bluuebunny/crossref_metadata_2025 huggingface dataset:
Constructivism in Education
Authors: Taber Keith S.
Published: December 2018

Constructivism has been widely adopted as a referent for research, curriculum development and recommended pedagogy in education. This chapter considers key issues relating to the adoption of constructivist thinking in education which have arisen within the field of science education. Constructivism has been mooted as a dominant paradigm in science education, where it has informed a major research programme over some decades. However, the application of constructivist ideas in science education has also been subject to a range of critiques. This chapter gives an outline of the developing influence of constructivism in science education, and the common understandings of the term in relation to science teaching and learning; it reports on the main areas where the influence of constructivist thinking has been heavily criticised, and discusses how these criticisms are countered within the research programme; it considers some major directions for research within the research programme; and it evaluates the level of influence of constructivism in contemporary science education practice.
Resilience and Psychomotricity
Authors: Cró Maria de Lourdes , Pinho Ana Mafalda Castro
Published: December 2018

With this article the authors would like to deepen the resilience and psychomotricity as action strategies in preschool education. They analyse too the importance of resilience and psychomotricity and their impact in the learning of disadvantaged children at a preschool age that are exposed to adverse social and personal factors and to assess the efficiency of an intervention program based in psychomotricity and resilience together. The authors developed a project in a region of Brazil (Botucatu), where a Psychological Development Activation Model was used with psychomotricity exercises and also the Programme Strong Start Pre K, in the area of resilience. The assessment instruments used were the WeBeST test for resilience and the Operational Portage Inventory test for Psychomotricity. The results indicate that there was an evolution in resilience among children in the group that participate in this program. They improved the resilience capacity, dealing with problems and controlling the emotions.
Early Experiences With Family Involvement
Authors: Burris Jade
Published: December 2018

This chapter reviews the impact early experiences with family involvement have on young children and their families, early childhood programs, and teachers. The author discusses the growing demand for early childhood services, characterized by a growing and changing society. There is discussion of developmentally appropriate practices and the ethical conduct of early childhood teachers as they navigate issues of social justice related to family involvement and engagement. The author presents findings from a recent pilot study to illustrate the successes and challenges experienced by eight diverse early childhood programs as they reflected on their family involvement practices. The author also emphasizes the importance of promoting equity and celebrating diversity through family involvement practices including examples, successes, and challenges that may arise.
Development of Linguistic Abilities in Bilingual Education Through Musical Stories
Authors: Fernández Adela González
Published: December 2018

Bilingual education at the earlier stages of education is one of the main concerns of current governments and educative policies. This is resulting in the proliferation of new methodologies and educative proposals in order to obtain the best possible results. However, most of the time, teachers and educators focus on teaching linguistic elements in isolation. The aim of this chapter is to propose the use of musical tales in bilingual education in early childhood education as a tool for teachers and students to learn to communicate fluently in the foreign language. The use of music, literature, and drama in the same activity makes the perfect combination to help children learn a new language, since it improves aspects like vocabulary, grammar, pronunciation, and the communicative compentence in general.
Child Development Associate (CDA) Credential
Authors: Washington Valora , King Brandi N.
Published: December 2018

The Child Development Associate® (CDA) is a nationally recognized credential based on demonstrated competencies widely understood to be essential for working with young children and accepted across the country as the foundational qualification for ECE educators. Since the creation of the CDA program in the early 1970s, the expansion of publicly funded early education programs and rising expectations for programs to address persistent gaps in developmental and educational outcomes for young children are shifting policy debates on educator qualifications. New degree mandates and program quality standards are presenting significant challenges for the field given its history of varied standards, low compensation, and a low skilled workforce with limited experience in postsecondary education. Despite these changes the competencies embedded in the CDA credentialing process remain the basis for new state and federal competency frameworks and career pathway systems to provide the workforce clearly articulated steps toward postsecondary degrees.
Tracking Children's Interactions With Traditional Text and Computer-Based Early Literacy Media
Authors: De Pasquale Domenica , Wood Eileen , Gottardo Alexandra , Jones Jeffery A. , Kaplan Rachel , DeMarco Arden
Published: December 2018

