Language Learning Technologies

                 

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Learn Language with Technologies

Over the last year or two “Flipping the Classroom” has become one of those buzz phrases that seem to follow an educator wherever he goes.  Especially with the advent of Mobile Learning and the widespread use of tablet computers, flipping seems to be the rigger, meaning: a new methodology that replaces traditional teaching and lecturing and thus promises better results for learning, student engagement, as well as retention of the learned materials. When we flip the classroom students are supposed to engage with the technologically sophisticated educational environment that can be created using computers or mobile devices outside of the classroom for pre-viewing or -studying materials distributed to them electronically (via LMS, streaming video, etc.).  The material can then be discussed, clarified, and analyzed in class; deeper, more thoughtful questions can be answered, no time will be wasted with lecturing or review. Students will master the materials at their own pace in the comfort of their home, or wherever else they want to, and they will come to class prepared for rigorous intellectual debate. The purpose of flipping the classroom is thus to shift from passive to active learning and to focus on higher order thinking skills such as analysis, synthesis and evaluation.

Here are some links to resources related to language learning technologies ;

Journals and Articles

·        http://www.iallt.org/iallt_journal/language_learning_technology_review_2

·       http://www.iallt.org/iallt_journal/the_effectiveness_of_smartphone_and_tablet_pc_apps_for_japanese_language_learning

·       http://www.iallt.org/iallt_journal/facebook_as_a_virtual_learning_space_to_connect_multiple_language_classrooms

·        http://www.iallt.org/iallt_journal/mobile_assisted_language_learning

·        http://www.researchinlearningtechnology.net/index.php/rlt/article/view/26155

Book

·        Stanley, Graham, and Scott Thornbury. Language Learning with Technology: Ideas for Integrating Technology in the Language Classroom. 0. Print.

Topic 5: Language Learning Technologies

                       

                                       

Introduction

In recent years, technology has been used to both assist and enchance language learning. Teachers have incorporated various forms of technology to supprt their teacihng, engage students in their learning process, provide authentic examples of the target culture, and connect their classrooms to classrooms in other countries where the target language is spoken.

Furthermore, some technology tools enable teachers to differentiate instruction and adapt classroom activities and homework assignments, thus enhancing the language learning experience. Distance learning programs can enable language educators to expand language-learning opportunities to all student, regardless of where they live, the human and material resources available to them, or their language background and needs. In su, technology continues to grow in importance as a tool to assist teachers of foreign languages in facilitating and mediating languge learning for their students.

E-learning

E-Learning is strictly being accessible using technological tools that are either web-based, web-distributed, or web-capable to gain knowledge. The belief that e-Learning not only covers content and instructional methods delivered via CD-ROM, the Internet or an Intranet (Benson et al., 2002; Clark, 2002) but also includes audio and videotape, satellite broadcast and interactive TV.

Self-access

Self-access language learning is partially, if not fully self-directed approach of learning. Learners usually have access to resources on the internet ranging from photocopied exercises with answer keys to computer sofware for language learning.

Blended Learning

Blended learning is a formal education program in which learners receives their instruction and content through digital, and online media. For example, classes conducted through video conferencing or Skype. The learners have full control over the time, path, place and pace of their learning process.

Conclusion

While technology can play an important role in supporting and enhancing language learning, the efectiveness of any technological tool depends on the knowledge and expertise of the qualified language teacher who manages and faciliatates the language learning environment. In some cases, however, school and university administrators have permitted technology to drive the language curriculum and have even used it to replace certified language teachers. Language technology companies have made unsubstantiated claims about their products’ abilities to help students learn languages, thus confusing administrators into thinking that these technologies can be an effective cost-cutting measure. There is currently no definitive research to indicate that students will acquire a language effectively through through technology without interaction with and guidance from a qualified language teacher.

References and Further Readings

American Council on teh Teaching of Foreign Languages. (n.d.). Role of Technology in Language Learning.

Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online

learning, and distance learning environments: Are they the same? Internet and

Higher Education. doi:10.1016/j.iheduc.2010.10.001

SiSAL Journal. (n.d.). Some self-access principles | SiSAL Journal. Retrieved

from http://sisaljournal.org/archives/jun10/cooker/

EAP (English for Academic Purposes) vs. EOP (English for Occupational Purposes)

EAP		EOP
Entails training students, usually in a higher education setting.	Learners	Mostly adults; workers, bosses, business owner.
To use language appropriately for study.	Aim	To improve English to meet learners' occupational challenges.
Include a more narrow focus on the more specific linguistic demands of a particular area of study. For example, business subject.	Program included	Covers situations in which learners are studying English for work related reasons.
Vocabulary, grammar, and the three main skills (reading, writing, speaking - including pronunciation and listening), the vocabulary chosen for study tends to be based on academic texts.	Teaches	Knowledge, on the part of employees, of the communicative function of EOP. Understanding, on behalf on employees, of the expectations of those who need English in order to carry out a job.  Knowledge, on the part of the employees, of the theory and practice of EOP.
English for thesis writing.	Examples	English for agriculture, English for the petroleum engineers, English for medical officers, English for lawyers, English for lawyers.
May be intended to raise learners' general English level so that they can pursue higher education.	Others	Envelops openness to the idea that cross-cultural differences do widely affect the teaching-learning process.

References and Further Reading

Svetlana N. Kucherenko. (n.d.). AN INTEGRATED VIEW OF EOP AND EAP. THE JOURNAL OF TEACHING ENGLISH FOR SPECIFIC AND ACADEMIC PURPOSES, 1.

Andy Gillett. (2000). What is EAP?. Retrieved from http://www.uefap.com/articles/eap.htm

Xinia Rodríguez. (2006). IMPACT: An English for Occupational Purposes model designed for workplace language training in Costa Rica., page 27.

ESP vs. EGP

	ESP	EGP
1)   Aims	Designed to meet particular needs of the learners. Eg: focus only on English communication skill for waiters.	Designed to improve overall English competence involving a range of skills. Eg: reading, writing, speaking, listening, grammar, pronunciation
2)   Learners	Normally among adult learners.	Normally among young learners (primary/secondary students).
3)   English basic knowledge	Have basic English language.	First exposure of the English language.
4)   Context	Emphasize on specific skills/vocabulary that are necessary for a particular field. Eg: specific jargon in tourism, law or English for engineering	All skills are stressed equally Eg: writing, reading, speaking, listening
5)   Focus	Career purposes (training)	Academic purposes
6)   Syllabus	Directed to students’ needs, specific to  their English level.	Syllabus has already been set, not specific to any level.
7)   Future	Possible to predict the future.	Difficult to predict the students’  future.

References

Muhammad Islam. (n.d.). The Differences and Similarities between English for Specific Purposes(ESP) and English for General Purposes(EGP) Teachers, 69.

Mohammad Mohseni Far. (2008). On the Relationship between ESP & EGP: A General Perspective, 7.