Miller / Wu Language Learning with Technology

Perspectives from Asia
1. Auflage 2021
ISBN: 978-981-16-2697-5
Verlag: Springer Nature Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 241 Seiten

Reihe: Education (R0)

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. 

Lindsay Miller is an Associate Professor in the English Department at the City University of Hong Kong where he teaches courses in learning styles and strategies, materials development and critical pedagogy on BA and MA programmes. He is also the PhD coordinator. He has worked in primary, secondary and tertiary level educational establishments in the UK, the Middle East, Thailand and Hong Kong. He has published widely and is the co-author of Establishing Self-Access: From Theory to Practice (1999), with D, Gardner; Second Language Listening: Theory and Practice (2005), with J. Flowerdew; Managing Self-Access Language Learning (2014), with D. Gardner, and English in the Disciplines: A Multidimensional Model for ESP Course Design (2019), with C.A. Hafner.
Junjie Gavin Wu is an Assistant Professor of Applied Linguistics at Shenzhen Technology University. He received international awards and scholarships from the 18th World Conference on Mobile and Contextual Learning, GLoCALL 2019 International Conference, City University of Hong Kong, the Hong Kong Association for Applied Linguistics, and AFS Germany. He currently serves on the committee of PacCALL International Association and helps organize GLoCALL International Conferences. Gavin has published widely on technology-enhanced language learning in internationally refereed journals, including Computer Assisted Language Learning, Journal of Education for Teaching, RELC Journal, Language in Society, TESOL Journal, TESL-EJ, The Journal of Asia TEFL, and CALL-EJ. 

Autoren/Hrsg.

