Second language learners’ experiences communicating in Arabic with native speakers during a study abroad program

Currently, the market for Korean language education is over 4 trillion won, and 20 trillion yen in Japan and 50 trillion in China.Traditional markets used to learn languages through native speaker, such as offline academies, burns, English, etc. In addition, in the case of English, it has become just a subject for studying for tests, not only to communicate.This causes pressure on young people, resulting in poor learning efficiency. To learn language as a means of communication, the environment needs to be created in order to acquire language. There are the language learning programs in the virtual reality environment. such as ‘Learn Languages VR by Mondly’ and ‘House of Language VR’. In the case of Learn Languages program, it supports many environment and teaches many different languages. However, depending on the stated scenario, the degree of freedom of speech is low.In the case of ‘ House of Language VR’ program, the degree of freedom of speech is significantly reduced by matching words to words. Also, it is less realistic because it is in progress through animation programs produced for infants.In learning languages, learning to speaking in a real-life situation with native speakers is required for advanced skill.In this study, we intend to produce a learning program using VR devices and interacting with native speakers.

Vietnamese American Experiences of English Language Learning: Ethnic Acceptance and Prejudice

Introduction

Teaching and learning process has been modified from lecture-based learning to be more interesting and motivating learning environment with the use of modern technologies and variety of technological tools. The educational computer game, which is one of the effective learning tools, has been used to support teaching and to motivate learning in various subjects. With less computer game in higher education, especially on C programming language course, this study developed a mobile game for simulating the compiler working with human daily life situations for the C programming language learning. The developed game was conducted on university students for evaluating the overview of students' C programming language motivation and learning achievement. Moreover, this study examined the differences of motivation and learning achievement between students who had experience and inexperience with educational computer games.

Teaching and learning of programming languages is difficult as it involves the comprehension of theoretical background, practical usage of semantics and syntactic coding and algorithmic skills. Both teachers and students are unanimous about the programming fear of students, whereas programming skill is one of the core competences of computer science students. As a result, it is now a vital and an unavoidable issue to develop effective learning/teaching pedagogy for programming languages. Problem-based learning (PBL) is a well-established learning pedagogy where students engage themselves to self-learn, self-practice, and mainly focus on ill-structured problems. Traditional PBL is not fully suitable for the teaching and learning of programming languages to develop the required problem-solving skill. On the other hand, e-learning has been used in synchronous and asynchronous learning for the past few decades but not sufficient for developing programming skill. In this research, the authors have proposed a problem-based e-learning model which integrates traditional PBL with e-learning knowledge transfer. A problem model has also been proposed supporting structured, semistructured, and ill-structured problems. An architecture has been developed where a problem-bank is used to support the learning and teaching of multiple programming languages. An initial survey in the perspective of students has been performed to test the mannerism of the students about the model and found very positive result which accelerates further improvement of the system.

The globalization trend has raised various issues in the field of English language teaching (ELT) for both language teachers and learners (Norton, TESOL Quarterly 31(3):409–429, 1997). Since the reality of English as an international language (EIL) has started to emerge, the traditional native speaker (NS) and non-native speaker (NNS) dichotomy has been called to be reexamined (Mckay, International Journal of Applied Linguistics 13(1):1–22, 2003). While it is believed that parents generally prefer NS teachers when it comes to language teaching since they provide the target model for language learning (Harmer, The practice of English language teaching, Longman, London 1991; Kachru, The other tongue: English across cultures, University of Illinois Press, Urbana, 1992; Oladejo, Bilingual Research Journal 30(1):147–170, 2006), high-level language learners have not been explored so far in Taiwanese tertiary English as a foreign language (EFL) education. Hence, the aim of this study was to reexamine the preference, perceptions, and attitudes toward NS and NNS teachers of Taiwanese advanced EFL learners. The data were collected qualitatively from 30 English majors at three top-rated universities in Taiwan including two semistructured interviews and an open-ended questionnaire for each participant. The results revealed that no particular preference was shown, but one important factor was found to make NS and NNS teachers different. Students were not only discovered to be aware of the pros and cons of both NS and NNS teachers’ teaching at tertiary level, but in the end, value NNS teachers more for the awareness of EIL that they have developed over the years. This article argues that instead of treasuring the NS model fervently, it is crucial for language learners to develop thorough and adaptive comprehension competence. This article concludes with several pedagogical implications for ELT professionals.