Early literacy skills have been the focus of considerable research for the past two decades. Many instructional interventions have been developed to help improve children's acquisition of key skills – among the most recent is an array of software programs. In this chapter we review the foundations for software design, instructional theories related to computer media-based instruction and an assessment of how children interact with the visual information provided in children's software. In particular, the chapter will highlight current research examining what features of software design impact children's ability to attend and learn from this media. Eye tracking technology has been used in research on early literary to better understand how learning occurs. This chapter identifies how eye-tracking technology can facilitate understanding of how young children interact with literacy tools in computer-mediated contexts.
The Appropriateness of Scratch and App Inventor as Educational Environments for Teaching Introductory Programming in Primary and Secondary Education
Authors: Papadakis Stamatios , Kalogiannakis Michail , Orfanakis Vasileios , Zaranis Nicholas
Published: December 2018

Teaching programming is a complex task. The task is even more challenging for introductory modules. There is an ongoing debate in the teaching community over the best approach to teaching introductory programming. Visual block-based programming environments allow school students to create their own programs in ways that are more accessible than in textual programming environments. These environments designed for education allow students to program without the obstacle of syntax errors (errors in typing commands) found in traditional text-based languages. In this paper, the authors focus on the use of App Inventor and Scratch as blocks-based programming environments designed explicitly with novices in mind. In the authors' analysis, both Novice Programming Environments (NPEs) seemed to be attractive platforms for introducing fundamental concepts in computer programming and both look appealing for both majors and non-majors.
Comparing the Effectiveness of Using Tablet Computers for Teaching Addition and Subtraction
Authors: Zaranis Nicholas
Published: December 2018

The purpose of this chapter is to investigate if tablet computers help improve primary school students' mathematical achievements regarding addition and subtraction. This research compares the level of mathematical competence of the students taught using tablet-computer-oriented learning method which specifically takes advantage of “realistic mathematics education” (RME) for the concept of addition and subtraction, as opposed to traditional teaching methodology. The designed software consisted of several activities with and without the use of computers for addition and subtraction. It was designed following the background of the RME theory. The present study was a pilot research of quasi-experimental design with one experimental and one control groups. The research results show that the students who were taught with the educational intervention based on tablet computers and RME had a significant improvement in their total mathematical achievement, addition, and subtraction in comparison to those taught using the traditional teaching method.
The Effects of Interactive Multimedia iPad E-Books on Preschoolers' Literacy
Authors: Estevez-Menendez Marisol , An Heejung , Strasser Janis
Published: December 2018

As tablet technology becomes more widely available for preschoolers at home and at school, it is necessary to examine the effects of these tools in early childhood education classrooms. This chapter focuses on the use of iPad electronic books (e-books) and their effects on preschoolers' understanding of vocabulary and story comprehension as well as engagement during reading activities in an urban New Jersey school. The results of this study highlight the positive ways in which iPad e-books can be used to support literacy in preschool classrooms. This chapter also includes recommendations for preschool teachers who may be considering using e-books in their classrooms.
Robotics in Early Childhood Education
Authors: Öztürk Hayriye Tuğba , Calingasan Lorina
Published: December 2018

This study aimed to present best practices for robotics in early childhood education based on a case study. Positive Technological Development (PTD) framework was utilised as a theoretical framework suitable for robotics and children education studies. The developmentally appropriateness of the robotics resources for the children was also discovered to make recommendations for the educators. Since robotics in education is an emerging area, through evidence based findings, it is aimed to contribute to the effective use of robotics in education with presenting examples from the children's learning process with robotics.
Meaningful Language and Cultural Experiences for Future Teachers in Puerto Rico
Authors: Cruzado-Guerrero Judith , Martinez-Alba Gilda
Published: December 2018

The authors describe a faculty led study abroad program implemented in Puerto Rico. The short-term study abroad model highlights both design and implementation strategies for travel abroad. This chapter also focuses on the unique cultural and linguistic experiences in Puerto Rico which were planned for college students in an early childhood education teacher preparation program. The chapter addresses the strategies used to facilitate learning about Puerto Rican culture and languages, methods to support students learning dual languages and strategies for working with families, communities, and other professionals. The chapter concludes with lessons learned from this experience and emphasizes both issues and recommendations for faculty who are developing future short-term travel experiences.
Bee Pollination
Authors: Rizzuto Kerry Carley , Henning John , Duckett Catherine
Published: December 2018

