Language Learning with Technology (eBook)

Preface 5
Contents 9
Editors and Contributors 11
Part I 14
1 Moving Language Teaching and Learning from the Known to the Unknown 15
1 Introduction 15
2 Reflection: Guidance For an Unfamiliar Terrain 16
3 Inquiry: Language in Emergencies and Beyond 18
4 Rehearsal: Echoes of the Past 19
5 Outcomes: Open to Negotiation 20
6 Conclusion 21
References 22
2 Language Learning with Technology in the Classroom 25
1 Introduction 25
2 Towards an Ecological Approach to CALL 25
3 Environmental Factors in Language Learning with Technology 26
4 Innovation and Normalisation 27
5 The Study 28
5.1 Background 28
6 Course Design 31
6.1 Teacher’s Use of Technology 32
6.2 Students’ Use of Technology 33
7 Technology-Enhanced Activities in Class 34
7.1 Webquest (Reading Workshop) 34
7.2 PowerDirector (Video Workshop) 35
7.3 Google Docs (Writing Workshop) 36
8 Discussion 37
Appendix 1 39
References 41
3 From In-Class to Out-Of-Class Learning: Mobile-Assisted Language Learning 43
1 Introduction 43
2 Mobile-Assisted Language Learning Pedagogical Frameworks 44
3 Technology in-Class to Out-of-Class 47
4 A Revised Production-Oriented Approach 48
5 Applying the Production-Oriented Approach 51
6 Students’ Perceptions and Performances in a WeChat-Based POA Project 54
7 Conclusion 57
References 58
4 Language Learning Aboard: Extending Our Understanding of Language Learning and Technology 61
1 Introduction 61
2 Information Ecology: An Ecological Perspective 63
3 Technology Use and Studying Overseas 64
4 The Present Study 65
5 The Stories of Two International Students in Sydney, Australia 66
5.1 Lily 67
5.2 Harry 70
6 L1 and L2 Technology Use: The Affordances and the Context 72
7 Conclusion 73
References 74
5 Narrative Inquiry into Teacher Identity, Context, and Technology Integration in Low-Resource ESL Classrooms 76
1 Introduction 76
2 Literature Review 77
3 Narrative Inquiry as a Strategy of Inquiry 78
4 The Teachers’ Narrative Accounts 79
4.1 Narrative Account 1: The Novice Digital Teacher 80
4.2 Narrative Account 2: The Digital Immigrant Teacher 81
5 Unpacking the Narratives 82
6 Implications for Teacher Education and Continuing Professional Development 84
7 Conclusion 85
References 85
Part II 88
6 Case Study 1, Thailand: “For the World to See and Learn”—Motivating Learners Through Purposeful Writing 89
1 Background 89
2 Case Study 90
2.1 Participants 90
2.2 The Academic Reading and Writing Course 91
2.3 Data Collection and Analysis 92
3 Results 93
3.1 Writing a Wikipedia Article 93
3.2 Supporting the Students’ Learning 94
3.3 The Students’ Orientations 95
4 Pedagogical Principles 96
References 98
7 Case Study 2, Hong Kong: Oral Presentations—Stories Behind Students’ Use of PowerPoint 99
1 Background 99
2 Case Study 100
2.1 Participants 100
2.2 Project Description 101
2.3 Data Collection and Analysis 102
3 Results 102
3.1 Pictures and Diagrams 103
3.2 Use of Bullet Points 105
3.3 Pictures and Texts 106
4 Pedagogical Principles 108
References 109
8 Case Study 3, Singapore: “To Blend or Not to Blend—That Is Not the Question”—Blended Delivery to ASEAN Teachers of English 111
1 Background 111
2 Case Study 112
2.1 Participants 112
2.2 Project Description 113
2.3 Data Collection and Analysis 116
3 Results 117
3.1 Benefits 117
3.2 Obstacles 118
3.3 Recommendations 119
4 Pedagogical Principles 120
References 121
9 Case Study 4, Japan: Incorporating Virtual Exchange into the English Communication Classroom 123
1 Background 123
2 Case Study 124
2.1 Participants 124
2.2 Project Description 125
2.3 Data Collection 126
3 Results 128
4 Pedagogical Principles 129
References 130
10 Case Study 5, Macao: Using Google Docs for Peer Review 132
