Language Learning Platform Research Articles

Case Study: Voxy "English for Software Engineering" – The Conception and Creation of an E-Learning English-Language Course Tailored to Learners’ Real-World Needs

This case study provides an overview of Voxy’s language-learning platform and the needs analysis conducted to determine the content required for its “English for Software Engineering” course, which received a 2018 International E-Learning Award in the Business Division. This study documents Voxy’s methodology and theoretical underpinnings. Further, the report outlines the rationale behind using authentic, real-world content, how the company identified the English skills that software engineers require to do their jobs, and how a team of working software engineers provided both guidelines and raw materials to help develop the course content.

Which is which? The Face or the Book: Tunisian EFL learners’ Use of Facebook in L2 Paragraph Writing

Noticing its exponential growth, many educators sought to tap in the potential of harnessing Facebook for educational purposes (Roblyer et al. 2010; Selwyn 2009; Simpson, 2012). Evidence from the literature suggests that, if used judiciously, Facebook can turn into a facilitative platform for language learning beyond the restrictions of traditional provisions (Kabilan, Ahmad, & Abidin, 2010; Yunus & Salehi, 2012). VanDoorn and Eklund (2013) suggest that the Facebook environment, in fact, bears significant resemblance in structure to that of a concrete classroom “-with walls to write on, and party invitations to distribute- and it is perhaps this…that has driven researchers to investigate the potential of Facebook-based social networking to enhance learning” (p.1). Hilscher (2012) further stipulates that the “social nature of Facebook lends itself to the possibility of being used as a virtual learning community” (p.24). Its communicative and interactive functionalities are similarly felt to “mirror much of what we know to be good models of learning, in that they are collaborative and encourage an active participatory role for users” (Maloney, 2017, p. 26). Mills (2011), in a similar vein, concurs that Facebook provides new avenues for students to explore cultural differences and build positive rapport.

中国における大規模語学教育プラットフォーム 「沪江」の教授機能の分析

中国における大規模語学教育プラットフォーム 「沪江」の教授機能の分析

L2 Chinese students’ perceptions of using WeChat for Chinese learning: A case study

Abstract Mobile Assisted Language Learning (MALL), as a specialisation within mobile learning by smartphones, has many benefits as its emphasis is on the mobility of the learner, spontaneous access to learning resources, and interaction across different learning contexts. However research on MALL implementation for Chinese learning is comparatively rare. This study aims to investigate Australian university students’ perceptions on the use of a mobile APP, WeChat, for Chinese language learning in a Studying Abroad (SA) program. The research approach in this study is mainly qualitative-based. Data were collected from 40 Australian university students in a Study Abroad (SA) program. The students’ opinions were collected through interviews and open-ended survey questions and were analysed thematically. Findings indicate in the SA context, the critical issues that emerged were related to learner agency, including language choice and sustained use of the platform for language learning. From an ecological constructivist perspective, a framework for mobile assisted language learning has been proposed. Recommendations are provided for future implementations and research on using WeChat for Chinese learning.

Mobility and language learning: A case study on the use of an online platform to learn Chinese as a foreign language

Mobile technologies and mobile learners have transformed the way people learn languages. In particular, they give rise to a new form of language learning: the use of online language learning platforms, a kind of virtual learning environment that offers learning opportunities that are mobile, social and multimodal (Jones and Hafner, 2012; Richards, 2015). While existing research has tended to focus either on the benefits of using mobile technologies in the teaching and learning of languages or on how mobile learners, who have different linguistic and cultural backgrounds, harness the benefits of technologies to learn new languages, few studies address both perspectives. This paper reports on a study of self-directed language learning in online platforms. In particular, I explore how mobile technologies such as online language learning platforms shape the learning practices of mobile learners, and how mobile learners take advantage of the affordances of these online platforms to achieve their learning goals, in the context of learning Chinese as a foreign language. Through in-depth analyses of two case studies, I argue that while mobile technologies seem to encourage a clear distinction between online and offline learning, in reality the boundary is less clear-cut as mobile learners bring with them a set of offline learning practices from their own experiences to the online environment. A more critical view therefore has to be taken when researching online and offline learning practices.

