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Author(s): Almekhlafi, Abdurrahman Ghaleb.
Title: Effectiveness of Interactive Multimedia Environment on Language Acquisition Skills of 6th Grade Students in the United Arab Emirates.
Source: International Journal of Instructional Media v. 33 no4 (2006) p. 427-41
Abstract: This study investigated the effect of interactive multimedia (IMM) program on students' acquisition of some English as a second language (ESL) skills. An interactive multimedia CD-ROM was used with ninety 6th grade ESL students in Al-Ain Model School 2, United Arab Emirates. Students were selected and divided into experimental and control groups (46 and 44 participants respectively). Pre and post tests were administered to examine the effect of the IMM program on developing students' ESL skills. In addition, using Witken's test, participants were classified according to their cognitive styles into field-dependent (FD) and field-independent (FI) learners. Results showed that there is no significant difference between IMM users and non-users in the overall ESL skills. However, when the participants were investigated in terms of their cognitive learning styles, results showed a significant difference between field dependent learners and field independent learners in the experimental group in favor of field-independent learners. Implications of the effect of IMM on students' learning with different cognitive learning styles are discussed and recommendations for future research are presented.
Author(s): Egbert, Joy
Title: A Study of Flow Theory in the Foreign Language Classroom
Source: The Modern Language Journal v. 87 no4 (Winter 2003) p. 427-41
Abstract: This article focuses on the relationship between flow experiences and language learning. Flow Theory suggests that flow experiences (characterized by a balance between challenge and skills and by a person's interest, control and focused attention during a task) can lead to optimal learning. This theory has not yet been tested in the area of foreign or second language learning. The purpose of the present study is twofold: first, to establish the foundation for a research stream addressing flow in language learning, and second, to investigate whether flow exists in foreign language (FL) classrooms. Findings suggest that flow does exist in the FL classroom and that Flow Theory offers an interesting and useful framework for conceptualizing and evaluating language learning activities.
Author(s): Green, Timothy.
Title: Using Technology To Help English Language Students Develop Language Skills: A Home and School Connection.
Source: Multicultural Education v. 13 no2 (Winter 2005) p. 56-9
Abstract: Part of a special issue on family diversity and parental involvement. Various studies illustrate that computer-assisted instruction facilitates learning in various ways. Educators can use computers as an aide in teaching English language (EL) students in core academic subjects, such as reading and writing, and as an aide in vocabulary development and verbal language development. However, computers are not a substitute for effective teaching, and EL students must be given additional opportunities to extend their English language skills by providing activities that can be used at home.
Author(s): Hughes, Joan.
Title: The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy.
Source: Journal of Technology and Teacher Education v. 13 no2 (2005) p. 277-302
Abstract: Using a multiple-case embedded research design (Yin, 1994), this study examined the nature of teachers' learning during technology professional development activities and the extent to which their subsequent technology-supported pedagogy was innovative. Four English language arts teachers, who ranged in teaching and technology experience, served as contrasting case studies. Results suggested that the power to develop innovative technology-supported pedagogy lies in the teacher's interpretation of the newly learned technology's value for supporting instruction and learning in the classroom; learning experiences grounded in content-based, technology examples were most effective toward this end. Furthermore, teachers with less professional knowledge (e.g., preservice or novice) and/or less intrinsic interest in identifying uses for technology may need guided or collaborative, content-specific technology learning opportunities, while teachers with more professional knowledge (e.g., veteran) may be able to develop innovative technology-supported pedagogy by bringing their own learning goals to bear in professional development activities. Collaborative, subject-specific technology inquiry groups are proposed as professional development that supports all teachers' learning to integrate technology into their subject areas.
Author(s): Liu, Min.
Title: A look at the research on computer-based technology use in second language learning: a review of the literature from 1990-2000.