The purpose of the chapter is to provide an exemplar of an inquiry-based unit on pollination for designing and implementing constructivist instructional practices while simultaneously providing outstanding teacher preparation. The unit on pollination was developed by preservice teachers through a partnership between the Monmouth Conservation Foundation and the Monmouth University School of Education. Through collective action, these institutions were able to enhance student learning on a vital part of the science curriculum, provide a rich clinical experience for pre-service teachers, and to familiarize teachers with a more constructivist approach to pre-school science instruction.
Collaboration, Teamwork and Service Learning Within an After School Community Arts Project
Authors: Bradshaw-Beaumont Hazel L.
Published: December 2018

Students learn better when they can see, touch and visualize. This chapter documents the processes experienced by two groups of elementary students as they participated in a collaborative after school mural project within their school community. The collaborative visual art experience provided the students with a voice to express ideas as they were brought together with their community. Consequently, the students were able to focus while working together on their personal mural with unity and cooperation. Given the vehicle to communicate a message to the community by symbolic and abstract images with deep meaning, evidence indicated that students' confidence besides visual arts was elevated. The project also exposed the participants to teamwork, planning, brainstorming, organizing and collaboration as they worked together on the mural project.
Mobile Technology Integration and English Language Learners
Authors: Hur Jung Won
Published: December 2018

The purpose of this chapter is to report a case study examining the benefits and challenges of iPad use to help ELLs develop language proficiency. Based on the differentiated instruction framework, the author integrated iPads into a grade 4-5 ELL classroom and investigated learning impacts through classroom observations and interviews with the teacher and students. The findings of the study presented that iPad integration helped make learning engaging, provided various options appropriate for leaners' needs, and promoted learning outside of the classroom. Although important learning benefits were observed, several challenges were also reported such as a lack of appropriate ELL educational apps, a limitation of multitasking, and difficulties of monitoring students' learning progresses.
Improving Teaching Practice in Early Childhood Supported by Mobile Technology
Authors: MacCallum Kathryn , Bell Heather R.
Published: December 2018

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.
Studying the Effectiveness of the Storytelling/Story-Acting (STSA) Play Intervention on Ugandan Preschoolers' Emergent Literacy, Oral Language, and Theory of Mind in Two Rural Ugandan Community Libraries
Authors: Goodman Geoff , Dent Valeda F.
Published: December 2018

This study explored the impact of two rural village libraries in Uganda on preschool children's school readiness skills. Using two rural village libraries in Mpigi and Kabubbu as a backdrop, this study explored the effectiveness of a six-month play-based intervention known as the Storytelling/Story-Acting (STSA) activity. Children ages 3 to 5 at each library were randomly assigned to participate in either the STSA play intervention (n = 63) or a story-reading activity (n = 60) for one hour twice per week for six months. All children were administered school readiness skills measures before and after the six-month intervention. Caregivers were also administered an interview that assessed their educational level, quality of life, reading aloud to target child, social support, and total possessions. Children who participated in the STSA intervention had higher scores on the colors subtest of the emergent literacy measure than children who did not participate in this activity. Preschool children benefit from a story-reading activity with or without the STSA play intervention.
“If Not Me, Then Who?”
Authors: Ethridge Elizabeth Ann , Lake Vickie E. , Beisly Amber H.
Published: December 2018

Research has indicated that teachers typically do not view themselves as advocates for many reasons such as fear of personal and professional risk (Peters & Reid, 2009). Participants include both preservice teachers and graduates of an early childhood teacher education program. This chapter addresses how the program utilized intentional assignments and group and individual scaffolding as preservice teachers moved from experiencing service learning to pure advocacy. Through a mixed methods study, preservice teachers began to see themselves as agents of change with increased confidence and sense of power. These transformations continued as graduates of the program reported they were still engaging in advocacy.
Improving K-12 Online Learning
Authors: Ntuli Esther , Kyei-Blankson Lydia
Published: December 2018

Research indicates the need for teachers to be able to locate, evaluate, and use Internet resources in their teaching and learning processes. In addition, the Common Core State Standards require that students are able to think critically and know how to search and use alternative views and perspectives in their assignments. These skills are imperative for teachers and teacher candidates. This article reports the results of a study that sought to examine strategies used by teacher candidates when using Internet search engines, their ability to integrate the information they find into their own assignments, and use the acquired skills for future classroom use. The study employed a mixed-method approach in the collection and analysis of data gathered from a sample of 45 teacher candidates. Data sources included a survey, class assignments that required documentation of the search process as well as the located sources, and semi-structured interviews. Findings from the study revealed the need to teach teacher candidates how to conduct searches effectively, critically evaluate the sources, and integrate the information acquired from the online sources into professional and academic writing that models such behavior for their students. Suggestions for improvement of practice offered in this paper were piloted in one instructional technology course.
What Research Tells Us
Authors: Earthman Glen I.
Published: December 2018

