The Foreign Language Classroom: Current Perspectives and Future Considerations

Collins, Laura; Muñoz, Carmen

doi:10.1111/modl.12305

Cited by 136 publications

(44 citation statements)

References 77 publications

(85 reference statements)

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“…Instructed second language acquisition (ISLA) researchers repeatedly espouse inherent links between research and pedagogy (Hellerman, ). A persistent desire to nurture these links is clear at research conferences and in many publications (e.g., Belcher, ; Collins & Muñoz, ; Ellis, , ; Lantolf & Poehner, ; Larsen–Freeman, , ; Lightbown, ; Macaro, ; Pachler, ; Spada, ), aspiring to a reciprocal relationship in which teachers critically engage with research evidence and researchers engage with practice throughout the research process, that is, opening up a two‐way street. Research engagement has been found to develop teachers’ sense of professional identity (Winch, Oancea, & Orchard, ); offer insight into technical, practical, and theoretical aspects of pedagogical knowledge (Furlong et al., ); and provide new ways of seeing, doing, talking, knowing, and thinking (Borg, ).…”

Section: Researchers’ Push For Flow Between Research and Practicementioning

confidence: 99%

Foreign Language Educators’ Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action

Marsden

Kasprowicz

2017

The Modern Language Journal

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This article reports on 2 connected studies that provide data about the flow of research to foreign language (FL) educators in majority Anglophone contexts. The first study investigated exposure to research among FL educators in the United Kingdom using 2 surveys (n = 391; n = 183). The data showed (a) some limited exposure to research via professional association publications and events, (b) negligible direct exposure to publications in the Social Science Citation Index (SSCI), (c) barriers to exposure caused by poor physical and conceptual access, despite generally positive perceptions of research, and (d) the importance of university-based teacher educators for research-practice interfaces. The second study investigated the potential for indirect exposure to research from 7 professional publications over 5 years in Australia, the United Kingdom, and the United States. We systematically reviewed the extent to which these professional publications referenced 29 SSCI journals that aim to publish pedagogy-relevant research. In our corpus of 8,516 references in 284 articles in professional journals, the mean proportion of references to all 29 SSCI journals, combined, was 12.43% per professional article. The overall mean number of references to each SSCI journal was 0.17 per professional article. The emerging picture is rather bleak, and we propose action from academic journals and researchers to promote a more international, systematic, and sustainable flow of research.Keywords: perceptions of research; research-practice interface; consumption of research; citation; professional journals; teacher knowledge; teacher education THE DESIRE TO FACILITATE THE FLOW of information between research and practice is well established among journal editors (via 'Aims and Scope' sections), researchers (via articles and books), research associations (via mission statements, conference themes, invited plenaries), teachers (via professional associations, journals, conferences), and policy makers (via infrastructure, grey literature, schemes to incentivize researcher-practitioner communication). One way of enriching research-practice interfaces is via engaging practitioners in doing action

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Section: Researchers’ Push For Flow Between Research and Practicementioning

confidence: 99%

Foreign Language Educators’ Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action

Marsden

Kasprowicz

2017

The Modern Language Journal

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“…The authors also recommend that the application of these phases be extended over the course of several lessons. The main constraint in following Celce-Murcia et al's recommendation to help students attain reasonable levels of intelligibility is time [5]. In a typical foreign learning context, for example, L2 instruction is restricted to one to three hours per week.…”

Section: Introductionmentioning

confidence: 99%

Mobilizing Instruction in a Second-Language Context: Learners’ Perceptions of Two Speech Technologies

2017

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Abstract:We report the results of two empirical studies that investigated the use of mobile text-to-speech synthesizers (TTS) and automatic speech recognition (ASR) as tools to promote the development of pronunciation skills in L2 French. Specifically, the study examined learners' perceptions of the pedagogical use of these tools in learning a French segment (the vowel /y/, as in tu 'you') and a suprasegmental feature (across-word resyllabification/liaison, observed in petit enfant 'small child'), in a mobile-assisted context. Our results indicate that, when used in a "learn anytime anywhere" mobile setting, the participants believe that they have: (1) increased and enhanced access to input; and (2) multiple opportunities for speech output and (3) for the development of prediction skills. Interestingly, these findings meet the requirements for successful L2 learning, one that recommends the inclusion of pedagogical activities that promote exposure to input (Nation & Newton 2009), multiple opportunities for output (Swain 1995), and the development of prediction skills (Dickerson 2015) to foster learner autonomy and, consequently, to maximize classroom time by extending the reach of the classroom. Our findings also indicate that participants recognize the pedagogical importance of TTS and ASR, and enjoy the mobile-enhanced learning environment afforded by these two technologies.

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“…Much of the education literature indicates that an increasing number of learners support the efficacy of technology use in language education, as the use of technology broadens the boundaries of learning in both space and time [21].…”

Section: Discussionmentioning

confidence: 99%

Factor Analysis of the Effects of the Introduction of English Supplementary Education to Future Classrooms

Hsu¹,

Chen²,

Shia

et al. 2017

AJIBM

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This paper explores trends in the development of technological applications in education, attempts to identify key decision-making factors related to the transition from traditional classrooms to future classrooms, and seeks to determine and analyze the relationships between structural factors and their importance. This study investigates the future evolution of education and predicts possible pathways and strategic proposals related to educational evolution by observing previous modes of operation within traditional education and traditional education models, investigating operational and structural modes within the current educational environment, and studying solutions to current problems and the accomplishment of educational reforms. Using a service design workshop, we explore key factors affecting English education in the classrooms of the future, conducting analysis by addressing the interaction between operations management, flipped education, and modes of learning. This study investigates key factors related to the introduction of supplementary English education into future classrooms, in addition to providing valuable considerations and viewpoints related to the development of future classrooms. This study focuses on investments in the educational environment of future classrooms and brings educational resources into play to increase educational efficacy. The ability of supplementary education to quickly evolve away from traditional teaching styles is fostered by allowing for the continued operational development of Taiwan's supplementary education institutions. We hope that future technology and artificial intelligence will optimize learning environments and enable the establishment of a new paradigm in education.

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The Foreign Language Classroom: Current Perspectives and Future Considerations

Cited by 136 publications

References 77 publications

Foreign Language Educators’ Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action

Foreign Language Educators’ Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action

Mobilizing Instruction in a Second-Language Context: Learners’ Perceptions of Two Speech Technologies

Factor Analysis of the Effects of the Introduction of English Supplementary Education to Future Classrooms

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