Source: Journal of Research on Technology in Education v. 34 no3 (Spring 2002) p. 250-73
Abstract: This article reviews the literature on computer uses in second language and foreign language learning from 1990 to 2000 inclusive. Given the strong interest in technology use for language learning, it is important to look at how technology has been used in the field thus far. The goals of this research are twofold: (1) to understand how computers have been used in the past 11 years to support second and foreign language learning and (2) to explore any evidence regarding how computer technology can enhance acquisition of language skills. This article discusses the findings under the following categories: potentials of computer technology and its use in specific areas, software tools used in certain language skill areas, software design considerations, computerized language testing, and research findings from studies using quantitative and/or qualitative methodologies. Finally, issues important for future research are also discussed.
Author(s): Matsumura, Shoichi.
Title: Computer Anxiety and Students' Preferred Feedback Methods in EFL Writing.
Source: The Modern Language Journal v. 88 no3 (Autumn 2004) p. 403-15
Abstract: Computer-mediated instruction plays a significant role in foreign language education. The incorporation of computer technology into the classroom has also been accompanied by an increasing number of students who experience anxiety when interacting with computers. This study examined the effects of computer anxiety on students' choice of feedback methods and academic performance in English as a foreign language (EFL) writing. The study included 207 university-level Japanese students in EFL writing classes, who received both face-to-face teacher feedback and online teacher and peer feedback while revising an essay writing assignment. The students were free to choose their preferred feedback method. The results of multiple regression analysis revealed that the students' choices of feedback method varied as a function of the level of their computer anxiety and that providing the choice of using or not using computers helped both high- and low-anxiety students improve their essay writing. The findings reveal the importance of recognizing computer anxiety and creating a learning environment in which students who are highly computer anxious are not disadvantaged.
Author(s): McGrail, Ewa.
Title: Laptop Technology and Pedagogy in the English Language Arts Classroom.
Source: Journal of Technology and Teacher Education v. 15 no1 (2007) p. 59-85
Abstract: The English Language Arts teachers in this qualitative study reported somewhat negative outcomes in social and material spaces in the context of laptop technology in their classrooms. These outcomes included: (a) social isolation, (b) limited communication with a teacher or peers, and (c) off-task behavior. In an attempt to uncover the reasons for these rather negative results, the researcher analyzed these teachers' classroom environments and instructional engagements with laptop technology, since these practices are believed to be reflective of these teachers' current beliefs about instruction and technology's role in it. Some of the reasons the researcher uncovered were: (a) limited physical space, (b) cumbersome furniture, (c) poor technology infrastructure, and (d) the largely instrumental use of technology in numerous learning engagements. The study suggests that school administrators and policy makers develop a strategic plan to address physical constraints in each laptop classroom and adopt "a different mindset" about teacher professional development, which would compel them to put more emphasis than they currently do on pedagogy before technology, rather than technology before pedagogy, to help these teachers constructively re-envision both material and social spaces around laptop technology in their classrooms.
Author(s): Peng, Hsinyi.
Title: Producing Multimedia Stories with ESL Children: A Partnership Approach.
Source: Journal of Educational Multimedia and Hypermedia v. 15 no3 (2006) p. 261-84
Abstract: This article describes the development of multimedia stories produced by ESL children using a children-as-designers approach. The rationale for the project was based on the use of technology to help second-language learning children express their culturally-diverse backgrounds and perspectives. Stories were produced by ten foreign-born international children from six countries working with nine educational technology graduate students from the USA and three other countries. Qualitative methods were used throughout the semester-long project to observe children, take field notes to document the process, capture design artifacts, conduct formative evaluation and final interviews, and write process reflections. The multimedia stories that emerged were rich expressions of children's culturally-diverse perspectives related to their folklore, family beliefs, and adjustments to a new country. The children successfully participated as design partners by writing and illustrating their stories and by sharing decisions about multimedia features in the stories. Although challenged by the one-semester timeline to learn high-level multimedia software and complete the stories, graduate students were positive about their experience working with children in an authentic design project. The results support the effectiveness of technology as an intercultural, collaborative bridge to support multicultural education and student-centered learning for children as well as developers.
