Technology and Language Learning Research Papers (original) (raw)

Nowadays, Computer-Mediated Communication (CMC) becomes the most dominant mode of communication as computers, smartphones, and tablets are worldwide used devices for communication especially with the internet facilities through different platforms. However, despite the spread of computer-mediated communication modes and devices, they were mainly used for entertainment purposes. This research intends to investigate Facebook use as an environment for learning vocabulary. In addition, it aims at developing, within Facebook users, the possible vocabulary learning strategies that would enhance their English vocabulary learning. Therefore, two research tools were used with a group of Facebook users: a questionnaire and an experiment where a facebook group named "Vocabulary Acquisition" was created to be involved in certain vocabulary learning strategies. A pretest and a posttest were used to evaluate the effects of this experiment on English vocabulary learning. The obtained results confirmed that the participants under investigation have significantly improved their vocabulary learning via Facebook. In addition, vocabulary learning has been greatly affected by certain training in some strategies. Hence, Facebook proved to be not only a source of entertainment but also a useful informal learning tool of English vocabulary.

Voss. E. & Fang, W. (2016). Exploring attitudes and technology use for learning English in a flipped classroom: A comparison of ESL and EFL courses. In Cross-cultural Communication and English Language Teaching. Proceedings of the 8th... more

- by Erik Voss
- •
- Technology and Language Learning, Flipped Classroom, Flipping Classrooms

L2 Journal, Volume 14 Issue 1 (2022), pp. 45-59

Abstract: Over the past decades educational technology (EdTech) has made many inroads in foreign language education. Yet the potential its proponents enthusiastically tout is usually at variance with the actual nuanced, complex and compounded social and pedagogical realities. This was potently obvious in the reaction that followed the plenary talk given at last year’s annual conference of the International Associations of Teachers of English as a Foreign Language by Professor Sugata Mitra, advocate of ‘Schools in the Cloud’: ‘self-organised learning environments’ (SOLEs) where children in small groups cluster around Internet-connected computers to find answers to cross-curricular questions, with the virtual support of volunteer grandmotherly mediators. This paper contributes to the current debate by addressing both the lessons that foreign language pedagogy take away from the lecture and the approach in general, and the crucial reasons why educators, policymakers, and other stakeholders should be cautious in its adoption. While the concept of school learning may have to undergo another overhaul, EdTech and SOLEs are not a silver bullet or panacea for second/foreign language teaching problems.

Cet article examine l'importance du numérique dans l'enseignement/apprentissage du français langue étrangère au Ghana. En effet, dans ce pays anglophone, l'omniprésence d'Internet et le développement d'applications en ligne ont donné lieu à de nouveaux procédés d'enseignement-apprentissage du français, langue étrangère. Notre étude qui s'appuie sur les résultats d'une enquête empirique s'interroge sur le caractère novateur et pertinent du recours aux nouvelles technologies dans l'enseignement-apprentissage du français et met en évidence les avantages de cette innovation pédagogique.

This study aims to describe the effects of stylistic features in extrapolating the meaning and sociocultural realm of Merlinda Bobis’s short story, “The Sadness Collector.” The story’s theme, the breakdown of a family brought about by migration, is effectively and creatively achieved through the author’s stylistic speech and thought presentation techniques. The sociocultural actuality reflected in the story points out the miserable plight of the Philippines, having developed a “culture of migration” as a leading labor exporter, and the turmoil of Filipino families experiencing
the downside of migration.

In language classrooms, being in unnatural conversational situations, students need motivation more than other learning milieus. Teachers try to capture the attention of students through various methods and techniques. Many researchers in EFL teaching profession have stated that good motivation has appositive effect on foreign language learning. The purpose of this study is to explore how technology could be used to increase students' motivation in EFL classrooms. For this purpose; a questionnaire was administered to a group of students at Akdeniz University Preparatory Classes in 2007-2008 academic year. As a result it was found out that technology was a dynamic and challenging motivating factor in EFL classrooms and there may be some suggestions focusing on the achievement of learning objectives.

The possibilities for language learning are expanding with the advent of the Internet, which allows for online classes. This study investigates teachers` and students` perceptions regarding synchronous SkypeTM classes. Learning languages through webconferencing tools entail differences, similarities, advantages and disadvantages when compared to face-to-face classes. Aspects of this learning ought to be tracked, but most importantly, learners and teachers involved in the learning processes should be taken into consideration as well. In regard to that, participants answered a questionnaire about their experiences with online classes, in relation to face-to-face learning environments. Results brought to light characteristics, advantages and disadvantages that may be taken into consideration when designing online classes through webconferencing tools. Overall, participants perceive webconferencing as potential for language learning, with emphasis on the speaking and listening skills. The results also enlighten pedagogy and future research in the area.

