ethanporcaro/eric-fulltext-meta huggingface dataset:
Mobile-Assisted Language Learning: Designing for Your Students
Author: Palalas, Agnieszka
Date: 2011-00-00
Type: Reports - Research
Subjects: Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology,English (Second Language),Second Language Learning,Listening Skills,Instructional Design,Foreign Countries,Qualitative Research,Statistical Analysis,Focus Groups,Electronic Mail,Online Surveys,College Students,Student Attitudes,Teaching Methods

Mobile-assisted language learning (MALL) can augment second language teaching and learning by taking it into the real world. Authentic communicative situations in conjunction with the cultural artefacts and metalinguistic clues offered by the context can promote active learning; however, as respondents of the study presented in this chapter observed, this dynamic process of situated learning has to be supported by access to peers and facilitators, information and linguistic resources, as well as tools for capturing and distributing linguistic information. Moreover, out-of-class language learning has to be guided by a relevant pedagogical task which encompasses language-in-action activities and motivates students to work and communicate with others. When interacting with others in a sociocultural milieu of the real world, students can rely on mobile technology to provide the necessary cultural artefacts and tools. This chapter reports on a design-based research (DBR) study seeking to enhance English as second language (ESL) students' aural skills with help of mobile devices. Owing to the comprehensive feedback from an interdisciplinary group of students, the design of our MALL solution has evolved from a set of podcasts to a suite of learning tools which enable access to a networked community of practice and other resources required for the completion of language tasks. [For the complete volume, &quot;Second Language Teaching and Learning with Technology: Views of Emergent Researchers,&quot; see ED574599.]
Dynamically Assessing Written Language: To What Extent Do Learners of French Language Accept Mediation?
Author: Thouësny, Sylvie
Date: 2011-00-00
Type: Reports - Research
Subjects: French,Second Language Learning,Second Language Instruction,Computational Linguistics,Cognitive Development,Teaching Methods,Student Evaluation,Novices,Intervention,Evaluation Methods,Writing Evaluation,Writing Instruction,College Students,Computer Assisted Instruction,Error Correction,Feedback (Response),Statistical Analysis

In contrast to standardised assessment, dynamic assessment (DA) simultaneously combines teaching and assessment activities. The key difference between standardised and dynamic approaches lies in the fact that, in the latter, an expert is allowed to provide assistance to a novice during the assessment process. Mediation, whether in the form of interventions or in the form of negotiated interactions between mediators and learners, aims not only to help learners complete the task, but also to promote their cognitive development. Whilst an approach to dynamic assessment implies the mediator's participation, it is equally important to note the involvement of the learner during this process. However, the way in which learners contribute to dynamic assessment tends to be overlooked by researchers. This chapter examines a relatively small corpus of 14 language learners' written texts, who were asked to correct themselves with and without assistance by means of a computer-based application. It then investigates how learners responded to interventions, and how they negotiated mediation in terms of acceptance and refusal. Results not only show that learners' acceptance of mediation is unsystematic, but also demonstrate that learners may refuse and argue the mediation offered. [For the complete volume, &quot;Second Language Teaching and Learning with Technology: Views of Emergent Researchers,&quot; see ED574599.]
A Design for Intercultural Exchange--An Analysis of Engineering Students' Interaction with English Majors in a Poetry Blog
Author: Bradley, Linda
Date: 2011-00-00
Type: Reports - Research
Subjects: Poetry,Intercultural Communication,Translation,Second Language Learning,Engineering Education,Majors (Students),English (Second Language),Collaborative Writing,Computer Mediated Communication,Intercultural Programs,Native Speakers,English,College Students,Interdisciplinary Approach,Student Attitudes,Group Discussion,Graduate Students,Undergraduate Students,Literature Appreciation,Foreign Countries,Electronic Publishing