Author(s): Sun, Yu-chih.
Title: Learning process, strategies and web-based concordancers: a case study.
Source: British Journal of Educational Technology v. 34 no5 (Nov. 2003) p. 601-13
Abstract: The recent widespread use of web-based concordancers seems to provide a promising mode for language teaching and learning, especially in the English as a foreign language (EFL) setting, because through concordancers students can easily gain exposure to a huge number of authentic and sorted language examples. This paper describes a case study of the learning process and strategies used by three Taiwanese college students in the concordancer setting. A web-based concordancer was used to assist the participants while undertaking a proofreading activity. Think-aloud protocol was used to collect their data. The results showed that the following four factors have influenced learners' learning process and strategies in use: (1) prior knowledge, (2) cognitive skills, (3) teacher intervention and (4) concordancer skills.
Author(s): Waters, John K.
Title: The Universal Language.
Source: T.H.E. Journal v. 34 no1 (January 2007) p. 34-6, 38-40
Abstract: As the number of immigrant students in U.S. schools more than doubled in the past 15 years, teachers have been broadening their English as a Second Language (ESL) programs with computer technology. Specialized ESL software is designed to help students learning English to develop English-language listening, speaking, and reading skills, and they all emphasize making text-heavy information more accessible through graphics, animation, and video.
Author(s): Zha, Shenghua.
Title: An Investigation of Communicative Competence of ESL Students Using Electronic Discussion Boards.
Source: Journal of Research on Technology in Education v. 38 no3 (Spring 2006) p. 349-67
Abstract: This study focuses on the use of electronic discussion boards with elementary-aged English as a Second Language (ESL) students. The purpose of the study is to investigate students' communicative competence in a computer-mediated communication environment. Both qualitative and quantitative methods were used to analyze 956 messages posted by 28 ESL students to the electronic discussion board during a six-week period of time. Changes were found in children's use of language for social purposes and appropriate use of language in different social and cultural settings. Recommendations for teachers include the design of online discussion activities and future considerations of peer assistance in language learning.
Author(s): Burns, Mary.
Title: Improving Student Writing Through E-mail Mentoring.
Source: Learning and Leading with Technology v. 33 no5 (February 2006) p. 38-43
Author(s): Kraft, Susan.
Title: Digital Storytelling.
Source: Learning and Leading with Technology v. 33 no5 (February 2006) p. 45-6
Author(s): Hopkins, Janet.
Title: Animated Speech Team Up With Timo: Vocabulary.
Source: Technology & Learning v. 27 no1 (August 2006) p. 14
Abstract: Team Up With Timo: Vocabulary ($349), from Animated Speech, is a software product designed to build vocabulary among early learners, English-as-a-second-language students, and special needs students. It features includes 127 category-specific lessons on a range of topics to support K-4 vocabulary. Although it lacks translation features and video, the software is a useful instructional alternative for students who do not have access to one-on-one vocabulary tutoring.
Author(s): Kennedy, Kristen.
Title: Write on Time.
Source: Technology & Learning v. 27 no4 (November 2006) p. 12, 14, 16
Abstract: The writer reviews three new online writing tools: Pearson's WriteToLearn, Vantage Learning's MyAccess! 6.0, and ETS's Criterion 6.2. All three programs provide embedded tutorials and timely, specific feedback, as well as opportunities for students to revise and resubmit their work.
Author(s): Schwartzman, Ana.
Title: Passport to ELL.
Source: Technology & Learning v. 25 no3 (October 2004) p. 17-18, 20, 22
Abstract: Four software programs for English language learners are reviewed. The programs are Compass Learning Odyssey ELL Learning, from CompassLearning; ELLIS Academic 3.0, from Ellis; English for Kids, from ESL ProSystems; and First English, from DynEd International, Inc.