With the advent of Green Schools in the educational establishment, the theory was advanced that these schools would have a great deal of influence upon student and teacher performance. However, there has been little research conducted using certified Green School because of the paucity of such schools. The National Research Council of the National Academies of Science enlisted a group of scholars to investigate the possible relationship between Green Schools and student achievement. The committee had difficulty finding any research available that addressed the topic. The findings from existing research have produced mixed results. At the same time, research efforts on the relationship between Green Schools and student and teacher performance have slowed and different variables have been employed to try to find out the possible influence upon the users of the Green School. This recent development is encouraged by the US Green Buildings Council, which is developing a new research agenda.
Empowering Practitioners Through Training to Ensure Safety and Health of Early Childhood Development Learners
Authors: Modise Tshidi (Matshediso) Rebecca
Published: December 2018

The purpose of this chapter is to highlight importance of training Early Childhood Development (ECD) practitioners to ensure safety of learners in ECD centres, known as ECE in other countries. Several government departments have established policies to ensure effective implementation of health and safety practices in ECD centres. The problem with ECD policy implementation seems to be minimal training and support of practitioners and caregivers focusing on health and safety issues in ECD centres. Policy cannot always mandate what matters to outcomes at ECD centres because individual practices ought to be central to local responses. ECD policies in South Africa provide guidelines that direct the day-to-day practices of ECD practitioners. However, health and safety of young children appears to be in the hands of untrained practitioners and caregivers. Furthermore, ECD policy implementation reveals an uncertain relationship between policies and program implementation.
The Importance of Virtual Learning Environments in Higher Education
Authors: Alves Paulo , Miranda Luisa , Morais Carlos
Published: December 2018

This chapter focuses on the concept of virtual learning environment (VLE), its characteristics and potentialities. We present the results of a research work conducted with a sample of 347 undergraduates from a Portuguese public higher education institution. The research addressed the issue regarding the use of virtual learning environments within the higher education context and had the following aims: identify the VLE access frequency; assess the influence of users' computer skills on the VLE access frequency; and assess the importance and impact that students consider the VLE to have on supporting the course units they attend. In the light of the results obtained and considering the VLE used in the sample institution, we highlight that the majority of students accesses the VLE on a daily basis, no significant differences were found regarding VLE access according to users' computer skills, and the most valued aspects of the VLE were: checking exam results and receiving teachers' messages or notices.
Local Norms in CALL Language Practice
Authors: White Jonathan R.
Published: December 2018

This article presents an investigation into what norms are negotiated in a CALL classrooms by non-native speakers of English who are Internet novices. There is an on-going debate regarding the status of non-native speaker norms. Although there is more and more recognition that they are valid learner targets, native speaker norms are still reported to have the highest status for learners. Internet language use, though, has led to a change in the perception of norms, as communities of non-native speakers can set their own norms over those of native speakers. Data are analysed from academic textchat seminars which show that a community of inexperienced Internet users set their own norms, which go directly against their L1 community cultural norms of respect towards teachers. This paper proposes that it is an affordance of CALL environments that they can do this. This work is further evidence that it is smaller discourse communities that set norms separate from those of larger geo-political national communities.
Open Educational Resources and Open Language Learning for Taiwanese Adult Learners
Authors: Lin Yu-Ju , Kim ChanMin
Published: December 2018

The Internet offers easy access to open resources, especially for educational use. However, the quality of open resources has been constantly criticized (). The purpose of this study was to examine English-as-a-Second-Language (ESL) open educational resources (OERs) and to make recommendations for designing ESL OER websites that supported open language learning. Both the ESL learning (i.e. motivation, learning styles, and learning beliefs) and technical (i.e., the usability of websites in consideration of the three essential components: information, interaction, and interface) aspects were investigated in this study. The study findings showed that the following elements were important in both ESL learning and technical aspects: prior experience, ESL learning characteristics, and ESL learning beliefs. Based on these findings, recommendations for ESL OER web design and implications for open language learning are elaborated.
The Design of Immersive Virtual Learning Environments Utilizing Problem-Based Learning Templates
Authors: Russell Donna
Published: December 2018