Since 2000, the Hellenic American Union (Greece) and the Academy of Electronic Media at Rensselaer Polytechnic Institute (USA) have been involved in the development of Hellas Alive©, an on-line language and culture learning program for Greek as a Foreign or Second Language. Users of Hellas Alive© work in a virtual environment, which supports autonomous exploration, simulation, representation and collaboration, and are provided with multiple learning opportunities in the form of an immersive 3D world, rich multimedia content, synchronous and asynchronous learning tools, and interactive cultural playspaces. The aim of these playspaces is two-fold: On the one hand, they promote language learning in a variety of realistic contexts and in a way consonant with current educational communicative methodology. On the other hand, they raise the user’s cultural awareness. Thus, the playspaces address a broad audience that encompasses not only ordinary language learners, but also those who are intrigued by the idea of cultural information, contact and awareness. Both objectives are implemented with a very high degree of interactivity. Eight types of playspaces have been developed so far: How To, Art Exploration, Documentary, Maps and Directions, Meet the Parea, Word Games, Let’s Talk Greek, and Scavenger Hunt.

For the advancement of technology and information, an increasing number of resources beneficial for language learning are available. Multi-media, websites, and resources on the Internet are integrated with second or foreign language learning and give both teachers and learners a boost in the process of language instruction. For example, online language learning program, chat rooms, prose, etc., allow learners to have more access to practice the target language after school, to keep their learning pace, and to have more interaction with native speakers. Although there are various well-known resources on the Internet in which English learning software, audios, and videos are available, we, more importantly, need to think about how to use these resources in effective and efficient ways. The purpose of this paper is to reflect upon how English educators can receive support in English teaching by taking advantage of some existing Internet resources. The first part of this paper significantly reflects upon what are possible ingredients for successful English instruction. In the second part, we come to how can the use of Internet resources for English teaching enhance the elements needed in EFL. Finally, the paper concludes by introducing how to use some Internet resources to facilitate language teaching and learning.

Diskursne oznake, multifunkcionalne jezične jedinice čija je glavna uloga uspostavljanje kohezivnih i koherencijskih veza u diskursu te stvaranje interaktivnih veza među govornicima, igraju iznimno važnu ulogu u pragmatičkoj i diskursnoj kompetenciji govornika. Njihova velika važnost za prirodnu komunikaciju primjerenu kontekstu ukazuje nam na njihov značaj za nastavnike i učenike stranih jezika. Istraživanje opisano u ovomu radu provedeno je radi pružanja uvida u uporabu diskursnih oznaka hrvatskih nastavnika engleskoga kao stranoga jezika u nastavi s učenicima na dvjema razinama ovladanosti jezikom. Korpus govora osam nastavnica analiziran je kvantitativnim i kvalitativnim pristupom pružajući sveobuhvatan uvid u njihovu uporabu diskursnih oznaka, stavove prema ovim jedinicama i udžbenike kojima se koriste u nastavi. Rezultati istraživanja pokazali su da nastavnice rabe širok raspon diskursnih oznaka u nastavi, ali ih u manjemu broju rabe učestalo. Učestale diskursne oznake u njihovu govoru imaju uloge koje se prvenstveno odnose na organizaciju i upravljanje interakcijom u učionici. Analiza pet najčešćih diskursnih oznaka kroz primjere njihove uporabe iz korpusa pruža iznimno detaljan uvid u način na koji ih nastavnice rabe, među ostalim kako bi ostvarile osnovne uloge govora nastavnika. Osvrt na stavove nastavnica i na način obrade diskursnih oznaka u udžbenicima engleskoga jezika upotpunjuju sliku iz koje se može zaključiti da je u hrvatskomu obrazovnomu kontekstu prijeko potrebno sustavno uključiti diskursne oznake u obrazovanje sadašnjih i budućih nastavnika kako bi znali na koji način i u kojoj mjeri svojim učenicima olakšati usvajanje ovih iznimno važnih oblika, što je važna pedagoška implikacija ovoga istraživanja. Budući da kod nas dosad nisu dokumentirana znanstvena istraživanja o uporabi diskursnih oznaka kod hrvatskih nastavnika engleskoga jezika, riječ je o sasvim novim uvidima u ovu temu. Spoznaje proizašle iz ovoga istraživanja mogu pridonijeti razvoju saznanja o govoru nastavnika stranih jezika i postupcima koje nastavnici rabe u nastavi kako bi učenicima olakšali usvajanje jezika. Rezultati istraživanja doprinijet će općenitomu razvoju metodologije poučavanja engleskomu jeziku i oblikovanju smjernica u stručnomu usavršavanju nastavnika u području diskursne kompetencije