There is a rapid increasing interest in the need to use technology in language learning at an early age. Young learners need motivation and they can easily lose their concentration during long language learning process. Technology can be one of the ways to create real and enjoyable atmosphere for young language learners when it is used correctly and effectively. Technology lets young language learners gain language skills outside the classroom when they interact actively. Many researches claim that children can improve their language and cultural awareness by using technology in different social and cultural contexts and language awareness can be faster through intercultural communication. Technology gives this chance to young learners and offers them unlimited resources. The main purpose of this research is to examine the teacher candidates and young learners' perspectives on technology use during language learning process. This research is a qualitative study which contains two structured questionnaires with 12 language teacher candidates and 10 young learners from a state primary school. In order to analyze language teacher candidates' point of view on language awareness through technology, 6 questions were prepared for them and 6 questions were also prepared for young learners' ideas. Two structured questionnaires were examined by 2 experts in the field of language teaching. After the research application, teacher candidates mentioned that technology based games, cartoon films, blogs and some social sites for children affect young learners and increased their language and cultural awareness and young learners explained that English lessons could be easy and enjoyable when the teachers use technology outside the classroom.

- by Binnur İlter
- •
- Technology and Language Learning

Computer-supported collaborative learning (CSCL) is a learning model that integrates learning objective and computer in creating collaborative activities in the classroom. In terms of English learning, this model can be a new strategy in increasing students' comprehension in English skill and media utilization at the same time. However, it is not easy to combine language and technology without specific preparation, especially in learning instruction and technology literacy. Learning instruction should provide clear direction for students about expected learning outcomes after the process. Meanwhile, technology literacy includes comprehension about basic visualization for computer skill. This paper will discuss more about the colaboration of computer skill and English learning by using CSCL model in university level. The core activity of the model is developing media presentation about English skill, vocabulary or grammar. Students are allowed to utilize various kinds of application that can be operated by a computer. The media development involves some methodological steps such as media drafting, media developing, content and media validating; and revising. The whole process of media development brings new challenge for the students in learning English because they involve activelly in designing the English content and the media. In sum, CSCL model can accomodate learning English by using technology.

- by Rizki Farani
- •
- Technology and Language Learning

Mastering English has become one important skill for students in higher education, especially in university level. As the impact, every university provides English program for students in the faculty or language center. However, not every student can master English fast, for example: students with visual impairments. Students with visual impairment are a group of students who have visual problem; either it is low vision or blind. Students with visual impairment need different approach in learning English. This condition motivates lectures to adapt specific instructional design to support classroom activities. There are 4 important components in designing instructional design for students with visual impairment, such as students' characteristics, learning objective, method and assessment. The design should be adapted to fully support their inclusion in the classroom. By designing instructional design for students with visual impairments, it is expected that they will be able to comprehend the material and to increase their motivation in learning English. This paper aimed to understand appropriate instructional design for students with visual impairment. This paper also provides study cases in Inclusion English Class at university level where students with visual impairment and sighted students study at the same classroom. By discussing this issue, it is expected that every lecture recognize basic characteristics of students with visual impairment and choose the appropriate instructional design to accommodate all character of students.

- by Rizki Farani
- •
- Technology and Language Learning

With the ever increasing demand from the policy makers the institutions of higher education have heavily
invested in technological infrastructure at engineering institutions. The application of ICT has become all the more
pervasive in an ELT Scenario after the investment made in the name of multimedia language labs. The management has driven the language teachers either to apply technology or abscond. Government universities and private universities have made a huge investment in this direction, but the language labs are not optimally utilized in language teaching. There are two major objectives of this study. i) It makes an effort to find the technological infrastructure available at institutions of higher education in Tamilnadu at Chennai. ii) Are the instructors maximizing the potential of multimedia applications? To address these two issues a survey was conducted at 38 engineering institutions in and around Chennai. The results revealed that most of the institutions had access to technology but the application of technology for classroom practice was mediocre. The final part of the study deals with some suggestions to harness technology for enhanced learning outcomes.
KEYWORDS: Technology, Pedagogy, Survey, Implications

- by vijayakumar selvaraj
- •
- Academic Writing, Technology and Language Learning