Web based writing platforms allowing for exchanges across the world are increasingly being used in education. These recent forms of textual practice are highly related to conditions offered by the technology, allowing users, who previously were primarily consumers, to become producers of text. This chapter investigates student interaction over a blog in an intercultural student exchange between native speakers and nonnative speakers of English in higher education analysing and interpreting poetry. The groups of students involved in this study belong not only to different academic disciplines, but also differ in terms of nationality and language background. In the blog posts, the students' cultural voices are heard, offering a meeting between very contrasting groups. Scrutinising the student postings, the threaded discussions show ways that students thematise content and meaning in the poems. The results show that there are a number of features at play in an intercultural environment where language and translation issues are prominent parts of the student discussions, offering extended perspectives to the students' initial views. Collaborative efforts in such a diverse environment are important when negotiating meaning and extending students' understanding of poetry. [For the complete volume, &quot;Second Language Teaching and Learning with Technology: Views of Emergent Researchers,&quot; see ED574599.]
Self-Assessment and Tutor Assessment in Online Language Learning Materials: InGenio FCE Online Course and Tester
Author: Sevilla-Pavón, Ana
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Self Evaluation (Individuals),Evaluation Methods,Student Evaluation,Online Courses,Second Language Instruction,English (Second Language),Foreign Countries,Reading Skills,Writing Skills,Listening Skills,Speech Skills,Educational Technology,Technology Uses in Education,Feedback (Response),Computer Assisted Testing

This chapter addresses different modalities of assessment, provides an overview of the assessment processes of the basic skills (reading, writing, listening and speaking) tested by the Cambridge First Certificate in English (FCE) examination, and explores the ways in which the FCE Online Course and Tester--the resources provided through the InGenio CALL authoring shell, content manager and courseware delivery platform--contribute to the effectiveness and efficiency of the assessment of those skills. These materials are flexible enough to be adapted to different degrees of learning autonomy, thus allowing students to assess their own progress while enabling their learning process to be monitored by a tutor or a teacher in those cases where the materials are used by them as a complement for their language lessons. Such is the case of some teachers at the Universidad Politécnica de Valencia (UPV) who are already successfully making use of some of the materials published through InGenio as a way to include additional contents and monitor and assess their students' achievements and progress. One of the most important features concerning these online language learning materials is that they allow students to choose between two main modalities of assessment, one of them enabling them to supervise their own learning process; and the other one leading to the development of their autonomy and sense of responsibility while getting support from a tutor or teacher. [For the complete volume, &quot;Second Language Teaching and Learning with Technology: Views of Emergent Researchers,&quot; see ED574599.]
QuickAssist: Reading and Learning Vocabulary Independently with the Help of CALL and NLP Technologies
Author: Wood, Peter
Date: 2011-00-00
Type: Reports - Research
Subjects: Vocabulary Development,Computer Assisted Instruction,Natural Language Processing,German,Courseware,Second Language Learning,Second Language Instruction,Stereotypes,Independent Study,Advanced Courses,Teaching Methods,Dictionaries,Indexes,Web Sites

Independent learning is a buzz word that is often used in connection with computer technologies applied to the area of foreign language instruction. This chapter takes a critical look at some of the stereotypes that exist with regard to computer-assisted language learning (CALL) as a money saver and an easy way to create an &quot;independent&quot; learning environment. It will also look at what currently available tutorial CALL is able to offer and at how to assess users' independence in this environment. The chapter establishes a working definition of learner independence and shows that tutorial CALL is currently only able to help learners become independent to a limited extent. A paradigm shift in language teaching aimed at promoting learner independence necessitates a shift in the design of dedicated CALL software. As an example of how natural language processing (NLP) technologies can be used to promote independent language learning at an advanced stage, the paper briefly presents QuickAssist, an application which enables learners to work with a German text of their choice using a set of NLP tools, and reports on some findings of a user study. [For the complete volume, &quot;Second Language Teaching and Learning with Technology: Views of Emergent Researchers,&quot; see ED574599.]
Computer-Mediated Negotiated Interactions: How Is Meaning Negotiated in Discussion Boards, Text Chat and Videoconferencing?
Author: Sarré, Cédric
Date: 2011-00-00
Type: Reports - Research
Subjects: Computer Mediated Communication,Videoconferencing,Feedback (Response),Comparative Analysis,English for Special Purposes,Second Language Learning,Second Language Instruction,Masters Programs,Graduate Students,Biology,French,Native Language,Error Correction,Foreign Countries,Teaching Methods,Statistical Analysis

