Expanding Global Horizons Through Technology Enhanced Language Learning (Lecture Notes in Educational Technology)

✍ Scribed by Yun Wen (editor), Yi-ju Wu (editor), Grace Qi (editor), Siao-Cing Guo (editor), J. Michael Spector (editor), Shobhana Chelliah (editor), Kinshuk (editor), Yu-Ju Lan (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 229
• Category: Library

✦ Synopsis

This book uncovers the important issues in language learning and teaching in the intelligent, digital era. “Social connectivity” is a contemporary style of learning and living. By engaging in the connectivity of physical and digital worlds, how essential parts of language learning and teaching can be achieved? How can the advanced technologies, such as virtual reality and artificial intelligent, be used to solve the problems encountered by language learners? To answer the above mentioned question, plenty of inspiring studies are included in the book. It is a platform of exchange for researchers, educators, and practitioners on the theory and/or application of state-of-the-art uses of technology to enhance language learning.

✦ Table of Contents

Preface
Chairs/Committees
Contents
Part I Technology Enhanced Language Learning (TELL)
1 Investigating Pupils’ Cognitive Engagement in Augmented Reality-Supported Second Language Learning Classrooms
1.1 Introduction
1.2 Literature Review
1.2.1 AR-Enhanced Active Chinese Character Learning
1.2.2 Cognitive Engagement
1.3 Methodology
1.3.1 Participants
1.3.2 Activity Design
1.3.3 Data Sources and Analyses
1.4 Findings
1.4.1 Learning Process
1.4.2 Students’ and Teachers’ Perceptions
1.5 Discussion and Conclusion
References
2 A Glimpse of Pedagogical Impacts of Social Media: Mirror, Mirror on the Wall, Who Is the Fairest of Them All?
2.1 Introduction
2.2 Social Media as a Way of Life
2.3 Methodology
2.3.1 Scope of the Research and the Subjects
2.3.2 Questionnaire Design
2.4 Results and Discussion
2.4.1 Questionnaire Results and Analysis
2.4.2 Qualitative Discussion and Suggestions for Future Research
2.5 Conclusion
Appendix 1
References
3 Creating an Interactive Virtual Environment for Promoting Tourism English
3.1 Introduction
3.2 Literature Review
3.2.1 Constructive Learning
3.2.2 Virtual Technology
3.2.3 Project Design
3.2.4 Virtual Constructive Project
3.3 Research Method
3.3.1 Research Participants
3.3.2 Research Procedures
3.3.3 Research Instruments
3.4 Results and Discussion
3.5 Conclusion
References
4 A Review of Literature to Understand Student’s Perceptions Regarding Online Assessments
4.1 Introduction
4.2 Method
4.2.1 Data Collection Process
4.2.2 Data Distribution
4.2.3 Data Analysis Process
4.3 Results and Discussion
4.3.1 Positive Attitudes Towards Online Assessments
4.3.2 Negative Attitudes Towards Online Assessments
4.3.3 Impact of Online Assessments on Learning
4.3.4 Cheating and Plagiarism in Online Assessments
4.3.5 Summary of the Research Results
4.4 Conclusion
4.4.1 Suggestions Towards Research Questions for Future Studies
4.4.2 Suggestions Towards Implementation for Future Studies
Appendix 1
References
5 An Investigation into Virtual Immersion Mandarin Chinese Writing Instruction with Student with Autism
5.1 Introduction
5.2 Purpose of the Study and Questions
5.3 Literature Review
5.3.1 Virtual Immersion Instruction for People with Disabilities
5.3.2 Language Learning for People with ASD
5.4 Methodology
5.4.1 Design of the Research
5.5 Participant
5.6 Instruments
5.6.1 Second Life
5.6.2 Mind Map
5.6.3 Questionnaires
5.7 Data Collection
5.8 Results
5.9 Summary of the Mandarin Chinese Writing Attitude Questionnaire
5.10 Summary of the Mandarin Chinese Learning Attitude Questionnaire
5.11 Summary of the 3D Virtual Reality Learning Attitude Questionnaire
5.12 Discussion
5.13 Limitations and Recommendations
Appendices
Appendix 1. Parent Consent Form
Appendix 2. Detail Lesson Plans for the Writing Activities (TWI and VIWI)
Appendix 3. One-Month Gap Lessons Overview
Appendix 4. Mandarin Chinese Writing Attitude Questionnaire
Appendix 5. Mandarin Chinese Learning Attitude Questionnaire
Appendix 6. 3D Virtual Reality Learning Attitude Questionnaire
Appendix 7. Writing Rubric
Appendix 8. Lesson Transcripts: Describe the Kitchen (TWI and VIWI)
Appendix 9. Going to Convenience Store
Appendix 10. Comparisons Between Different Transportations
References