The purpose of this chapter is to describe the design of template for the design of an immersive virtual learning environment that includes collaborative learning virtual worlds as problem-solving scenarios that engage students in virtual explorations of worlds. The problem-based learning 3d model incorporates a curriculum design model that includes a real-world issue that correlates to the virtual scenarios or games. This virtual PBL design model also includes a learning assessment process that utilizes sociocultural learning theories to develop an ongoing feedback model for assessment of learning in a 3d problem-based learning environment. This problem-based learning model combines the benefits of games, such as high-levels of learner engagement, real-life simulations, with research on cognition and instructional design to create a design model that can be modified to develop advanced knowledge, skills and concepts in multiple educational settings.
The Effectiveness of Multiple Media Tools in L2 Listening
Authors: Kang Tingting
Published: December 2018

Due to the nature of listening, multiple media tools (e.g., audiocassette players, radio, video, multimedia, and language laboratory) have been utilized in second language (L2) listening instruction for a long time. This chapter recruited the most recently published empirical studies and meta-analyzed available evidence on the effects of different multiple media tools on L2 listening comprehension. The results revealed a medium-to-large effect of multiple media tools on listening comprehension in between-group designs (Cohen's d = .69). The effects of individual multiple media tools have also been statistically synthesized. Further, moderator analysis could help L2 educators and test developers make decisions on applying different multiple media tools in the fields of L2 instruction and assessment. Specifically, subtitles (in the first language/L1) /captions (in the source language/L2), as well as self-regulated listening and slow speed, are recommended to teachers and test developers as a means to improve learners' listening comprehension. In the end, this chapter concludes by identifying potential areas for future research.
The Impact of Individual Differences on Students' Perception of Writing Practice in Blogosphere
Authors: Nami Fatemeh
Published: December 2018

Over the past few decades, weblogs have widely made their way into English as a foreign language (EFL) teaching and learning. Despite this growing research on the educational values of weblogs, the impact of individual differences on students' perception toward blogging has been rarely explored. In an attempt to fill this gap, the present case study reports on the impact of individual differences on 28 BA level, Physics, Chemistry, and Biology major students' perceptions of English writing practice in blogosphere. Data was collected from participants' responses to a post-course written interview. Adopting qualitative and quantitative data analysis procedures, it was observed that English language proficiency significantly influenced students' perceived effectiveness of writing practice in the classroom blog. The findings of this study offer several practical implications for research on weblog-enhanced language learning.
VR-Based Gamification of Communication Training and Oral Examination in a Second Language
Authors: Reitz Liesa , Sohny Aline , Lochmann Gerrit
Published: December 2018

The authors present a novel way of oral language training by embedding the English as a foreign language (EFL) learning process into a generic 3D Cooperative Virtual Reality (VR) Game. Due to lack of time, resources and innovation, the language classroom is limited in its possibilities of promoting authentic communication. Therefore, the researchers investigated how to induce a VR setting with information gaps, for which they designed a template which intrinsically promotes communication and the students' confidence in using EFL. Thereby, VR enables the simulation of real life situations, creating both comfortable and authentic training environments. The game content is based on the internationally approved Graded Examination in Spoken English (GESE) Trinity Exam and can be adapted to the needs of the learners or the given curricula. The empirical analysis shows that the designed game trains the students' communication skills, evoking a high amount of speech and a qualitative linguistic output.
Socrative
Authors: Vasconcelos Sandra Vieira , Balula Ana
Published: December 2018

Focusing on the use mobile devices to promote language learning, this chapter documents the use of the student response system Socrative in two German courses taking place at two different Portuguese higher education institutions. It is divided into three different sections. After establishing the project's theoretical framework, the authors analyse its implementation and present findings, based on users' perceptions and test results. Aiming at understanding the role mobile devices can play in promoting students' long-term content retention, this research achieved promising results, not only by confirming students' expectations towards mlearning, but also by suggesting that mobile initiatives can have a positive effect in motivating students and promoting engagement, change and innovation. Overall, students achieved positive results, with data providing educators with indicators and insights on learner's learning strategies and progress.
Intelligent Design of Captions in Interactive Multimedia Listening Environments
Authors: Turel Vehbi
Published: December 2018

