This book is about language learning with technology, offering readers theoretical insights as well as practical case studies with a focus on Asia and Asian students. Although technology is rapidly advancing and most, if not all, students are already using technology in their everyday lives, traditional teaching/learning practices still exist throughout Asia. This book provides examples, written by representative educators, from a variety of countries/regions and contexts where technology has successfully been used to enhance language learning. In addition to some everyday examples of using technology: Wikipedia, PowerPoint, Google Docs and YouTube, the book also offers the readers an insight into the future possible uses of advanced technology: Augmented Reality, Virtual Reality, Artificial Intelligence and Eye Tracking. The book presents illustrations of how teachers can, and perhaps should, be open to integrating some form of technology into in-class learning or using it to supplement out-of-class activities.
Author(s): Lindsay Miller, Junjie Gavin Wu
Publisher: Springer
Year: 2021
Language: English
Pages: 240
City: Singapore
Language Learning with Technology
Preface
Contents
Editors and Contributors
Part I
Chapter1 Moving Language Teaching and Learning from the Known to the Unknown
1 Introduction
2 Reflection: Guidance For an Unfamiliar Terrain
3 Inquiry: Language in Emergencies and Beyond
4 Rehearsal: Echoes of the Past
5 Outcomes: Open to Negotiation
6 Conclusion
References
Chapter2 Language Learning with Technology in the Classroom
1 Introduction
2 Towards an Ecological Approach to CALL
3 Environmental Factors in Language Learning with Technology
4 Innovation and Normalisation
5 The Study
5.1 Background
6 Course Design
6.1 Teacher’s Use of Technology
6.2 Students’ Use of Technology
7 Technology-Enhanced Activities in Class
7.1 Webquest (Reading Workshop)
7.2 PowerDirector (Video Workshop)
7.3 Google Docs (Writing Workshop)
8 Discussion
Appendix 1
References
Chapter 3 From In-Class to Out-Of-Class Learning: Mobile-Assisted Language Learning
1 Introduction
2 Mobile-Assisted Language Learning Pedagogical Frameworks
3 Technology in-Class to Out-of-Class
4 A Revised Production-Oriented Approach
5 Applying the Production-Oriented Approach
6 Students’ Perceptions and Performances in a WeChat-Based POA Project
7 Conclusion
References
Chapter 4 Language Learning Aboard: Extending OurUnderstanding of Language Learning and Technology
1 Introduction
2 Information Ecology: An Ecological Perspective
3 Technology Use and Studying Overseas
4 The Present Study
5 The Stories of Two International Students in Sydney, Australia
5.1 Lily
5.2 Harry
6 L1 and L2 Technology Use: The Affordances and the Context
7 Conclusion
References
Chapter 5 Narrative Inquiry into Teacher Identity, Context, and Technology Integration in Low-Resource ESL Classrooms
1 Introduction
2 Literature Review
3 Narrative Inquiry as a Strategy of Inquiry
4 The Teachers’ Narrative Accounts
4.1 Narrative Account 1: The Novice Digital Teacher
4.2 Narrative Account 2: The Digital Immigrant Teacher
5 Unpacking the Narratives
6 Implications for Teacher Education and Continuing Professional Development
7 Conclusion
References
Part II
Chapter 6 Case Study 1,Thailand: “For the World to See and Learn”—Motivating Learners Through Purposeful Writing
1 Background
2 Case Study
2.1 Participants
2.2 The Academic Reading and Writing Course
2.3 Data Collection and Analysis
3 Results
3.1 Writing a Wikipedia Article
3.2 Supporting the Students’ Learning
3.3 The Students’ Orientations
4 Pedagogical Principles
References
Chapter 7 Case Study 2, Hong Kong:Oral Presentations—Stories Behind Students’ Use of PowerPoint
1 Background
2 Case Study
2.1 Participants
2.2 Project Description
2.3 Data Collection and Analysis
3 Results
3.1 Pictures and Diagrams
3.2 Use of Bullet Points
3.3 Pictures and Texts
4 Pedagogical Principles
References
