Web 2.0, Synthetic Immersive Environments, and Mobile Resources for Language Education

Sykes, Julie M.; Oskoz, Ana; Thorne, Steven L.

doi:10.1558/cj.v25i3.528-546

Cited by 228 publications

(108 citation statements)

References 49 publications

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“…Studies focused on the effects of wikis as a tool for collaborative language learning have found considerable positive results. For instance, Sykes, Oskoz, and Thorne (2008) introduced wikis as a means of collaborative content building and dissemination of information, and wikis were described as a specific environment that utilizes collaborative tools in a study focused on the implementation of active and collaborative practices in information and communication technology classrooms. Lund and Rasmussen (2008) empirically examined how learners of senior high school English as a foreign language (EFL) approached and responded to an open-ended and collectively oriented task using a wiki and found that wikis helped learners to sustain strategies with many characteristics of collective production.…”

Section: Research On Wikis As a Tool For Language Learningmentioning

confidence: 99%

Wikis as a Tool for Collaborative Language Learning: Implications for Literacy, Language Education and Multilingualism

Aydın

2014

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Summary. This study presents a review of the literature concerning the use of wikis as a tool for collaborative learning in the second language acquisition and foreign language learning process, as research on the use of wikis is relatively new. The study first introduces the theoretical background behind the use of wikis in the mentioned processes. Then, it reviews the studies concerning wikis as a tool for collaborative language learning. The study concludes that the use of wikis improves basic language skills, encourages positive perceptions of learning, increases motivation, provides opportunities to practice autonomy, and enhances inquiry learning and critical thinking, although they appear to have no effect on cultural proficiency. More importantly, Wikis appear to be an advantageous tool for improving writing, and may have additional benefits in developing literacy in multilingual contexts where access to minor languages in the educational process is limited. The paper ends with practical recommendations for teachers and researchers.Keywords: collaborative learning; collaboration; foreign language learning; learner autonomy; second language learning. IntroductionWithin the contexts of second language acquisition and foreign language learning, wikis constitute a quickly emerging and popular learning tool. Because research on their efficiency is relatively new, wikis' efficacy in the language acquisition and learning processes remains an open question. This study aims to review various scientific studies on the use of wikis as a tool for collaborative learning and their role within second language acquisition and foreign language learning contexts. The study first introduces wikis in general and focuses on the effects of wikis on education. Second, the study focuses briefly on the theoretical framework of wikis in language learning, particularly in terms of Collaborative Learning, Collaborative Writing, Constructivism, Situated Cognition, Autonomy, and Self-determination Theory. Finally, this study reviews research concerning Selami AYDIN 208 the use of wikis as a tool for language learning. It first reviews the studies on learners' attitudes towards and perceptions of the use of wikis in language learning and the effects of wikis on motivation. This study then focuses on the effects of wiki use on learners' cultural awareness, autonomous learning, inquiry learning, and critical thinking. Next, the study reviews the research concerning basic language skills, namely skills in speaking, reading, writing, and grammar.Finally, after a brief summary of the research reviewed, this study concludes with practical recommendations for teachers and researchers.

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Section: Research On Wikis As a Tool For Language Learningmentioning

confidence: 99%

Wikis as a Tool for Collaborative Language Learning: Implications for Literacy, Language Education and Multilingualism

Aydın

2014

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“…Today, the ubiquitous feature of e-learning makes learning and teaching through the Internet more convenient than ever before [1].With the potential benefits of elearning in language education, educational institutions and teachers devote significant efforts toward the applications of web-based curricula [2]. Using e-learning platforms, English learners can communicate and interact with other learners or native speakers with the target language in a time-saving and cost-effective way [3,4].…”

Section: Introductionmentioning

confidence: 99%

An Empirical Study of College Students’ Learning Satisfaction and Continuance Intention to Stick with a Blended e-Learning Environment

Lin

Chung

Yeh

et al. 2016

Int. J. Emerg. Technol. Learn.

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Abstract-Based upon the expectation-confirmation theory (ECT), this study propose a theoretical model. The model examines the impacts of the critical antecedents on college students' English learning satisfaction and continuance intention to stick with a blended e-learning environment. The model was validated using a questionnaire survey on 313 college students. The researchers applied the partial least squares (PLS) method to validate the measurement properties and proposed hypotheses of the proposed research model. The findings indicate that, in general, college students are satisfied with the model and show positive continuance intention to stick with the blended e-learning system for their English learning. Our results can provide insight for the practices regarding planning and implementing a blended e-learning system to improve college students' learning satisfaction and facilitate their continuance intention to stick with a BEL environment.

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“…The majority of these serious games studies (23 of 39) deal with the technical possibilities and related instructional potentials of these games; proposals for serious game development and their integration into the FLL process; as well as learner/teacher attitudes towards digital games. Neville (2010) and Sykes, Oskoz, and Thorne (2008) introduce DGBLL in their works, explaining the advantages and disadvantages of serious games and make theoretical and instructional suggestions for game design and their integration into the classroom. Cai Miller, and Seneff (2013) and Rayner and Tsourakis (2013) are concerned with the use of language-technological components (such as speech-recognition and synthesis) in serious games.…”

mentioning

confidence: 99%

A Study on Using Serious Games in Teaching German as a Foreign Language

Alyaz

Spaniel-Weise²,

Gürsoy³

2017

JEL

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The interest in Digital Game-Based Language Learning (DGBLL) has increased considerably in recent years although being a relatively new approach. Despite the interest that DGBLL took, the studies in the context of German as a Foreign Language (FL) are quite limited. Moreover, DGBLL in the Turkish context is not prevalent. Due to this gap in the literature, a research project was launched at a big state university in Turkey in 2014 to explore the potentials and limitations of DGBLL. The study focuses specifically on serious games for FL teaching and learning. The aim of the project, in addition to the promotion of linguistic skills of the learners, is to contribute to the development of professional qualifications of the future FL teachers. The present research aims to report on the pilot study of the project. A one group pre-test post-test research design was used in the study. Quantitative data was collected via two opinion questionnaires implemented at the beginning and at the end of the process as well as a receptive vocabulary test. Qualitative data was collected via semi-structuted interviews and game diaries that participants kept. Two serious games for German was selected and used with traditional dictation, transcription and reading comprehension activities. The results of an 11-week gaming activity indicated significant differences between pre-and post-tests in vocabulary. Additionaly, age was found to be an important factor that affects participants' attitudes towards serious games. The results indicate that the participants found game activities useful for the development of other language skills.

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Web 2.0, Synthetic Immersive Environments, and Mobile Resources for Language Education

Cited by 228 publications

References 49 publications

Wikis as a Tool for Collaborative Language Learning: Implications for Literacy, Language Education and Multilingualism

Wikis as a Tool for Collaborative Language Learning: Implications for Literacy, Language Education and Multilingualism

An Empirical Study of College Students’ Learning Satisfaction and Continuance Intention to Stick with a Blended e-Learning Environment

A Study on Using Serious Games in Teaching German as a Foreign Language

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