Despite the amount of published research on the use of text-based computer-mediated communication (CMC) in second language acquisition (SLA), very little attention has been paid to voice-based CMC (audioconferencing and videoconferencing) and to how it compares with the better known text-based CMC modes. This chapter investigates and compares the potential of three different CMC modes (discussion board, text chat and videoconferencing) to foster negotiated interactions (negotiation of meaning routines and negative feedback), as well as the influence of task type on such interactions. From the analysis of the interactions generated by the completion of meaning-focused tasks as part of an online module of English for specific purposes (ESP) aimed at first year Master's Degree Biology students (French non native speakers (NNSs) of English), this study demonstrates that closed tasks fostered more negotiation work than open tasks, and that all three CMC modes gave rise to negotiation of meaning. However, significant differences were highlighted between the three CMC modes under study: overall, videoconferencing was conducive to a lot more negotiation of meaning than the other two CMC modes, and discussion board interactions did not generate any corrective feedback. [For the complete volume, &quot;Second Language Teaching and Learning with Technology: Views of Emergent Researchers,&quot; see ED574599.]
Introduction on Views of Emergent Researchers in L2 Teaching and Learning with Technology
Author: Thouësny, Sylvie
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Second Language Instruction,Educational Technology,Technology Uses in Education,Teaching Methods,Electronic Publishing,Web Based Instruction,Higher Education,Evaluation Methods,Online Courses,Telecommunications,Handheld Devices,Engineering Education,Majors (Students),English (Second Language),Sociolinguistics,Cultural Awareness,Written Language,French,Videoconferencing

Although technology has become embedded in our everyday life, researchers and practitioners constantly strive to find ways of incorporating technology in education, with language learning being one of those fields (Garrett, 2009). Numerous publications on this subject are available, mostly on condition that one is affiliated with a university, and that this university subscribes to a broad spectrum of publications. With the aim of widening free access research publications, we have elaborated a peer-reviewed eBook published under a Creative Commons licence which provides not only protection but also freedom for authors and editors. Young researchers from a variety of countries participated with a chapter of their ongoing projects. The themes approached within these projects represent topical areas of language learning and teaching, and technology within collaborative, personal and virtual learning environments. After providing an overview of the steps taken to develop this eBook project, this chapter gives a brief account of the innovative applications of technology in second language teaching and learning found in the eBook. [For the complete volume, &quot;Second Language Teaching and Learning with Technology: Views of Emergent Researchers,&quot; see ED574599.]
Developing Sociolinguistic Competence through Intercultural Online Exchange
Author: Ritchie, Mathy
Date: 2011-00-00
Type: Reports - Research
Subjects: Sociolinguistics,Intercultural Communication,Computer Mediated Communication,Guidelines,Foreign Countries,Second Language Learning,Second Language Instruction,Standards,French,Native Speakers,Qualitative Research,Cultural Awareness,Language Variation,Metalinguistics,Computational Linguistics,Language Usage,Discourse Analysis,Contrastive Linguistics,Management Systems

The main goal of this study was to investigate whether computer-mediated communication (CMC) intercultural exchange offers the conditions necessary for the development of the sociolinguistic competence of second language learners. Non-native speakers (NNS) of French in British Columbia interacted through CMC with native speakers (NS) of French in Quebec over the course of one university semester. Drawing on the sociocultural perspective, this study used a qualitative approach to analyse the collected data. The data included the transcripts of text-based chat discussions and of a discussion forum. The framework used to guide the sociolinguistic inquiry consisted of The Common European Framework of Reference for Languages (Council of Europe, 2001). The findings of this study suggest that intercultural CMC exchange offers positive conditions for the development of the sociolinguistic competence. NNS were exposed to stylistic variation and made minor changes in their use of sociolinguistic elements, showing that they developed sensitivity to the vernacular style used by NS. The results also allow for a general description of the sociolinguistic elements involved in this type of exchange. [For the complete volume, &quot;Second Language Teaching and Learning with Technology: Views of Emergent Researchers,&quot; see ED574599.]
Second Language Learning by Exchanging Cultural Contexts through the Mobile Group Blog
Author: Shao, Yinjuan
Date: 2011-00-00
Type: Reports - Research
Subjects: Second Language Learning,Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Web 2.0 Technologies,Electronic Publishing,Web Sites,Foreign Countries,Diaries,Foreign Students,Student Attitudes,Language Usage,English (Second Language),Chinese,Interaction,College Students

Although much attention has been devoted to learning a second language in the authentic language environment, learners still have limited opportunities to stay there for a longer time. The internet has opened up a gateway for learners to a virtual foreign world while mobile technology is bringing more features from the real world. In this study we explored the use of a mobile group, recording and sharing learners' real experiences in the target culture, and helping learners who are far away from the target language surroundings to enhance the understandings of 'real' language use in &quot;real&quot; culture. Two studies were conducted separately with two different groups physically in the learners' own country and the target language country. The contexts of the real culture have been delivered and discussed within these two groups. Results show a spontaneous shift from using native language to second language in the target culture and students' learning motivation and language efficacy have been improved. [For the complete volume, &quot;Second Language Teaching and Learning with Technology: Views of Emergent Researchers,&quot; see ED574599.]
Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach
Author: Laakkonen, Ilona
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Student Centered Learning,Constructivism (Learning),Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Foreign Countries,Web 2.0 Technologies,Information Technology,Teaching Methods,Program Descriptions