Priming can facilitate the language processing and learning by affecting speakers response to the subsequent stimulus after introducing the new language form, for both comprehension and production. Syntactic priming, as a new branch of priming, is the main focus of this research as it is more practically applicable under psycholinguistic background. In this review, the effects of syntactic priming on language learning and the effects of syntactic priming on the link between language comprehension and production were both explored. It is assumed that there is a common lexical-boost effect as a mediator during the syntactic priming process through the implicit language learning. However, such effect can be somehow independent to the language comprehension based on the current research. Moreover, some neurological measures are applicable when investigating the neuronal correlates of the syntactic priming and lexical boost effect during sentence comprehension and production. In general, this study discussed the non-linear relationship between implicit language learning and syntactic priming highlighted with the lexical mediator effect, the independent effect between lexical and structural content on language comprehension, as well as the similar mechanism shared by language comprehension and production. The previous experiments still lacked the reliability and validity as the variables are difficult, and the tools or strategies used may not be appropriate to accurately measure the result. Hence, causations cannot be formed in a solid state even if some correlations are well evolved with research findings. The future direction, naturally, should keep track of how syntactic priming can better intervene on the language processing and learning program, which in turn reduce the overload of the computational brain and boost the language learning. This review can provide some guidance for the design of educaitonal programs using syntactic priming as well as relevant research.

Aim/Purpose: This paper aims to describe how various Kanban elements can help alleviate two prominent types of challenges, communication and collaboration in Global Software Development (GSD). Background: Iterative and Lean development methodologies like Kanban have gained significance in the software development industry, both in the co-located and globally distributed contexts. However, little is known on how such methodologies can help mitigate various challenges in that occur in a globally distributed software development context. Methodology: The study was conducted using a single-case study based on a general inductive approach to analysis and theory development. Through the literature review, collaboration and communication challenges that GSD teams face were identified. Data collected through semi-structured interviews was then inductively analyzed to describe how the case-study teams employed various Kanban elements to mitigate communication and collaboration challenges they face during GSD. Findings: The study found that some Kanban elements, when properly employed, can help alleviate collaboration and communication challenges that occur within GSD teams. These relate to Inclusion Criteria, Reverse Items, Kanban Board, Policies, Avatars, and Backlog. Contribution: The paper contributes to knowledge by proposing two simple concept maps that detail the specific types of communication and collaboration challenges which can be alleviated by the aforementioned Kanban elements in GSD. Recommendations for Practitioners: This paper is relevant to GSD teams who are seeking ways to enhance their team collaboration and communication as these are the most important elements that contribute to GSD project success. It is recommended that relevant Kanban elements be used to that effect, depending on the challenges that they aim to alleviate. Future Research: Future research can investigate the same research questions (or similar ones) using a quantitative approach.