Chapter 8 Case Study 3, Singapore:“To Blend or Not to Blend—That Is Not the Question”—Blended Delivery to ASEAN Teachers of English
1 Background
2 Case Study
2.1 Participants
2.2 Project Description
2.3 Data Collection and Analysis
3 Results
3.1 Benefits
3.2 Obstacles
3.3 Recommendations
4 Pedagogical Principles
References
Chapter 9 Case Study 4, Japan: Incorporating Virtual Exchange into the English Communication Classroom
1 Background
2 Case Study
2.1 Participants
2.2 Project Description
2.3 Data Collection
3 Results
4 Pedagogical Principles
References
Chapter 10 Case Study 5, Macao: Using Google Docs for Peer Review
1 Background
2 Case Study
2.1 Participants
2.2 Project Description
2.3 Data Collection and Analysis
2.4 Results
3 Pedagogical Principles
References
Chapter 11 Case Study 6, Korea: Flipped Content Courses in the Korean Higher Education Context: Benefits and Challenges
1 Background
2 Case Study
2.1 Participants
2.2 Project Description
2.3 Data Collection and Analysis
3 Results
3.1 Benefits of Flipped Learning
3.2 Problems of Flipped Learning and Suggestions for Successful FL
4 Pedagogical Principles
References
Chapter 12 Case Study 7, Brunei: Learners as Educators in the Virtual Absence of Authority
1 Background
1.1 Introduction
1.2 Framework for Analysis
2 Case Study
2.1 Participants
2.2 Task Description
2.3 Data Collection and Analysis
3 Results
3.1 Dimension 1: Self-Management
3.2 Dimension 2: Self-Monitoring
3.3 Dimension 3: Motivation
4 Pedagogical Principles
References
Chapter 13 Case Study 8, Bangladesh: Ubiquitous Learning Through Technology—A Bangladeshi Story
1 Background
2 Case Study
2.1 Participants
2.2 Project Description
2.3 Data Collection and Analysis
2.4 Results
3 Pedagogical Principles
References
Chapter 14 Case Study 9, Japan: Influence of Tasks on Student’s Interaction and Learning in a Telecollaboration Project Between Japan and Spain
1 Background
2 Case Study
2.1 Participants
2.2 Project Description
3 Results
3.1 Participation and Interaction in the Forums
3.2 Types of Learning in the Forums
4 Pedagogical Principles
Appendices
References
Part III
Chapter 15 Using Eye Tracking to Investigate Strategies Used by ESL Learners in Readinga Scientific Text with Diagram
1 Introduction
2 Related Literature
3 The Present Study
4 Method
4.1 Participants
4.2 Materials
4.3 Procedures
4.4 Apparatus
5 Findings
5.1 Comparing the Findings of the Present Study with Jian and Wu’s Studies
5.2 Examining the Relationship Between Reading Strategies and Comprehension Performance
6 Discussion
7 Implications and Conclusion
Appendix A
Appendix B
References
Chapter 16 Exploring Chinese EFL Teachers’ Perceptions of Augmented Reality in English Language Education
1 Introduction
2 AR and Language Education in China
3 The Study
3.1 Participants
3.2 Research Design
3.3 Data Collection and Analysis
4 Results and Discussion
4.1 Theme 1: Learning Experience and Motivation
4.2 Theme 2: Effectiveness
4.3 Theme 3: Content
4.4 Theme 4: Curriculum and Pedagogy
4.5 Theme 5: Future Use
5 Conclusions and Suggestions for Future Research
References
Chapter 17 Case Study 10, Japan: Smartphone Virtual Reality for Tourism Education—A Case Study
1 Background
2 Case Study
2.1 Participants
2.2 Project Description
2.3 Data Collection and Analysis
2.4 Results
3 Pedagogical Principles
Appendix 1
References
Chapter 18 Case Study 11, Mainland China: The Impact of Pronunciation and Accentsin Artificial Intelligence Speech Evaluation Systems
1 Background
2 Case Study
2.1 Participants
2.2 Apps and Tasks
2.3 Data Collection
2.4 Data Collection and Analysis
3 Results
3.1 Question 1: To What Extent are the Selected AI-EFL Apps Perceived to Accurately Identify Clear Pronunciation in Non-Native English Accents?
3.2 Question 2: To What Extent are the Selected AI Apps Perceived to Score Non-Native, yet Clear Speaking Task Performance Accurately?
4 Pedagogical Implications
5 Conclusion
References