Miller, Lindsay

Wu, Junjie Gavin

Inhaltsverzeichnis

1;Preface;5
2;Contents;9
3;Editors and Contributors;11
4;Part I;14
5;1 Moving Language Teaching and Learning from the Known to the Unknown;15
5.1;1 Introduction;15
5.2;2 Reflection: Guidance For an Unfamiliar Terrain;16
5.3;3 Inquiry: Language in Emergencies and Beyond;18
5.4;4 Rehearsal: Echoes of the Past;19
5.5;5 Outcomes: Open to Negotiation;20
5.6;6 Conclusion;21
5.7;References;22
6;2 Language Learning with Technology in the Classroom;25
6.1;1 Introduction;25
6.2;2 Towards an Ecological Approach to CALL;25
6.3;3 Environmental Factors in Language Learning with Technology;26
6.4;4 Innovation and Normalisation;27
6.5;5 The Study;28
6.5.1;5.1 Background;28
6.6;6 Course Design;31
6.6.1;6.1 Teacher’s Use of Technology;32
6.6.2;6.2 Students’ Use of Technology;33
6.7;7 Technology-Enhanced Activities in Class;34
6.7.1;7.1 Webquest (Reading Workshop);34
6.7.2;7.2 PowerDirector (Video Workshop);35
6.7.3;7.3 Google Docs (Writing Workshop);36
6.8;8 Discussion;37
6.9;Appendix 1;39
6.10;References;41
7;3 From In-Class to Out-Of-Class Learning: Mobile-Assisted Language Learning;43
7.1;1 Introduction;43
7.2;2 Mobile-Assisted Language Learning Pedagogical Frameworks;44
7.3;3 Technology in-Class to Out-of-Class;47
7.4;4 A Revised Production-Oriented Approach;48
7.5;5 Applying the Production-Oriented Approach;51
7.6;6 Students’ Perceptions and Performances in a WeChat-Based POA Project;54
7.7;7 Conclusion;57
7.8;References;58
8;4 Language Learning Aboard: Extending Our Understanding of Language Learning and Technology;61
8.1;1 Introduction;61
8.2;2 Information Ecology: An Ecological Perspective;63
8.3;3 Technology Use and Studying Overseas;64
8.4;4 The Present Study;65
8.5;5 The Stories of Two International Students in Sydney, Australia;66
8.5.1;5.1 Lily;67
8.5.2;5.2 Harry;70
8.6;6 L1 and L2 Technology Use: The Affordances and the Context;72
8.7;7 Conclusion;73
8.8;References;74
9;5 Narrative Inquiry into Teacher Identity, Context, and Technology Integration in Low-Resource ESL Classrooms;76
9.1;1 Introduction;76
9.2;2 Literature Review;77
9.3;3 Narrative Inquiry as a Strategy of Inquiry;78
9.4;4 The Teachers’ Narrative Accounts;79
9.4.1;4.1 Narrative Account 1: The Novice Digital Teacher;80
9.4.2;4.2 Narrative Account 2: The Digital Immigrant Teacher;81
9.5;5 Unpacking the Narratives;82
9.6;6 Implications for Teacher Education and Continuing Professional Development;84
9.7;7 Conclusion;85
9.8;References;85
10;Part II;88
11;6 Case Study 1, Thailand: “For the World to See and Learn”—Motivating Learners Through Purposeful Writing;89
11.1;1 Background;89
11.2;2 Case Study;90
11.2.1;2.1 Participants;90
11.2.2;2.2 The Academic Reading and Writing Course;91
11.2.3;2.3 Data Collection and Analysis;92
11.3;3 Results;93
11.3.1;3.1 Writing a Wikipedia Article;93
11.3.2;3.2 Supporting the Students’ Learning;94
11.3.3;3.3 The Students’ Orientations;95
11.4;4 Pedagogical Principles;96
11.5;References;98
12;7 Case Study 2, Hong Kong: Oral Presentations—Stories Behind Students’ Use of PowerPoint;99
12.1;1 Background;99
12.2;2 Case Study;100
12.2.1;2.1 Participants;100
12.2.2;2.2 Project Description;101
12.2.3;2.3 Data Collection and Analysis;102
12.3;3 Results;102
12.3.1;3.1 Pictures and Diagrams;103
12.3.2;3.2 Use of Bullet Points;105
12.3.3;3.3 Pictures and Texts;106
12.4;4 Pedagogical Principles;108
12.5;References;109
13;8 Case Study 3, Singapore: “To Blend or Not to Blend—That Is Not the Question”—Blended Delivery to ASEAN Teachers of English;111
13.1;1 Background;111
13.2;2 Case Study;112
13.2.1;2.1 Participants;112
13.2.2;2.2 Project Description;113
13.2.3;2.3 Data Collection and Analysis;116
13.3;3 Results;117
13.3.1;3.1 Benefits;117
13.3.2;3.2 Obstacles;118
13.3.3;3.3 Recommendations;119
13.4;4 Pedagogical Principles;120
13.5;References;121
14;9 Case Study 4, Japan: Incorporating Virtual Exchange into the English Communication Classroom;123
14.1;1 Background;123
14.2;2 Case Study;124
14.2.1;2.1 Participants;124
14.2.2;2.2 Project Description;125
14.2.3;2.3 Data Collection;126
14.3;3 Results;128
14.4;4 Pedagogical Principles;129
14.5;References;130
15;10 Case Study 5, Macao: Using Google Docs for Peer Review;132