Many books have been written to illustrate the position of the new technologies in teaching and learning a foreign or second language (L2); nonetheless, most of these books have not been successful. The Handbook of Technology and Second Language Teaching and Learning edited by Caral A. Chapell and Shanon Sauro and published by Wiley Blackwell in 2017, provides a comprehensive overview of the various facets of the use of technology in teaching and learning an L2. This book has not been translated into Persian and no critical review has been published for it; accordingly, this study sought to both introduce and critically review this book. The current critical review revealed some advantages including comprehensiveness of the whole book, the expertise of the writers, up-to-dateness, content and format integrity, and the use of valid sources. The main criticisms are the exclusion of some of the very recent technologies, perhaps due to the ever-changing and exponentially volatile nature of the technological improvements and expansions, the introduction of too many technologies at the theoretical level without providing information about their practical use. Generally, the book is an invaluable and academically written source for L2 practitioners, postgraduate students, and researchers.

This research aims to analyze three mobile device apps for foreign
language learning, identifying their potentialities and limitations: Lingualeo, English Grammar All Levels and Learning 2 Talk. To achieve this objective, the research was based on theoretical studies on gamification and computer assisted language learning (CALL) in order to analyze the data obtained in the three games according to the following criteria: i) learning theory; ii) level of contextualization; iii) level of customization; iv) type of interaction; v) content addressed; and vi) interface. A qualitative approach was used, covering aspects of both verbal and graphic language, as well as interactive interface elements. The analysis concluded that, although the games present the predominance of a behaviorist structure, they attempt to expand the teaching of the foreign language.

To date there has been very little discussion in the TEFL domain on what Mitra’s Self-Organised Learning Environments (SOLE: in which a teacher poses a 'big' question for students to explore content online in ways that traditional curriculums do not allow) might look like in a TEFL classroom. Such a discussion would have to acknowledge the weight of the body of evidence produced to date, yet, crucially, apply the unique TEFL-specific contextual variables to the SOLE model – something Mitra himself has yet to address. This paper outlines a pilot project we conducted in Hong Kong and presents observational data.

- by Jane Pyper and +1
- •
- Education, Educational Technology, Teaching English as a Second Language, Second Language Acquisition

It is now an established fact that the use of technology facilitates teaching and learning in language classrooms. With the advancement of technology, social networking websites have emerged too. Social networking sites have been quite popular among various age group users particularly the young users since their invention. Also, they are conceived to be able to motivate (Greenhow, Robelia, & Hughes, 2009) and expose learners to the authentic use of the target language (Baralt, 2011). However, very little research has been done, especially in Bangladesh, on how much these websites can contribute to language learning and teaching though they seem to offer ample opportunities. Therefore, this study aims at investigating the effect of using ‘The Facebook’, a social networking website, in language classrooms at tertiary level in Bangladesh. Participants of this study were first year first semester university students doing a foundation course in English focusing to
improve their listening, speaking and writing skills. The participants were divided into two groups. Group 1 was the control group who was taught traditionally and non-digitally without using Facebook. Group 2, along with classroom teaching, received help from the instructor through
Facebook and did tasks assigned on Facebook. At the end of the three months semester a test was taken and the result of both groups was compared. Thus, this study shall try to provide an answer regarding to what extent online social networks can facilitate second language acquisition.

The study aims to discover whether audio or video modality in a listening test is more beneficial to test takers. In this
study, the posttest-only control group design was utilized and quantitative data were collected in order to measure
participant performances concerning two types of modality (audio or video) in a listening test. The participants, first
grade students from an ELT program, were recruited and randomly assigned to two groups: audio-only text (AOT)
(n=30) and video-only text (VOT) (n=27). Audio-only text (AOT) and video-only text (VOT) posttests were
administered to the two randomly selected groups. Based on the results, the spread of the scores was wide in the post
tests. In a nutshell, apart from texts 1 and 2, the AOT group performed significantly higher than the VOT group, despite
the visual elements of the video. When considered all twenty items of the four texts, the significant difference found
indicates that the audio modality was more favorable. This study examined differences in the effects of video listening
text or audio-only listening text in terms of their effect on L2 test-taker performance. The quantitative results showed
significantly higher success for AOT test takers. In other words, a consistent pattern presented in the listening
comprehension test towards audio modality. However, the findings of the current research are not conclusive since
various elements may have affected the outcome, such as motivation, physical factors, and topic familiarity, note-taking
habits, and initial preference for audio or video. Therefore, further empirical research comparing AOT and VOT
listening comprehension assessments is suggested to take into account these variables.

