Using Web-Based Language Learning Activities in the ESL Classroom

Son, Jeong-Bae

doi:10.5172/ijpl.4.4.34

Cited by 34 publications

(28 citation statements)

References 4 publications

(6 reference statements)

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“…Technologies enhance learners' selfregulated and -motivated learning by exploring and discovering their learning paths and allow teachers building culturally authentic and highly interactive language learning experiences (Son, 2008). On the contrary to this, technologies can promote superficial and injudicious reasoning and lead to short-term memory programs (Pino, 2008).…”

Section: Language Learning and Cultural Integrations On Web User Intementioning

confidence: 99%

“…Although diverse practical guidelines and implications for crosscultural user interface have been introduced and developed, they often overgeneralize cultural features and can be limitedly used within graphical interface. On the other hand, SLL study is the area where emphasizes significance of cultural aspects in language learning and has theoretical foundations for cultural user interface in terms of learners' participation and cultural activities (Son, 2008). These arguments imply that the cultural integration of Webbased SLL is a new challenge and task for designers as well as educators and researchers, and cultural variations, which are an essential aspect of SLL, need to be reflected in Web site development stages in specifying various user experiences.…”

Section: Language Learning and Cultural Integrations On Web User Intementioning

confidence: 99%

“…In this sense, the dimensions of culture learning include knowledge of culture for sociolinguistic competence, contextual behavior, and positive attitude toward the target culture and people. In Web-based SLL environments, the dimensions need to be transformed and embedded in cultural activities for learners' communication and interaction (Son, 2008) because the cultural aspects are "hidden" (Hall, 1976).…”

Section: Cultural Variations and Web User Interface Design Processesmentioning

confidence: 99%

“…This principle is often ignored in Web-based second language learning (SLL). It has been agreed that Web technologies support quality of SLL by enhancing person-to-person interaction as well as person-to-interface interaction by adopting various communication tools (synchronous and asynchronous) (Son, 2008). Yet these communication technologies have been used to focus on language acquisition only rather than the cultural integration (Massey et al, 2001).…”

Section: Introductionmentioning

confidence: 99%

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Cross-cultural language learning and web design complexity

Park

2012

Interactive Learning Environments

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Accepting the fact that culture and language are interrelated in second language learning (SLL), the Web sites should be designed to integrate with the cultural aspects. Yet many SLL Web sites fail to integrate with the cultural aspects and/or focus on language acquisition only.This study identified three issues: 1) anthropologists' cultural models mostly adopted in cross-cultural Web user interface have been superficially used; 2) Web designers deal with culture as a fixed one which needs to be modeled into interface design elements, so 3) there is a need for a communication framework between educators and design practitioners, which can be utilized in Web design processes. This paper discusses what anthropology can contribute to language learning, mediated through Web design processes and suggests a cultural user experience framework for Web-based SLL by presenting an exemplary matrix.To evaluate the effectiveness of the framework, the key stakeholders (learners, teachers and designers) participated in a case scenario-based evaluation. The result shows a high possibility that the framework can enhance the effective communication and collaboration for the cultural integration.Keywords: cultural integration; cultural usability; second language learning; user interface; Web based language learning IntroductionLanguage and culture are dimensions of each other that are interrelated and inseparable (Fantini, 1997;Pethő, 2005). Language and culture reflect and affect how individuals learn (Swierczek & Bechter, 2008). This principle is often ignored in Web-based second language learning (SLL). It has been agreed that Web technologies support quality of SLL by enhancing person-to-person interaction as well as person-to-interface interaction by adopting various communication tools (synchronous and asynchronous) (Son, 2008). Yet these communication technologies have been used to focus on language acquisition only rather than the cultural integration (Massey et al., 2001). Many SLL Web sites have been focusing on individual learners' progressive language acquisition and self-directed learning activities without or lack of the cultural integration (Altstaedter, 2009;Shih, 2005).Although some Web sites provide cultural information and materials, these are regarded as a merely supplementary or less interacting with the language learning (Kamppuri, Tedre & Tukiainen, 2006). When a SLL Web site is built with a template which has been developed with a specific culture and set of values, the template often restricts the flexibility and adaptability of a certain culture. Thus, it is seen that some graphical elements such as symbols and images are usually adopted to represent cultural characteristics. As Richardson and Smith (2007) From a perspective of Web design processes, however, anthropologists' cultural models are very complex to be embedded in interface design elements. To resolve this limitation, researchers claimed that the cultural models need to be integrated into the design process (i.e.Jagne & Smith- Atakan, ...

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Section: Language Learning and Cultural Integrations On Web User Intementioning

confidence: 99%

Section: Language Learning and Cultural Integrations On Web User Intementioning

confidence: 99%

Section: Cultural Variations and Web User Interface Design Processesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Cross-cultural language learning and web design complexity

Park

2012

Interactive Learning Environments

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“…According to some researchers, online learning environment provides a variety of advantages with "sheltered learning environment" at their own pace without "experiencing intense feelings of anxiety" (Pino, 2008). The online learning materials are also found to be helpful in creating the encouraging environment in many studies (Aydin, 2007;Son, 2008;Thomson, 2010). The resource-based approaches offer learners the opportunities to develop greater control over their own individual learning in the most effective way: the learning plans, the selection of learning materials and the evaluation of learning (Benson, 2001).…”

Section: Introductionmentioning

confidence: 99%

Evaluating Self-access Learning in Online Resource-based Context

Cheng

Lin²,

Wu³

2015

jsss

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For the past two decades, language center in almost every university in Taiwan has attempted to implement the notion of independent learning through online learning resources. To many student learners, the easy and inexpensive access of Internet has made innumerable learning resources provided by language centers available for self-access language learning. However, whether students have cultivated self-access learning ability through appropriate learning practices online is the main point that school authorities are eager to find out. In order to ISSN 2329-9150 2016 http://jsss.macrothink.org 169 know the effectiveness of self-access learning in online resource-based context, many universities take different ways to evaluate students' achievement. Since evaluations of self-access learning are important for student learners to know if they gradually and individually move towards autonomy, their assessments must be more objective. The purpose of this one-year study, therefore, was to examine whether selected online learning resources and evaluation methods affected students' self-access learning attitudes and whether students cultivated self-access learning ability and learned successfully in online resource-based context. To gather the data, one hundred and twelve non-English majored students from a university of Southern Taiwan were recruited as samples and two types of objective evaluation, an assessment test and online learning records, were used in this study. Major findings indicated that language students' self-access learning attitudes improved and they did make progress in online resource-based context. However, the training for students toward self-access learning needs to be strengthened. Suggestions were also included in this paper. Journal of Social Science Studies

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Facilitating Learners’ Second Language Communicative Competence Through the Development of Media Literacy: A Conversation Analytic Approach

Kung

2015

Asia-Pacific Edu Res

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Using Web-Based Language Learning Activities in the ESL Classroom

Cited by 34 publications

References 4 publications

Cross-cultural language learning and web design complexity

Cross-cultural language learning and web design complexity

Evaluating Self-access Learning in Online Resource-based Context

Facilitating Learners’ Second Language Communicative Competence Through the Development of Media Literacy: A Conversation Analytic Approach

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