In this chapter, 48 language learners' perceptions towards the presence of captions at the first listening (i.e. the while listening stage) in an IME that aimed to enhance the language learners' listening skills as a part of learning English as a second language were investigated. The language learners were autonomous intermediate (and upper intermediate) non-native speakers (NNSs). The results reveal that captions should not be available at the while-listening stage in IMEs for FLL/SLL. The availability of the captions at the while-listening stage in IMEs for FLL/SLL seems to make language learners rely on captions. Instead, the unavailability of the captions at the while-listening stage in IMEs for FLL/SLL seems to: (1) help language learners to focus on listening texts, (2) encourage language learners to try to understand listening texts without captions help and (3) encourage and motivate language learners to listen to / view the listening texts more.
Technology Use and Acceptance Among Pre-Service Teachers of English as a Foreign Language
Authors: Rahimi Mehrak , Miri Seyed Shahab
Published: December 2018

This chapter reports two case studies done in a teacher training university to find the effects of two technology-based learning environments on learning and technology acceptance of pre-service teachers of English as a foreign language. In the first case, a learning management system was used to support writing ability in a writing course. In the second case, the effect of an educational blog on increasing phonological awareness was probed into. Both studies adopted a pretest-posttest control and experimental group design. The results revealed that, while controlling for the participants' entry-level ability, the experimental group outperformed the control group in their final assessment. Perceptions of those who experienced technology-based environments were assessed by a questionnaire and a semi-structured interview. It was found that most participants enjoyed using both technologies for learning, accepted them as valuable educational sources, and preferred to extend using them into other university courses.
Mobile Assisted Language Learning Experiences
Authors: Kim Daesang , Ruecker Daniel , Kim Dong-Joong
Published: December 2018

The purpose of this study was to investigate the benefits of learning with mobile technology for TESOL students and to explore their perceptions of learning with this type of technology. The study provided valuable insights on how students perceive and adapt to learning with mobile technology for effective learning experiences for both students and teachers. The authors conducted a convergent mixed methods design to achieve the research objectives. Three critical and practical recommendations for effective mobile learning experiences were scrutinized for design and implementation of Mobile Assisted Language Learning (MALL): effective instructional strategies, training or professional workshop development, and ongoing technical support and assistance.
Incorporating LINE Smartphone Affordances
Authors: Wu Pin-Hsiang Natalie , Marek Michael
Published: December 2018

This study used MALL technology to mediate a collaborative learning environment focused on cross-cultural understanding. Research questions addressed the participants' perceptions about the role of the English language today, the use of technology to assist language learning, their attitudes about studying English via cross-cultural interaction, and their perceptions leading to instructional technology design best practices for English learning activities using LINE. Students from Japan and Taiwan wrote collaborative 700 word essays, collaborating via the LINE smartphone app. Data collection used a survey, open-ended questions at the conclusion of the study, and analysis of the actual essays. The instructional design was shown to be successful in fostering beneficial responses by the participants and a strong willingness to engage in future international communication. The affordances provided by LINE are analyzed, and best practices offered for using LINE as a platform for learning.
Vocabulary Learning and Consolidation With Mobile Application
Authors: Wang Dongshuo , Zou Bin , Xing Minjie
Published: December 2018

Language learners at all levels need a way of recording and organising newly learned vocabulary for consolidation and for future reference. Listing words alphabetically in a vocabulary notebook has been a traditional way of organising this information. However, paper-based notes are limited in terms of space (learners often run out of space for certain categories; for others the space might be unused) and time (handwritten pages deteriorate over time and cannot easily be updated). Organizing vocabulary in more meaningful categories might make it easier to learn. Textbooks, for example, often introduce new vocabulary thematically. Words can also be organised according to their grammatical class or characteristics, their real world category (e.g. modes of transport, means of communication), their phonological pattern, their etymological elements, or according to when/where they were learnt. This research experiments how the mobile learning of a lexical spreadsheet can be used for the consolidation of and reference to new vocabulary. Offering the learner multiple ways of organising vocabulary at the same time – combining all of the approaches mentioned above, the resource can easily be modified and updated. Importantly, in keeping with autonomous learning theory, the spreadsheet is designed to encourage learners to take more responsibility for their own vocabulary learning and to approach this process more systematically. The resource can be used from any mobile smart phone, tablet or i-Pad.
ICT and Language Learning
Authors: Naqvi Samia , Al Mahrooqi Rahma
Published: December 2018