3 1 1 1 Churches (2007)'s intellectual and timely revision of Bloom's Digital Taxonomy is a consequence of evolving varied areas of instructions dictated by fast changing times. This contemporary taxonomy pursues to elevate the order thinking skills that every learner should acquire. With the proliferation of emerging technology and media intervening with pedagogy, changes are yielded paving educators' innovative perceptions to flourish. These variations enabled the alliance of media and technological tools in pedagogy to form common goals for the viability of knowledge absorption. Because of these two factors' inseparable interconnections, technological fruition is media proliferation; both are adopted as teaching tool-kits. As a favorable result, traditional learning is systematically being replaced by 21st century methods and strategies in formal and non-formal classrooms as a manifestation of advocacy among educators worldwide. Benjamin S. Bloom's (1956) Taxonomy of Cognitive Domain which classifies the order of thinking skills from lower order thinking skills (LOTS) to higher order thinking skills (HOTS) has been earlier refurbished to situate the current learning environment of learners. Formerly, its order was knowledge, comprehension, application, analysis, synthesis and evaluation. In the 1990's Wittrock conducted a study on its sustainability and came up with some alterations of the original hierarchy of thinking skills. The proponents' groundbreaking and transitional moves were later published in 2001 thereby exposing the taxonomy of cognitive domain to comprise series of verbs instead of the former nouns that were initially utilized. Words such as remembering, understanding, applying, analyzing, evaluating and creating replaced the terminologies of the order thinking skills. Moreover, the new taxonomy has evaluating replacing synthesis from the old taxonomy with the addition of creating as the highest order thinking skills. While, the 21st century emerges with technological modifications alongside with the disclosure of mass media forms, Churches further reviewed the Revised Bloom's Taxonomy and created subcategories of digital skills delineating Digital Taxonomy in order to synchronized the

In this paper we set out the case for how smart-glasses can be used to augment and improve live Simultaneous Interpreting (SI) of spoken languages. We do this through reviewing the relevant literature and identifying the current challenges faced by professional foreign language interpreters, such as cognitive load, working memory constraints and session dynamics. Finally, we describe our experimental framework and the prototype smart-glasses based system we are building which will act as a testbed for research into the use of augmented-reality smart-glasses as an aid to interpreting. The main contributions of this paper are the review of the state of the art in language interpreting technology plus the smart-glass experimental framework which act as an aid to Simultaneous Interpreting (SI).

- by Victor Callaghan and +1
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- Cognitive Psychology, Cognitive Science, Human Computer Interaction, Educational Technology

Learning theory is the concept of human learning. This concept is one of the important components in instructional for learning, especially English learning. English subject becomes one of important subjects for students but learning English needs specific strategy since it is not our vernacular. Considering human learning process in English learning is expected to increase students' motivation to understand English better. Nowadays, the application of learning theories in English learning has appeared in several learning methods and media. One of popular media today is instructional multimedia by using computer. There are many educators who design English material in certain computer software or games. It is still possible to apply learning theories in instructional multimedia program since multimedia provides complete learning by using text, picture, sound, video and animation. Multimedia program can adapt students' differences in learning. It is a good potential of collaborating learning process and technology to learn English better. The program will help students to master the whole English language competence (listening, speaking, reading and writing). This paper will discuss the types of learning theory that can be used in instructional multimedia to learn English. This paper also provides several examples of instructional multimedia product that contain learning theories application.

- by Rizki Farani
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- Technology and Language Learning

Like other fields which have been influenced by technology advancement, the field of language has also made use of such an advancement. The author presents in six chapters the different types of aids which can be used for both teaching and learning language components, language skills and yet culture in relation to language. Moreover, the author accounted for the computer assisted language learning (CALL) and integration between language learning theories and the use of aids for teaching and learning language components and language skills. The book is a textbook that is mainly introduced to both language learners (especially English) and language teachers (especially English again) for it contains exercises, assignments, critical thinking activities, and yet final-term tests. The book is highly recommended as an introductory course of language and technology for undergraduates or maybe to graduates as well.

