.…”

Section: Ismail Xodabande Esmat Babaiimentioning

confidence: 99%

Directed Motivational Currents (DMCs) in Self-directed Language Learning: An Interpretative Phenomenological Analysis

Xodabande

Babaii

2021

JLE

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Directed Motivational Currents (DMCs) postulated as a novel motivational construct in second language acquisition (SLA) research to explain periods of intense and enduring behavior in pursuit of a highly valued goal or vision. Nonetheless, much of the discussion related to this new motivational phenomenon has remained theoretical, and only a limited number of empirical studies have investigated its various dimensions in language learning. The current qualitative study employed interpretative phenomenological analysis (IPA) to explore a period of intense motivation experienced by an Iranian language learner in self-directed and mobile assisted language learning. The findings provided further empirical evidence for the triggering stimulus and the core characteristics of DMCs in terms of goal/vision orientedness, a salient facilitative structure, and positive emotionality in explaining the essence and the universal meaning of the phenomenon experienced by the participant of the current study.

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Self‐Paced Language Learning Using Online Platforms

Cited by 9 publications

References 27 publications

Designing an Arabic Speaking and Listening Skills E- Course: Resources, Activities and Students' Perceptions

Designing an Arabic Speaking and Listening Skills E- Course: Resources, Activities and Students' Perceptions

Mobile Assisted Language Learning (MALL): Trends from 2010 to 2020 Using Text Analysis Techniques

Directed Motivational Currents (DMCs) in Self-directed Language Learning: An Interpretative Phenomenological Analysis

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