6 Exploring the Possibility of Using a Humanoid Robot as a Tutor and Oral Test Proctor in Chinese as a Foreign Language
6.1 Introduction
6.2 Related Work
6.2.1 Robot-Assisted Language Learning
6.2.2 RALL for Undergraduates or Adults
6.2.3 The Design of the RALL System
6.2.4 The RoboHoN Humanoid Robot
6.3 Test Design
6.4 Preliminary Experiment
6.4.1 Experimental Setup
6.5 Methodology
6.5.1 Participants
6.5.2 Limitations
6.5.3 Analysis
6.5.4 User Comments
6.6 Observations from Recordings
6.6.1 Interaction Between Student and Robot
6.6.2 Interaction Between Students
6.6.3 Student Answering Process and Automatic Speech Recognition
6.6.4 Student Answering Strategies
6.7 Discussion
6.8 Conclusions and Future Work
References
7 The Relationship Between Self-Determination and English Language Acquisition: A Case Study of Human Determination, Self-Efficacy, & Success
7.1 Literature Review
7.2 Psychological Self-Determination and Motivation Moderators and Mediators
7.3 The Affective Filter in Language Acquisition
7.4 Method
7.5 Discussion
7.6 Limitations
7.7 Future Research
7.8 Conclusion
References
8 Designing HAYA! ABC: Utilizing Transmedia Storytelling to Teach English to K-12 Online Arab ELLs—A Framework for Encouraging Online and Offline L2 Participation
8.1 Introduction
8.2 Method
8.2.1 Descriptors
8.2.2 Rationale
8.2.3 Procedures
8.2.4 Criteria
8.3 Literature Review
8.3.1 Comprehensible Input Hypothesis
8.3.2 Traditional Storytelling and Language Learning
8.3.3 Storytelling as an Ancient Staple of Arabic Culture
8.3.4 Transmedia Storytelling and Engagement
8.3.5 Transmedia Storytelling and Language Learning
8.3.6 Nation and Macalister’s (2010) Language Curriculum Design
8.4 Discussion
8.5 Conclusion
References
9 A Preliminary Study of Pre-Service Teachers’ Development and Reflections on Online Teaching
9.1 Introduction
9.2 Research Methods
9.2.1 Participants
9.2.2 Research Design
9.2.3 Questionnaire and Data Collection
9.3 Results
9.3.1 Growth from Training Courses
9.3.2 Difficulties in the Training Process for Pre-service Teachers
9.3.3 Difficulties and Solutions During Class
9.3.4 Benefits of Training Courses
9.3.5 Differences Between Training Courses and Current Positions
9.3.6 Suggestion from In-service Online Teachers on Training Courses
9.4 Discussion and Conclusion
9.4.1 Discussion
9.5 Conclusions
References
Part II Critical Thinking
10 Effective Feedback Strategies that Promote Critical Thinking Skills in Online Learning Environments: An Online Assessment Learning Perspective
10.1 Introduction
10.1.1 Definition of Feedback
10.1.2 Technology Affordances and Feedback
10.1.3 Language of Feedback
10.2 Conclusion
References
11 Is Computational Thinking Critical Thinking?
11.1 Introduction
11.2 Defining CompT and CritT
11.3 The Relationship Between CompT and CritT
11.4 The Application of CritT to the Practice of CompT
11.4.1 Technological Solutionism
11.4.2 Encapsulation and Information Hiding
11.4.3 Optimization
11.4.4 Abstraction
11.4.5 Quantification
11.4.6 Iteration
11.5 The Lessons of CritT for the Discipline of CompT
11.5.1 Questions of Generalizability
11.5.2 The Need for Empirical Research
11.6 Conclusions
References
12 Using Holistic Design and Technology to Stimulate Critical Thinking in Mathematical Modeling
12.1 Introduction: Critical Thinking Defined
12.2 A Rationale for Critical Thinking
12.3 Using Holistic Design to Promote Critical Thinking in Mathematics Modeling
12.4 Compound Interest Formula
12.5 Combining Holistic Design with Technology to Stimulate Critical Thinking in Mathematics Modeling
12.6 Conclusion
References
13 Multimedia in Teacher-Directed and Student-Centered Mathematics Classrooms
13.1 Introduction
13.2 Methods
13.3 Instructional Practices and Multimedia Defined
13.3.1 Teacher-Directed Instruction
13.3.2 Student-Centered Instruction
13.3.3 Multimedia
13.4 Theoretical Framework
13.4.1 Learning Framework
13.4.2 Teacher-Directed and Student-Centered Framework
13.4.3 Multimedia Theories
13.4.4 Language Learning and Critical Thinking Theories
13.5 Use of Multimedia
13.5.1 Types of Multimedia
13.5.2 Multimedia with Teacher-Directed Instruction
13.5.3 Developing Mathematics Language
13.5.4 Multimedia with Student-Centered Instruction
13.5.5 Developing Critical Thinking Skills
13.6 Strategies for Use of Multimedia
13.6.1 Development of Mathematics Language
13.6.2 Development of Critical Thinking Skills
13.7 Conclusion and Recommendations
References