Technology-enriched classrooms have been claimed to produce enhanced learning opportunities for foreign language students. These technologies can be integrated into language teaching and learning inside the classroom or used for independent learning by students outside it. This study involves the use of digital-videos in Middle Eastern English as a Foreign Language (EFL) classrooms. It attempts to explore if using technology creatively in language teaching has the potential to enhance communication skills and other sub-skills in EFL classes. Omani EFL students, working in small groups, created commercials for products they chose to design and promote using digital videos. These were then presented to the class while each group was responsible for collaboratively writing a report the presentation of a commercial product and wrote about their experiences. Using data collected mainly from student questionnaires, this article reports on this experience from the points of view of students.
Writing and Culture in CALL
Authors: Llopis-García Reyes , Vinagre Margarita
Published: December 2018

This chapter discusses the importance of writing as a key ability to address in the foreign/second language classroom. The need to design and implement projects and tasks that foster authentic cultural learning through the meaningful use of written production is addressed, and a project that meets these criteria is presented. This email tandem exchange project was conducted between 94 intermediate-level students (47 pairs) from Columbia University/Barnard College in New York and the Universidad Autonóma de Madrid in Spain during the Fall Semester 2010 (and subsequently in 2011 and 2012). There were several goals to this project: to help improve students' writing skills; to encourage them to learn about culture through authentic and real exposure to the target language (TL onwards, understood as “direct contact with a native speaker”); to foster progress in their use of the TLs through peer-to-peer corrections; and to take an active part in their own learning through self-assessment. Based on students' opinions, this project had a very positive impact on the way they viewed the foreign/target culture on both sides of the Atlantic. It also helped them enhance their written proficiency and acquire a new lexical mastery that would have been impossible through the limited and less-real scope of the classroom.
An Investigation Into Chinese College English Teachers' Beliefs of Students' Web-Based Informal Language Learning
Authors: Jiang Jiahong
Published: December 2018

With the rapid development of information and technology, language learners have more ways to acquire the target language. Recently, WILL has gained popularity, for informal web-based learning of English has been depicted as a process driven by the purpose of communication. Thus, teachers have many challenges when teaching learners who have experienced informal online language learning. Therefore, teachers may change their teaching strategies in order to achieve their teaching effectiveness. The present study investigated 30 Chinese in-service college English teachers' beliefs of WILL in order to provide for teachers the insight into the current consciousness language teachers should have of these practices.
Attitudes of Adult EFL Learners Towards Preparing for a Language Test via CALL
Authors: Bekleyen Nilüfer , Çelik Serkan
Published: December 2018

The present study focuses on the attitudes of adult language learners towards an Internet-based computer program designed to prepare the users for a language test. The participants were the attendees of a YDS (National Foreign Language Examination offered by the Turkish Council of Higher Education) preparation course which was conducted at a state university in Turkey. Sixty participants contributed to the study. Their attitudes towards Computer Assisted Language Learning (CALL) were measured via two different instruments: a questionnaire and an interview. The results indicated that lower level learners had significantly better attitudes towards CALL compared to higher level learners. In general, the participants found computers to be more interesting, motivating and encouraging but did not consider the traditional classroom teaching substitutable with CALL. The findings revealed no significant changes pertaining to the participants' attitudes towards CALL after their language learning experience with computers for four months.
Mothers' Attitudes Toward the Use of CALL for Their Children's English Learning
Authors: Hasani Masoumeh
Published: December 2018

In this chapter the attitude of mothers to the use of computer-assisted language learning (CALL) in their children's language learning was investigated. 118 Iranian mothers were selected based on convenient sampling. Their attitude towards CALL was assessed by a 12-item questionnaire. The result of data analysis revealed that generally mothers have roughly positive attitudes towards CALL. Significant differences were reported when mothers with higher education were compared with those mothers who did not have university degrees. However, gender, age, and mother's profession did not have any role in their attitudes towards CALL.
The Effects of Video Projects on EFL Learners' Language Learning and Motivation
Authors: Huang Hsin-chou
Published: December 2018

This study examined the language learning and motivational and effects of a video project, including students' perceptions of the processes, and the impact of peer evaluations. Forty-three intermediate EFL learners in Taiwan communicated their thoughts in multimodal formats by producing a video that involved searching online materials and integrating music and pictures to illustrate their ideas. Results from a one-way ANOVA showed that the language learning effects were more obvious in the low proficiency group than in the high proficiency one. Results from t-test analyses of pre- and post- motivation questionnaires showed that students increased their learning motivation, and interview data showed that students felt that making videos boosted their confidence and improved their technological capability. An examination of peer assessments of videos showed that they promoted peer learning and encouraged self-reflection. This study's findings support the adoption of video projects with lower proficiency students in order to stimulate language production.
Facebook Discussion to Enhance English Learners' Metacognitive Strategies
Authors: Yang Pei-Ling
Published: December 2018

