Features Of Language Learning Research Articles

Visualizing language learning environments beyond the classroom in study abroad

Abstract Employing an ecological framework, this study explores learners’ visual representation of their language learning practices and environments beyond the classroom in an Australian context. Specifically, this study’s aim is to better understand the features of individual language learning environments, the role of self-reflection, and the affordances involved in the construction of these environments. One hundred and seventy international students enrolled in English Language Intensive Courses for Overseas Students (ELICOS) in Sydney drew mind maps on “Activities to improve my English in Australia.” The mind maps were analyzed thematically using NVivo 11 software and subsequent themes were developed. Findings showed individual differences in features of language learning environments, learners’ perceptions of their affordances, and insight into the degree of learner agency as seen from the visualization. This article closes by discussing the implications for using such visual materials in second language pedagogy in order to understand student language learning beyond the classroom.

Features of Language Learning in Handheld Electronic Devices

Handheld electronic devices promote M-learning greatly. Foreign language learners favour the learning environment in handheld electronic devices. The authors explore the features of language learning in handheld electronic devices from the prospective of language input theory.The paper discusses the comprehension, nature and authenticity, abundance and varieties in language learning with handheld electronic devices.

Awareness and Performance through Self- and Partner’s Image in Videoconferencing

This paper examines potential designs of videoconferencing systems for communicative language learning in learner-centered communication from the viewpoint of self-awareness. In this study, we focused on the effect of the presence of images on learning. We compared four types of videoconferencing systems: (a) videoconferencing with both the learner's own and the partner's image, (b) one with only the partner's image, (c) one with only the learner's image, and (d) one without images (audioconferencing), each supporting the use of formulaic expressions concerning communication strategies as the learning objective. We investigated the effect of each type of videoconferencing on two features of language learning: the perceived effectiveness of the images and the assistance they provided during communication and learner performance. The results showed that the presence of both self- and partner images had a main effect on learning awareness as well as on some aspects of learner performance. In addition, path analysis revealed that both self- and partner images had a direct and indirect significant effect on learner performance by raising perceived awareness.

Social presence in synchronous CMC-based language learning: How does it affect the productive performance and consciousness of learning objectives?

This study examines potential designs in the usage of synchronous computer-mediated communication (SCMC) for communicative language learning in learner-centered communication. In this study, we compared four types of SCMC: text-based chat with and without interlocutors' image, video conferencing, and audio conferencing, each supporting of the use of formulaic expressions concerning communication strategies. We investigated the effect of each type of SCMC on four features of language learning: perceived consciousness of social presence; perceived consciousness of language learning in communication; productive performance; and consciousness of learning objectives. The results showed that the interlocutor's image has a main effect for social presence as well as on some aspects of productive performance, and that the use of voice has a significant effect on perceived consciousness of language learning in communication, productive performance and consciousness of learning objectives. In addition, an interaction effect was confirmed on perceived consciousness of social presence and productive performance. It can be said that social presence aids second language communication in learner-centered communication; however, it can inhibit consciousness of learning context and learning objectives.

Dialect stabilization and speaker awareness in non‐native varieties of English1

Research on indigenized non‐native varieties of English has aimed to distinguish these varieties from individual second language learning in structural and social terms (B. Kachru 1983;Platt, Weber and Ho 1984;Cheshire 1991) ; however, quantitative evidence of this divergence remains scarce. Through an analysis of a range of Indian English speakers in a contact situation in the United States, this study distinguishes developing dialect features from second language learning features and explores the concomitant emergence of dialect consciousness. First, an implicational analysis shows that some non‐standard variables (past marking, copula use, agreement) exhibit a second language learning cline while others (articles) form a more stable, incipient non‐standard system shared to some extent by all speakers; a multivariate analysis suggests that both sets of variables are governed by proficiency levels. Next, the explanatory scope of proficiency is assessed by examining the use of selected phonological variants (rhoticity,l‐velarization, aspiration). The use of these features resembles native‐like style‐shifting, as it appears to be more sensitive to speakers’ attitudinal stances than to proficiency levels. This points to the importance of understanding emerging speaker awareness and perceptions of stigma, risk, and value in new varieties of English.