The chapter discusses the potential of personal learning environments (PLE) based on Web 2.0 applications for language courses in higher education (HE). This novel approach to the use of information and communication technologies (ICT) in education involves learners in the design of learning environments, tools and processes. The chapter begins with an introduction to the concept of PLEs and identifies drivers behind its increasing popularity. It discusses the multiple ways in which the concept has been understood and applied, and demonstrates the manner in which its principles resonate with developments in the field of computer-assisted language learning (CALL). The chapter will present the F-SHAPE project. This is a project which is being carried out in the University of Jyväskylä Language Centre and which investigates the integration of elements of the PLE concept into higher education language courses through cooperation with researchers, teachers, administrators and students. The application of a highly constructivist and learner-centred approach in the context of formal education is not without problems. Opportunities and challenges that will manifest themselves through this approach will be considered from the perspective of pedagogy, technology, students, and teachers. [For the complete volume, &quot;Second Language Teaching and Learning with Technology: Views of Emergent Researchers,&quot; see ED574599.]
Navigating the Intersections of the Mckinney-Vento Act and Individuals with Disabilities Education Act: Coordination to Help Homeless Children and Youth with Disabilities. Best Practices in Homeless Education Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Homeless People,Federal Legislation,Disabilities,Student Needs,Barriers,Special Education,Disability Identification,Student Evaluation,Clinical Diagnosis,Access to Education,Student Mobility,Student Records,Parent Role,Equal Education,Educational Legislation,Cooperative Planning

Each year, over 1.2 million children and youth identified as homeless in the nation's schools experience the educational disruption that is caused by not having a safe and stable place to live (NCHE, 2014). Homeless children and youth face educational challenges that include a lack of basic necessities, such as food, clothing, and medical services; discontinuity of education due to mobility; and trauma caused by the chaos, poverty, and instability of their family's circumstances, or in the case of an unaccompanied homeless youth, their own circumstances. Many homeless children and youth have disabilities that create additional challenges for educational progress. Educational barriers homeless children and youth with disabilities face include: (1) not being identified as needing special education services; (2) difficulty with diagnosis due to mobility and other stressors; (3) lack of timely assessment, diagnosis, and service provision; (4) lack of continuity of services due to school transfers; (5) lack of timely or efficient records transfer when enrolling in a new school; and (6) lack of an available parent or surrogate to represent the child or unaccompanied youth. Coordination between education for homeless children and youth (EHCY) programs, which implement the McKinney-Vento Act, and special education programs, which implement IDEA, is key to ensure that homeless children and youth with disabilities receive the full range of services to meet their complex needs. Yet, many school districts or local educational agencies (LEAs) struggle with aligning laws, policies, and practices across programs to best meet the needs of these students. This brief offers some practical strategies to help local homeless education liaisons (subsequently referred to as local liaisons) and special education program administrators create a coordinated approach to serve homeless children and youth with disabilities. Drawing on good practices shared for over a decade, including a policy forum hosted in 2008 by the National Center for Homeless Education (NCHE) and the National Association of State Directors of Special Education, the brief features a collaborative process that will enable local EHCY and special education staff to work through complex issues from an administrative and policy perspective. [For the earlier report: &quot;Navigating the Intersections of IDEA and McKinney-Vento: A Problem-Solving Process. Best Practices in Homeless Education,&quot; see ED522241.]
Supporting School Success for Homeless Children of Veterans and Military Service Members. Best Practices in Interagency Collaboration Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Veterans,Military Personnel,Children,Student Rights,Student Needs,Federal Programs,Financial Support,Eligibility,Access to Education,Public Education

According to research (Fargo et al, 2012) and federal data (U.S. Department of Housing and Urban Development [HUD], 2015), veterans experience homelessness at a higher rate than non-veterans. Many veterans experience homelessness as individuals, while others experience homelessness with their families (2015), which may include school-age children. This brief provides educators and service providers with needed information about the educational rights of and supports available to children and youth experiencing homelessness, including homeless children of veterans and military service members, under Subtitle VII-B of the McKinney-Vento Homeless Assistance. The brief also provides an overview of federal programs that target services specifically to the families of veterans with school-age children.