The present study aims to investigate the effect of Facebook discussion on EFL learners' metacognitive strategy application. Various language learning strategies suggested in many studies have a positive and significant influence on learners' academic accomplishment. However, there is little research on how to promote the learners' learning strategy applications through the assistance of social networking. Social networking has been drawing huge attention in different research fields. Especially in higher education, it has been applied to promote learning, interaction, and engagement. Thus, in this study, 83 EFL college learners are recruited to participate in the Facebook discussion for the purpose of examining whether learning contexts would have an influence on learners' strategy applications, especially the metacognitive strategies. After a semester's study, the participants in the Facebook discussion group reported to apply more metacognitive strategies and most of them have positive attitudes towards the Facebook-assisted discussion.
Vocabulary CALL for Young ESL/EFL Learners
Authors: Handley Zöe
Published: December 2018

This chapter presents a systematic review of empirical research on vocabulary CALL for primary and secondary learners of English as a foreign or second language published between 2004 and 2013. Twenty-two studies were identified, the majority of which focused on the use of multimedia to communicate the meaning of lexical items and mobile devices to provide “anytime anywhere” vocabulary training, and found a beneficial impact of the use of technology on vocabulary learning. However, while some of the studies provided a theoretically grounded rationale for their choice of technology, the design of some of the studies was found to limit their usefulness in terms of furthering our understanding of Second Language Acquisition (SLA) and building up an evidence base to inform the design of future vocabulary CALL. The chapter concludes by highlighting examples of studies that were found to contribute to furthering our understanding of CALL and SLA.
The Future of Assessment for Personalized Naturalistic Learning
Authors: Reinerman-Jones Lauren , Goodwin Martin S. , Goldberg Benjamin
Published: December 2018

Education in general has transcended boundaries of a physical classroom and given rise to the phenomenon of ubiquitous learning (u-learning) and the ability to access knowledge on-demand. To understand the effect of learning as it is evolving, the present chapter puts forth a framework of formal, non-formal, and informal virtual learning environments discussed on the basis of nine components. As the learning environment changes, the role of assessment within this new learning paradigm must be reconsidered. The chapter concludes with a discussion of integrating assessment into intelligent tutoring systems and the importance of designing such systems as open architecture for accommodation of a variety of domains.
Emerging Models of Practice in Flipped English Language Arts Classrooms
Authors: Cockrum Troy
Published: December 2018

This chapter reviews various flipped classroom models with particular focus on documenting them for further study and development. Much of the current research and popular news coverage regarding flipped classrooms only addresses one model; however, with multiple models in practice we have an incomplete picture in popular and academic literature of how the flipped classroom is being used by K-12 teachers. This chapter uses publications and blog posts to identify the multiple models of flipped English language arts (ELA) as they are documented by practitioners. Each model is categorized and defined in order to provide a better understanding for future practice and research, as well as determine common terminology. This chapter serves to alleviate the concerns that the current research and popular press are not accurately representing the flipped classroom. By identifying variations of the model and providing further recommendations on ways to advance the model, a more accurate picture can be documented.
The Impact of Parental Substance Abuse on Children
Authors: Dandona Anu
Published: December 2018

Substance abuse is a difficult situation for anyone to deal with, but the problem is compacted when children are involved. Parents who are substance abusers may knowingly or unknowingly be causing a number of problems for their child. Substance abuse in a parent can lead to child abuse and neglect. A child can develop anxiety; this can include overachievement, constant need to please others, fear of harm coming to the family, and concern about getting home on time. Children can experience depression including symptoms like fatigue, listlessness, and no interest in pleasurable activities. For a child with a parent who abuses drugs or alcohol, there is a strong likelihood they will experience psychosomatic illness and complaining often about not feeling well. The child may also show behaviours evident of regression, including thumb-sucking, enuresis and infantile behaviour. Phobias can occur, which sometimes are about attending school. Some additional effects on a child can include low self-esteem and social isolation. These can encompass difficulty making decisions, self put downs, reluctance to try new activities, keeping to one's self, no friends and avoiding peer contact. This chapter aims to describe and increase awareness of the harmful effects of parental substance abuse on children. Therefore, the trends in substance abuse are being discussed to give the reader an understanding of the widespread and complex social phenomenon and the ones most affected; the children.