martes, 12 de enero de 2016

Language Learning and Technology. Isssue n. 45 de eLearningPapers

Hoy traemos a este espacio el último número de la revista eLearningPapers titulado

Issue No.45 Language Learning and Technology

By and large, languages, both as first, second or foreign languages remain one of the most important core subjects at every educational level. In early stages, their inclusion in the curriculum is intricately connected with (pre-)literacy practices, but also as a main driver for the successful integration of minority students learning a second language. In addition, the attainment of a certain level of a foreign language by the end of compulsory education is a common goal in most educational systems around the globe. Arguably, the key drivers of success in learning a language range from motivational to attitudinal, but ultimately they also have to do with the amount of target language use, the access to quality input, and especially language teachers’ readiness to incorporate the latest educational trends effectively in the language classroom, educational technologies amongst them. This special issue features recent developments and innovations in the field of Computed Assisted Language Learning and expects to serve as a springboard for a series of existing innovative practices in the area of technology enhanced language learning and teaching.

A recent OECD study (Chiesa et al. 2012) underpins a number of factors that play a role in successful second and foreign language learning in today’s society. These factors range from motivation, to culture, identity and neuroscience and focus attention on “what happens outside of the formal learning context”. This issue examines several of these settings and present a wealth of evidence from often overlooked topics as varied as online formative assessment, intelligent dictionaries, inverted or flipped classrooms, interactive multilingual software and games, Language MOOCs, machine translation, and mobile language resources in six in-depth articles and two from the field reports.

The first in-depth paper in this issue explores the impact of using MOOCs for teaching and learning a Foreign Language by examining student support strategies that combine collaborative and personalized learning and assessing the educational model behind several language MOOC approaches. Ebner et al. give an account of the development of an intelligent dictionary which provides both feedback to the learner and qualitative text analysis for the teacher implementing learning analytics methods which in turn help enhance the learning materials. In the third in-depth paper, Rojo lays out the key elements necessary for running a successful flipped classroom and offers some insights both into the necessary tools to create high-quality digital educational materials and the technical skills necessary to develop them for those interested in using this methodology. Trevino & Lopez-Vazquez address the benefits of online automated feedback and face-to face student cooperative learning and put forward a proposal for blended formative assessment. Case presents teachers’ and students’ attitudes toward Machine Translation and suggests that the initial beliefs and reluctances should be channeled to change teaching practices by incorporating Machine Translation in the process of text creation, paving the way for language students to approach the creation of texts in new ways by engaging with authentic language materials. Finally, Jones explores the potential of technological resources, particularly mobile devices, to support self-directed Welsh learning.

The first from the field article presents two different projects that approach multilingual practices from different perspectives: an interactive multilingual storytelling software and a virtual reality language learning game. Both projects portray the challenges and opportunities that multilingual CALL can bring about, namely overcoming the tendency to project the image of the monolingual learner as a prototype and pushing for the creation of multilingual CALL products that support multilingual speech practices. The second from the field paper examines the mentoring strategies followed in a MOOC which contributed to fostering the development of communities of practice online among language teachers.

The choice of articles in this issue captures the potential and diversity of innovational developments in technology enhanced language learning and aims at broadening our understanding of how all of these diverse approaches interplay and contribute to moving the field forward.

Chiesa, B. D., Scott, J., & Hinton, C. (2012). Languages in a Global World: Learning for Better Cultural Understanding. OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France.

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Guest Editors
Laia Canals

Yishay Mor Chief Editor Tapio KoskinenSecretary General - EDII SecretariaT


Personalized MOOCs for Language Learning: A challenging proposal
Author(s):Cecilia Trevino

Author(s):Megan Case

Author(s):Ann Jones

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