- by Ahmed ALDUAIS
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- Technology and Language Learning

Telecollaboration involves the use of online technologies in the context of language teaching and learning (BELZ, 2007; O'DOWD, 2013). When different cultures come into contact, intercultural misunderstandings (BELZ, 2002, 2007; AGAR, 2006; O'DOWD, 2012; SOUZA, 2016) can emerge. This study aimed at discussing how the overcoming of an intercultural misunderstanding occurred in a Teletandem (TELLES, 2015a, 2015b) partnership, the specific telecollaborative context in this study, between a learner of English and a learner of Portuguese. For the analysis, data from telecollaborative sessions, a mediation session, experience reports, interviews, private messages on Facebook and reflective diaries were included. Data analysis showed that the dialogue with the "other" (KRAMSCH, 1993, 2005; HELM, 2016),- that is, between one of the participants and the teacher-mediator- favored the overcoming of the intercultural misunderstanding, which indicates that there is the need for the teacher-mediator to provide moments of reflection in cases of possible intercultural misunderstandings in telecollaborative contexts.

This paper constructs a language learning perspective derived from the philosophical work of Félix Guattari, which enables a re evaluation of the ways in which Japanese university students learn English in Japan. The implementation of Guattarian pedagogic practises into the English teaching environment at university in Japan has distinct advantages, which will explored throughout this article by close examination with respect to Guattari’s arguments on language and technology. Applying Guattari in the English teaching and learning classroom at university does not neutralise the clash of cultures between the East and West as such, but rather dramatises the collisions and encourages ‘mutant outgrowths’ for the purposes of language learning. The reason for exploring these impacts in language learning environments is found in the theory of affect that one derives from Guattari. The deployment of Guattari in this context creates the possibility for an identity-based English learning agency open to a technologized and globalised subject, which is at the same time indelibly Japanese.

- by David R Cole
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- Languages, Japanese Studies, Programming Languages, Philosophy Of Language

Considering the growth of distance education, this qualitative study investigated learners’ perceptions of the implementation of traveling-themed tasks (ELLIS, 2003) in a virtual course of English as a foreign language. The course was offered to university staff members for a semester. Four participants took part in it. Instruments were a consent form, two questionnaires, and a Skype interview. Results suggest learners perceived the course as motivating, noticing their task engagement from the perspective of “l’education integrale” (LONG, 2015) and “learning by doing”. Furthermore, learning was related to cultural aspects noticed, interesting sites, and the connection with previous traveling experiences.

This study attempts to ascertain if the WebCAPE placement exam can be used to measure improvement in an upper division grammar course. The WebCAPE online placement exam is a widely used instrument designed to help university language programs place students into the basic language course best corresponding to their proficiency level. This is done through computerized adaptive language testing (CALT) optimized for students in the first four semesters of basic language instruction. In this study the researcher employed this placement exam in the context of an advanced Spanish grammar class, by offering it at the beginning and ending of the semester to a cohort of 52 students. The study revealed that the WebCAPE produces statistically significant results when correlated to final grade, test average, and the second administration of the placement exam at the end of the semester. However, the effect sizes for the predictive elements were small. It was further observed that for participants who initially placed above the recommended cut-off for higher than third semester Spanish, there was a moderately negative correlation between initial placement score and class performance. It is speculated that the nature of the placement exam produces a ceiling effect that reduces its placement value for classes beyond basic Spanish. The researcher discusses the strengths and limitations of the exam as well as how it may fit into a program of evaluation. Suggestions for further research as well as potential ‘off label’ use of the application is discussed.

The present study investigated vocabulary acquisition through a commercial digital video game compared to a traditional pencil-and-paper treatment. Chosen through cluster sampling, 241 male high school students (age 12–18) participated in the study. They were randomly assigned to one of the following groups. The first group, called Readers, involved those who learned vocabulary through intensive reading; the second group, Players, learned vocabulary through playing a digital video game; the third group, Watchers, were trained through watching two classmates play the digital video game. The vocabulary items were first pretested. Next, each group underwent training for five weeks (one session a week). Then, the vocabulary items were posttested. Also, field notes were made. To compare the three groups, a mixed between within subjects ANOVA was run. Results indicated that the Players and Watchers outperformed the Readers. It is concluded that digital video games can be beneficial complementary activities for vocabulary acquisition in high school classrooms.