15.1;1 Background;132
15.2;2 Case Study;134
15.2.1;2.1 Participants;134
15.2.2;2.2 Project Description;134
15.2.3;2.3 Data Collection and Analysis;135
15.2.4;2.4 Results;136
15.3;3 Pedagogical Principles;139
15.4;References;140
16;11 Case Study 6, Korea: Flipped Content Courses in the Korean Higher Education Context: Benefits and Challenges;142
16.1;1 Background;142
16.2;2 Case Study;143
16.2.1;2.1 Participants;143
16.2.2;2.2 Project Description;143
16.2.3;2.3 Data Collection and Analysis;146
16.3;3 Results;147
16.3.1;3.1 Benefits of Flipped Learning;147
16.3.2;3.2 Problems of Flipped Learning and Suggestions for Successful FL;148
16.4;4 Pedagogical Principles;150
16.5;References;151
17;12 Case Study 7, Brunei: Learners as Educators in the Virtual Absence of Authority;153
17.1;1 Background;153
17.1.1;1.1 Introduction;153
17.1.2;1.2 Framework for Analysis;154
17.2;2 Case Study;154
17.2.1;2.1 Participants;154
17.2.2;2.2 Task Description;155
17.2.3;2.3 Data Collection and Analysis;156
17.3;3 Results;156
17.3.1;3.1 Dimension 1: Self-Management;156
17.3.2;3.2 Dimension 2: Self-Monitoring;158
17.3.3;3.3 Dimension 3: Motivation;160
17.4;4 Pedagogical Principles;160
17.5;References;161
18;13 Case Study 8, Bangladesh: Ubiquitous Learning Through Technology—A Bangladeshi Story;163
18.1;1 Background;163
18.2;2 Case Study;165
18.2.1;2.1 Participants;165
18.2.2;2.2 Project Description;166
18.2.3;2.3 Data Collection and Analysis;168
18.2.4;2.4 Results;169
18.3;3 Pedagogical Principles;171
18.4;References;172
19;14 Case Study 9, Japan: Influence of Tasks on Student’s Interaction and Learning in a Telecollaboration Project Between Japan and Spain;174
19.1;1 Background;174
19.2;2 Case Study;175
19.2.1;2.1 Participants;175
19.2.2;2.2 Project Description;176
19.3;3 Results;182
19.3.1;3.1 Participation and Interaction in the Forums;182
19.3.2;3.2 Types of Learning in the Forums;183
19.4;4 Pedagogical Principles;184
19.5;Appendices;186
19.6;References;188
20;Part III;190
21;15 Using Eye Tracking to Investigate Strategies Used by ESL Learners in Reading a Scientific Text with Diagram;191
21.1;1 Introduction;191
21.2;2 Related Literature;192
21.3;3 The Present Study;193
21.4;4 Method;194
21.4.1;4.1 Participants;194
21.4.2;4.2 Materials;195
21.4.3;4.3 Procedures;195
21.4.4;4.4 Apparatus;196
21.5;5 Findings;196
21.5.1;5.1 Comparing the Findings of the Present Study with Jian and Wu’s Studies;196
21.5.2;5.2 Examining the Relationship Between Reading Strategies and Comprehension Performance;197
21.6;6 Discussion;198
21.7;7 Implications and Conclusion;199
21.8;Appendix A;200
21.9;Appendix B;200
21.10;References;201
22;16 Exploring Chinese EFL Teachers’ Perceptions of Augmented Reality in English Language Education;203
22.1;1 Introduction;203
22.2;2 AR and Language Education in China;204
22.3;3 The Study;206
22.3.1;3.1 Participants;206
22.3.2;3.2 Research Design;206
22.3.3;3.3 Data Collection and Analysis;207
22.4;4 Results and Discussion;208
22.4.1;4.1 Theme 1: Learning Experience and Motivation;208
22.4.2;4.2 Theme 2: Effectiveness;209
22.4.3;4.3 Theme 3: Content;211
22.4.4;4.4 Theme 4: Curriculum and Pedagogy;212
22.4.5;4.5 Theme 5: Future Use;212
22.5;5 Conclusions and Suggestions for Future Research;213
22.6;References;214
23;17 Case Study 10, Japan: Smartphone Virtual Reality for Tourism Education—A Case Study;217
23.1;1 Background;217
23.2;2 Case Study;218
23.2.1;2.1 Participants;218
23.2.2;2.2 Project Description;219
23.2.3;2.3 Data Collection and Analysis;221
23.2.4;2.4 Results;221
23.3;3 Pedagogical Principles;225
23.4;Appendix 1;226
23.5;References;227
24;18 Case Study 11, Mainland China: The Impact of Pronunciation and Accents in Artificial Intelligence Speech Evaluation Systems;229
24.1;1 Background;229
24.2;2 Case Study;231
24.2.1;2.1 Participants;231
24.2.2;2.2 Apps and Tasks;232
24.2.3;2.3 Data Collection;232
24.2.4;2.4 Data Collection and Analysis;233
24.3;3 Results;234
24.3.1;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
24.3.2;3.2 Question 2: To What Extent are the Selected AI Apps Perceived to Score Non-Native, yet Clear Speaking Task Performance Accurately?;236
24.4;4 Pedagogical Implications;238
24.5;5 Conclusion;239
24.6;References;240