The impact of the new technologies in foreign language instruction our experience

Pop, Anișoara

doi:10.1016/j.sbspro.2010.03.169

Cited by 25 publications

(21 citation statements)

References 2 publications

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“…A social networking site (sns), such as Facebook, can be used as a learning platform for language learning with asynchronous and synchronous text, voice, and video discussions (Alwi, Adams, & Newton, 2012). Web 2.0 tools provide students with opportunities to practice listening, reading, speaking and writing and foster student autonomy (Pop, 2010). Moreover, technology can be used to ease the effect of time constraints in the class and to complement classroom teaching with online instruction outside the class time (Lai, Yeung, & Hu, 2016).…”

Section: Social Networking Sites In Learning and Teaching Languagesmentioning

confidence: 99%

The relationship between willingness to communicate and social presence in an online English language course

Cunningham

Watson

2018

JALTCALL

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Vietnamese high school students have few opportunities to use English outside class and they are often reluctant to speak in class. This paper describes and explains the students' willingness to communicate (wtc) and relates this to varied perceptions of social presence. Eighteen high school students in Vietnam took a six-week online course using Facebook and Skype. They were interviewed individually before and after the course about their experiences, focusing on their perceptions of their own wtc. The results show that the students were more willing to use English spontaneously in the online environment in contexts where they perceived that they had less social presence. Text and audio chat were felt to be less face threatening than video chat, and consequently, students were more willing to speak in conditions of lower social presence. It can be concluded that the more social presence students felt they had in the online environment, the less their wtc. This was true for both synchronous and asynchronous online environments. Allowing students to control their social presence in online communication can embolden shy students and increase their wtc.

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Section: Social Networking Sites In Learning and Teaching Languagesmentioning

confidence: 99%

The relationship between willingness to communicate and social presence in an online English language course

Cunningham

Watson

2018

JALTCALL

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“…The employment of Web 2.0 tool in language instruction has enhanced students' interaction (Pop, 2010). The benefits of group work in EFL courses were also investigated (Chang, 2010).…”

Section: Review Of Related Studiesmentioning

confidence: 99%

Collaboratively Composing an Argumentative Essay: Wiki versus Face-to-face Interactions

Ansarimoghaddam

Tan

Yong

2017

GEMA

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This study employed a qualitative case study method to compare learner-learner interaction on wiki and face-to-face collaborative writing in completing an argumentative essay. Face-toface collaborative writing refers to in-class meeting of students to write essays collaboratively. Thirty ESL tertiary students from an intact class participated in the study. They were randomly divided into Group 1 and Group 2. Each of the two groups was further sub-divided into five smaller groups comprising three members. Group 1 discussed and wrote the essay on the wiki platform while Group 2 did the same task face-to-face in the classroom. One sub-group from both modes of writing was selected for in-depth comparison. Data were collected from the collaborative writing processes on the wiki platform and audio-recordings of face-to-face interactions, and also from semi-structured interviews. The findings revealed that the participants of both modes of writing were able to evaluate different viewpoints, and understand shortcomings and strengths through interaction in either of the collaborative learning contexts. The collaboration through both modes of writing showed that the participants not only displayed similar understanding, but also learned from each other through developing and sharing different perspectives on the same issues. Of the differences found between the two modes of collaborative writing, Wiki is a more effective platform for drafting and revising, while planning is easier done through face-to-face interaction. The study implies that either mode of collaborative writing can be adopted by ESL language instructors who aspire to practice the social-constructivist approach to writing instruction especially in a blended learning environment.

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“…Similarly, Faizi, Afia, and Chiheb (2014) propose that Web 2.0 technologies offer learners wider opportunities to practice their language and communication skills outside the formal learning environment. Among the returns of the use of online technologies in foreign language learning, Pop (2010) stresses "connectivity, diversity of experiences and needs, instant response and feedback", as well as a variety of modes of interaction and flexibility (P. 52). Technology has demonstrated the prospective for creating a collaborative and participatory learning platform (Antenos-Conforti, 2009;Dippold, 2009) and autonomous learner-directed learning (Lai, Hu, & Lyu, 2017).…”

Section: Introductionmentioning

confidence: 99%

Students’ Out-of-class Web 2.0 Practices in Foreign Language Learning

Кузнецова¹,

Soomro²

2019

JoEED

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The scholarship on foreign language (FL) learning and teaching shows various ways Web 2.0 technologies are used to promote and ease communication and gives access to and cultural exchange of information, which are the main purposes of language learning. Despite prolific examination of strategies and impact of Web 2.0 to enhance language learning, researchers have not yet sufficiently examined technology practices initiated by students themselves to support their FL experiences and the awareness of this use. The present study reports on the findings of an exploratory survey research project that investigated university students' activities to use Web 2.0 sites to support their FL learning and awareness of those practices. Moreover, the study attempts to analyze students' reported actions through the framework of 5 Cs (communication, comparison, communities, cultures, connections) of ACTFL (American Council of Teaching on Foreign Languages). The data collected from 137 FL students revealed that students are moderately engaged with Web 2.0 technologies in their FL learning practices and use such tools primarily for comparing the foreign language and culture to the native language and culture in different mediums. Video sharing and Social Networking were reported as favorite tools to support students' foreign language learning experience.

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The impact of the new technologies in foreign language instruction our experience

Cited by 25 publications

References 2 publications

The relationship between willingness to communicate and social presence in an online English language course

The relationship between willingness to communicate and social presence in an online English language course

Collaboratively Composing an Argumentative Essay: Wiki versus Face-to-face Interactions

Students’ Out-of-class Web 2.0 Practices in Foreign Language Learning

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