My presentation demonstrates how I integrated Canvas Quizzes tool in my Beginning Russian (Russian 110/120) and transferred all of the course testing from pencil and paper format to the web. I also discuss many benefits of the online... more

"The following is a qualitative case study presenting three vignettes exploring the use of language play while microblogging during an academically sanctioned task. Ten students and one teacher used Twitter in an intensive, English as a second language advanced grammar course to practice writing sentences with complex grammatical constructions from the academic genre. In turn, the students received occasional corrective feedback from the instructor. Drawing on qualitative data consisting of a corpus of time- and date-stamped tweets, retrospective interviews and discourse analysis of the students’ tweets, the author presents three “micro-vignettes” demonstrating how three students responded to contradictions within the original task by qualitatively transforming its context. As a result, they created new learning opportunities, ‘spinning-off’ (Wertsch, 1998) the microblogging tool, due to the tool’s features, the students’ previous cultures-of-use, (Thorne, 2003) and their pre-existing social networks (Stefanone & Gay, 2008). The students used Twitter as an instant messaging chat room, moving from the sentence to the utterance (Bakhtin, 1953/1986), embedding target grammar constructions in various forms of ludic language play (Cook, 2000). By dynamically reframing (Goffman, 1974) their own learning activities students took ownership of the task and went through a process of expansive learning (Engëstrom, 2007).
Keywords: Language Play, Computer-mediated"

Many researches shows that the utilization of technology can improve English learning process. However, it is necessary to utilize effective technology for students. This essay focuses on instructional multimedia application for English class in university level. One of the potential media, discussed in this essay, is CD product. It is developed by using software Macromedia Flash 8. This media does not need any internet connection so it is flexible to use in many computers. Most of universities have computer laboratory for learning. So, it is assumed that students can acess the computer easily to learn English. The utilization of multimedia can be one of the solutions to visualize abstract concept. The discussion will highlight some theoritical framework based on multimedia theory, English learning characteristic in Indonesia and material design. In conclusion, technology can help students in learning English but technology is not just a tool. Technology is about the concept of using technology to deliver message to students. Therefore, there should be a good collaboration between technology and material design to present the message effectively and reach the learning goal.

- by Rizki Farani
- •
- Technology and Language Learning

Nowadays, Computer-Mediated Communication (CMC) becomes the most dominant mode of communication as computers, smart phones, tablets are worldwide used devices for communication especially with the internet facilities through different platforms. However, despite the spread of computer mediated communication modes and devices, it is noticed that people still lack vocabulary in the English language. Therefore, this research intends to investigate Facebook use as a shared online space to learn vocabulary in English language. In addition, it aims at developing, within Facebook users, the possible vocabulary learning strategies that would enhance their English vocabulary learning. Therefore, two research tools were used with a group of facebook users: a questionnaire and an experiment. The obtained results confirmed that the participants under investigation have significantly improved their vocabulary learning via Facebook. In addition, vocabulary learning has been greatly affected by c...

ABSTRACT: Considering the growth of distance education, this qualitative study investigated learners' perceptions of the implementation of traveling-themed tasks (ELLIS, 2003) in a virtual course of English as a foreign language. The course was offered to university staff members for a semester. Four participants took part in it. Instruments were a consent form, two questionnaires, and a Skype interview. Results suggest learners perceived the course as motivating, noticing their task engagement from the perspective of "l'education integrale" (LONG, 2015) and "learning by doing". Furthermore, learning was related to cultural aspects, interesting sites, and learners' connections with previous traveling experiences. Resumo: Considerando a expansão da educação a distância, este estudo investigou a percepção de aprendizes acerca da implementação de tarefas (ELLIS, 2003) sobre 'viagem' em um curso virtual de Inglês como língua estrangeira. O curso f...

As like the most educational systems that have been influenced by the increasing development of technology during the past two decades, teaching and learning foreign languages has also embraced vast changes. Nowadays, getting the required knowledge about the position of such technological advancements in teaching and learning a foreign or second language (L2) has preoccupied most language teachers. The current book complied by Caral A. Chapell and Shanon Sauro provides a comprehensive overview of the various facets of the use of technology in teaching and learning an L2. It has been published by Wiley Blackwell in 2017 and includes 30 chapters in four main sections dealing with different domains of L2 that have been influenced by technology. Each chapter has been written by an outstanding expert in that domain. The authors of the book have attempted to include an anthology of the best papers and have to an acceptable extent achieved this goal. This book can be an invaluable source book for postgraduate students, teachers, and researchers. The most serious criticism levelled against the book is excluding some new issues about the use of technology in L2 teaching and learning perhaps partly due to the ever-changing and volatile nature of the technological improvements and expansions. Furthermore, the authors have mainly reported studies from the western world and studies form Asia, Africa, and Latin America have been ignored. Each chapter starts with theoretical aspects of the topic at hand, the main available technologies are introduced and described, the pros and cons of each technology are briefly touched upon, and finally, the most important empirical studies are reported. Generally, the book is a comprehensive, up-to-date, informative, well-organised, and academically written source for L2 practitioners, postgraduate students and researchers.