[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose : This paper aims to describe how various Kanban elements can help alleviate two prominent types of challenges, communication and collaboration in Global Software Development (GSD). Background: Iterative and Lean development methodologies like Kanban have gained significance in the software development industry, both in the co-located and globally distributed contexts. However, little is known on how such methodologies can help mitigate various challenges in that occur in a globally distributed software development context. Methodology: The study was conducted using a single-case study based on a general inductive approach to analysis and theory development. Through the literature review, collaboration and communication challenges that GSD teams face were identified. Data collected through semi-structured interviews was then inductively analyzed to describe how the case-study teams employed various Kanban elements to mitigate communication and collaboration challenges they face during GSD. Findings: The study found that some Kanban elements, when properly employed, can help alleviate collaboration and communication challenges that occur within GSD teams. These relate to Inclusion Criteria, Reverse Items, Kanban Board, Policies, Avatars, and Backlog. Contribution: The paper contributes to knowledge by proposing two simple concept maps that detail the specific types of communication and collaboration challenges which can be alleviated by the aforementioned Kanban elements in GSD. Recommendations for Practitioners: This paper is relevant to GSD teams who are seeking ways to enhance their team collaboration and communication as these are the most important elements that contribute to GSD project success. It is recommended that relevant Kanban elements be used to that effect, depending on the challenges that they aim to alleviate. Future Research: Future research can investigate the same research questions (or similar ones) using a quantitative approach.

With the current availability of state-of-the-art technology, particularly the Internet, people have expanded their channels of communication. This has similarly led to many people utilizing technology to learn second/foreign languages. Nevertheless, many current computer-assisted language learning (CALL) programs still appear to be lacking in interactivity and what is termed social presence, which is in turn an obstacle to the learners assuming active roles in their online experience of L2 learning. Consequently, the existing CALL programs do not seem to have updated themselves from the obsolete behavioristic and communicative genres to reach for the integrative one to yield optimum interactivity. The present study has attempted to cast light on the prospect of creating an online learning community that could optimize the patterns of interaction among the students and the teacher with the intention of creating online social presence. Using a qualitative research based on grounded theory, the researchers attempted to collect and analyze the data vis-à-vis the participants’ feedback on the research questions that were cyclically obtained from 42 English students of the first researcher’s weblog through 41 semi-structured interviews at the end of each virtual class on Skype and Discord over one year. The results suggested that content-based instruction (CBI) in which the students can opt for and create the content of the course through engaging in asynchronous activities and performing peer-assessment in the comment forms and discussion boards before practicing negotiation of meaning in each synchronous class could maximize the level of student-student interactivity and social presence among the L2 learners.

There is a common belief that one of the best methods for learning a foreign or second language is to develop social relationships with native speakers and to communicate with them using that language. In order to increase such interactional opportunities, participation in study abroad programs where the target language is spoken is frequently recommended. However, language learners often report disappointment in their degree of interaction and friendship development with native speakers while abroad. With a focus on learners of Japanese, the study reported in this chapter examines the contexts in which study abroad students in Japan find opportunities to interact and establish friendships with native Japanese speakers, and discusses the participants' satisfaction with and benefits of such interaction and friendships. The results draw upon 36 questionnaire responses, as well as in-depth interviews with four focal informants, all of who experienced a study abroad in Japan between 2010-2013.

Silence is a common phenomenon in language learning where students stay silent, and it is potentially frustrating to instructors and not conducive to the foreign language input and output necessary for ongoing classroom-based language learning. Silence has been investigated initially in the face-to-face classroom and discussed thoroughly over the years. Most studies emphasized the role of verbal interaction in language learning, while silence exists in English as a Foreign Language (EFL) contexts as a part of the interaction. Rare research investigates silence in face-to-face EFL learning contexts using phenomenography to understand students ways of experiencing silence. Therefore, this study aims to explore how Vietnamese undergraduates experience silence in face-to-face EFL learning using phenomenography at a Vietnamese university. Data were conducted through semi-structured interviews with 15 Vietnamese undergraduates analyzed following the phenomenographic principles to identify each conception s referential and structural aspects. Eleven categories were found following five main conceptions of silence, namely, sociocultural dimension, affective dimension, psycho-linguistic dimension, interactive dimension, and individual dimension. The findings illustrate the multilayers and complexities of students silence in face-to-face EFL context and point out new findings to discover potentially in EFL. It implies that silence can be a powerful tool for students learning, so understanding multifaceted students silence will enhance educators pedagogical practices in foreign language teaching and learning. This study also implies that educators should understand students social self and self to create a learning atmosphere for individual differences.