1 Background 132
2 Case Study 134
2.1 Participants 134
2.2 Project Description 134
2.3 Data Collection and Analysis 135
2.4 Results 136
3 Pedagogical Principles 139
References 140
11 Case Study 6, Korea: Flipped Content Courses in the Korean Higher Education Context: Benefits and Challenges 142
1 Background 142
2 Case Study 143
2.1 Participants 143
2.2 Project Description 143
2.3 Data Collection and Analysis 146
3 Results 147
3.1 Benefits of Flipped Learning 147
3.2 Problems of Flipped Learning and Suggestions for Successful FL 148
4 Pedagogical Principles 150
References 151
12 Case Study 7, Brunei: Learners as Educators in the Virtual Absence of Authority 153
1 Background 153
1.1 Introduction 153
1.2 Framework for Analysis 154
2 Case Study 154
2.1 Participants 154
2.2 Task Description 155
2.3 Data Collection and Analysis 156
3 Results 156
3.1 Dimension 1: Self-Management 156
3.2 Dimension 2: Self-Monitoring 158
3.3 Dimension 3: Motivation 160
4 Pedagogical Principles 160
References 161
13 Case Study 8, Bangladesh: Ubiquitous Learning Through Technology—A Bangladeshi Story 163
1 Background 163
2 Case Study 165
2.1 Participants 165
2.2 Project Description 166
2.3 Data Collection and Analysis 168
2.4 Results 169
3 Pedagogical Principles 171
References 172
14 Case Study 9, Japan: Influence of Tasks on Student’s Interaction and Learning in a Telecollaboration Project Between Japan and Spain 174
1 Background 174
2 Case Study 175
2.1 Participants 175
2.2 Project Description 176
3 Results 182
3.1 Participation and Interaction in the Forums 182
3.2 Types of Learning in the Forums 183
4 Pedagogical Principles 184
Appendices 186
References 188
Part III 190
15 Using Eye Tracking to Investigate Strategies Used by ESL Learners in Reading a Scientific Text with Diagram 191
1 Introduction 191
2 Related Literature 192
3 The Present Study 193
4 Method 194
4.1 Participants 194
4.2 Materials 195
4.3 Procedures 195
4.4 Apparatus 196
5 Findings 196
5.1 Comparing the Findings of the Present Study with Jian and Wu’s Studies 196
5.2 Examining the Relationship Between Reading Strategies and Comprehension Performance 197
6 Discussion 198
7 Implications and Conclusion 199
Appendix A 200
Appendix B 200
References 201
16 Exploring Chinese EFL Teachers’ Perceptions of Augmented Reality in English Language Education 203
1 Introduction 203
2 AR and Language Education in China 204
3 The Study 206
3.1 Participants 206
3.2 Research Design 206
3.3 Data Collection and Analysis 207
4 Results and Discussion 208
4.1 Theme 1: Learning Experience and Motivation 208
4.2 Theme 2: Effectiveness 209
4.3 Theme 3: Content 211
4.4 Theme 4: Curriculum and Pedagogy 212
4.5 Theme 5: Future Use 212
5 Conclusions and Suggestions for Future Research 213
References 214
17 Case Study 10, Japan: Smartphone Virtual Reality for Tourism Education—A Case Study 217
1 Background 217
2 Case Study 218
2.1 Participants 218
2.2 Project Description 219
2.3 Data Collection and Analysis 221
2.4 Results 221
3 Pedagogical Principles 225
Appendix 1 226
References 227
18 Case Study 11, Mainland China: The Impact of Pronunciation and Accents in Artificial Intelligence Speech Evaluation Systems 229
1 Background 229
2 Case Study 231
2.1 Participants 231
2.2 Apps and Tasks 232
2.3 Data Collection 232
2.4 Data Collection and Analysis 233
3 Results 234
3.1 Question 1: To What Extent are the Selected AI-EFL Apps Perceived to Accurately Identify Clear Pronunciation in Non-Native English Accents? 234
3.2 Question 2: To What Extent are the Selected AI Apps Perceived to Score Non-Native, yet Clear Speaking Task Performance Accurately? 236
4 Pedagogical Implications 238
5 Conclusion 239
References 240