As “Asia’s World City”, Hong Kong is a place where ‘faces’ from all parts of the globe come to work, study, and play together, and HKU is its most international university. It is an ideal location then for this conference which highlights the rich diversity of approaches to understanding English and the range of contexts in which it is taught, studied and used around the world. This conference will bring together academics, researchers, practitioners and research students to share their research and practical ideas on the analysis, description and teaching of English in a city with a rich cultural heritage, stunning natural scenery and a buzzing street and night life.

- by Valerie Sartor
- •
- Educational Technology, Technology and Language Learning

El desafío que, actualmente, representan las migraciones para las lenguas y las culturas centra el debate de la inclusión/exclusión, primeramente, en espacios territoriales; pero expande la discusión de lo similar/diverso hacia las fronteras. Las actuales sociedades urbanas enfrentan el cuestionamiento de su identidad lingüístico-cultural, en situaciones en las que los límites de la identidad son constantemente negociados y crean vacilaciones entre la inclusión y la exclusión, así como también nuevas mayorías y minorías, por lo cual se ven obligadas a una continua reevaluación de sus propias tradiciones y trayectorias, gobiernos y políticas. En esta segunda propuesta del CILMIC nos proponemos, a la luz de las políticas vigentes, analizar si las condiciones institucionales y organizacionales permiten dar respuestas a los conflictos socio-culturales que se producen en las fronteras de las nuevas configuraciones lingüístico-culturales que comparten un mismo territorio geográfico o virtual y en los que se hacen evidentes la desigualdad, la heterogeneidad y el desconocimiento. Asimismo, la propuesta aspira a reflexionar y debatir estas situaciones problemáticas desde las fronteras, lo que implica romper con procesos centralistas que solo miran lo cercano y tomar en cuenta las periferias con el objetivo de recuperar la capacidad de agencia, que se encuentra en los límites. Finalmente, se espera poder contribuir en la formación de docentes, investigadores, estudiantes y egresados en el área de los discursos lingüísticos, migratorios y culturales que circulan a nivel transnacional y ciberespacial en los más diversos ámbitos de gestión como de comunicación.

- by Congreso CILMIC 2018 and +1
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- Gender Studies, Teaching English as a Second Language, Languages and Linguistics, Immigration Studies

This essay will discuss about the application of online learning in English classes. Online learning is one of the latest technology that presents the material clearly by using all online learning features such as chat forum, video or audio. These features can help students to comprehend abstract concept better. However, online learning cannot be effective without well-planned instructional design. Two case studies, discussed in this paper, will analyse the usage of online learning for two different respondents' group. The subjects of these case studies are the students of English Language Education and Islamic Law Department in Islamic University of Indonesia. From the case studies, it is found that the use of online learning in teaching English needs analysis such as students' characteristics, students' need and facilities. This discussion implies that the usage of online learning is not only about using the technology but also considering many instructional aspects. Complete understanding about online learning utilization will help educators to maximize media usage for learning. Introduction Most of English classes in university level today use online learning as one of media for learning. This media provides some features to support English learning such as audio,video, material presentation, chat room for interactive discussion, folders for all files, upload and download icon to add new materials. All of these components will help learners to visualize all abstract concepts and reach learning objective based on achivement indicator. However, using online learning for teaching is challenging because of different circumstances in the learning process itself. Based on an observation, conducted from September 2013 until Desember 2013, using online learning for English learning needs analysis and specific preparation. During the observation, there were some findings in learning process such as: a. Computer literacy of students. Some students were familiar with online learning or technology in general but some others were not. This situation required special training before using online learning system. b. Material format. Sometimes online learning could not upload all material format due to file size limit. In fact, English material was not just written paper but also video and audio. Those kind of files could not be uploaded easily. Although some files could be uploaded succesfully, it would take longer time to download the files. c. Internet connection. Most common problem in using online technology was internet connection. Some students could not upload their assignment due to technical error. The observation above was the first input data to start further discussion. Now, the paper will be narrowed into two case studies in using online learning for college students in Islamic University of Indonesia. The goal of the observation is to show that online learning is effective and flexible media to be used in different English classes based on need analysis. There are two respondent groups for this study, one respondent group is from English Language Education Department and the other group is from Islamic Law Department. All students are freshmen students from Islamic University of Indonesia. These respondents use

- by Rizki Farani
- •
- Technology and Language Learning

1. If reading is reader-based, can there be a computer-adaptive test of reading? 2. Developments in reading research and their implications for computer-adaptive reading assessment 3. Reading constructs and reading assessment 4. Considerations for test reading proficiency via computer-adaptive testing 5. Research and development of a computer-adaptive test of listening comprehension in the less-commonly taught language Hausa 6. The development of an adaptive test for placement in French 7. Computer-adaptive testing: a view from outside 8. From reading theory to testing practice 9. Selected technical issues in the creation of computer-adaptive tests of second language reading proficiency 10. A measurement approach to computer-adaptive testing of reading comprehension 11. The practical utility of Rasch measurement models 12. An overview and some observations on the psychometric models used in computer-adaptive language testing.

A great deal of research has been conducted to exploit linguistic corpus data for language learning and teaching use. In the integrative corpora and language pedagogy stream of research diverse practical purposes coexist at the front and have presently become consolidated practice-learner corpora, ELT dictionary-making corpora, learner dictionary corpora, EAP corpora, specialised domain corpora, English-taught programmes corpora such as Content Language Integrated Learning (CLIL) or English-medium Instruction (EMI). This paper outlines a framework for corpus exploitation process towards the design of instructional material for the learning of terminology of a specialised domain which is applicable to ESP courses. Our proposal advocates for a protocolised use of written corpora to devise a resource for teaching terminology and, accordingly, suggests guidelines to ESP teachers/ practitioners who undertake the tasks of extracting corpus data and adopt the role of material designers and, occasionally, of computer programme developers. To accomplish this, in the first place, specialised corpus compilation and design criteria have been customised to guarantee consistency across the pedagogic ends, the functional language needs of the ESP user and the specific learning objects within the DDL approach framework. In the second place, search strings used for semi-automatic text mining actions are illustrated as well as samples of terminology-oriented activities that can be automatically generated using concordancers and annotating computational tools. Future research might apply our proposal to further language contexts. Key Words: Didactic exploitation of specialised corpora, ESP innovative educational instruction, Natural Language Processing, automatised generation of terminology-oriented learning material, Language Learning and Technology Resumen Numerosas investigaciones se han llevado a cabo para explotar los datos de los corpus lingüísticos con fines de enseñanza y aprendizaje. En las líneas de investigación sobre la integración del corpus en la didáctica de la lengua inglesa, son varias las parcelas que coexisten en posiciones destacadas y que, con la práctica, han terminado consolidándose-corpus lingüísticos de estudiantes, corpus de enseñanza de lenguas para la elaboración de diccionarios, corpus para diccionarios de estudiantes, corpus de inglés para fines académicos, corpus de inglés para fines específicos, corpus para aprendizaje de contenidos a través del inglés como el Aprendizaje Integrado 174 de Contenidos y Lenguas Extranjeras (AICLE) o la Enseñanza por medio del Inglés (EMI)-. En este artículo se delinea un marco desde el que desarrollar el proceso de explotación de corpus para diseñar material didáctico orientado al aprendizaje de la terminología de un dominio especializado y aplicable a cursos de IFE. La presente propuesta aboga por un uso protocolizado de los corpus escritos para desarrollar un recurso de enseñanza de la terminología y, por consiguiente, sugiere un conjunto de directrices a los profesores de IFE que acometen las tareas de extracción de datos del corpus y adoptan el rol de diseñadores e, incluso, de desarrolladores de programas informáticos. Para ello, en primer lugar, este estudio plantea un ajuste de los criterios básicos de compilación y diseño de corpus especializados a los fines pedagógicos, a las necesidades funcionales y lingüísticas del usuario de IFE y a los objetivos específicos de aprendizaje, entre otros, dentro del marco del enfoque de aprendizaje basado en datos. En segundo lugar, se ilustran las opciones de búsqueda empleadas en las acciones de minería de textos así como muestras de actividades orientadas a la terminología que pueden ser generadas automáticamente a partir de las herramientas de concordancia y los anotadores. Futuras investigaciones podrían extender esta propuesta a otros contextos del lenguaje. Palabras clave: Explotación didáctica de corpus especializados, innovación educativa en IFE, Procesamiento de Lenguaje Natural, generación automatizada de material didáctico para el aprendizaje de la terminología, Tecnología para el Aprendizaje de Idiomas