Facebook as a Language Learning Environment: A Descriptive Study on ESL Learners’ Perceptions

Social networking site like Facebook has been used as a modern source of communication and interaction. It also has the potential to be an effective academic too. This paper aims to present a comprehensive picture of what has already been discovered regarding Facebook as a language learning environment and it further tends to investigate ESL learners’ perceptions of Facebook as a language learning environment in Pakistani context particularly in Sindh. The sample who participated in this research were 100 higher secondary students studying in IBA-Public School Sukkur. The findings of this study revealed that ESL learners in Sindh believe Facebook as a language learning environment helps to enhance language skills including reading, writing, vocabulary, and grammar. Altogether students showed positive perceptions regarding this learning model. So, in light of the findings, it is recommended for the Teachers teaching English as a second language in Sindh, Pakistan should plan their lessons that involve Facebook as a language learning platform.

Design and Empirical Validation of Effectiveness of LANGA, an Online Game-Based Platform for Second Language Learning

Computer and smartphone-based applications for second language (L2) learning have become popular tools, being integrated in many classroom-based courses and adopted by the public at large. Yet, despite a significant body of research that suggests that individuals differ in their ability to learn L2, it is still unclear what factors predict successful L2 acquisition and how L2 teaching software can be designed to adapt to individuals’ strengths and weaknesses. Here, we describe the architecture of LANGA, an online game-based platform under development for L2 teaching and research, and present a demonstrative proof-of-concept study using the platform. LANGA is designed to be both an effective and engaging product from the consumer perspective, and a tool that can be used by researchers to easily implement, deploy and test different training modalities for L2 teaching. Furthermore, key features of LANGA include easy configuration of training via modular design; emphasis on gamified teaching methods; and the use of automated speech recognition to provide learners feedback on verbal production. A first prototype of LANGA was tested in a small-scale, proof-of-concept study. Changes in proficiency from pre- to post-training were measured using recall and recognition tests, while event-related brain potentials (ERPs) were used to assess changes in brain activity related to lexical access over the course of learning. The results provided initial validation of the platform: participants were able to learn a large proportion of the words taught, and retained the novel words in a two/weeks follow-up. Future directions on the development of the platform are discussed.

Language Learning Research at the Intersection of Experimental, Computational, and Corpus‐Based Approaches

Language Learning Research at the Intersection of Experimental, Computational, and Corpus‐Based Approaches

SYNERGY OF LANGUAGE LEARNING AND VIRTUAL LEARNING PLATFORMS IN STUDIES

The paper presents comprehensive study of applicability of various language learning platforms to the development of foreign language that are indicated in the Common European Framework of Reference for Language (CEFR). To carry out the research, a number of language learning platforms that are used as an alternative to Learning Management Systems (such as Moodle) was selected and on their basis a questionnaire was designed. The quantitative research involved faculty students and lecturers of Vilnius College of Technologies and design. The results of the research permitted us to draw a list of recommendations on which language learning platforms are best to be used in EFL classrooms to facilitate the development of foreign language competences.

Task Effects on Linguistic Complexity and Accuracy: A Large‐Scale Learner Corpus Analysis Employing Natural Language Processing Techniques

Large‐scale learner corpora collected from online language learning platforms, such as the EF‐Cambridge Open Language Database (EFCAMDAT), provide opportunities to analyze learner data at an unprecedented scale. However, interpreting the learner language in such corpora requires a precise understanding of tasks: How does the prompt and input of a task and its functional requirements influence task‐based linguistic performance? This question is vital for making large‐scale task‐based corpora fruitful for second language acquisition research. We explore the issue through an analysis of selected tasks in EFCAMDAT and the complexity and accuracy of the language they elicit.

Exploring Academic Use of Online Social Networking Sites (SNS) for Language Learning: Japanese Students Perceptions and Attitudes Towards Facebook

Social networking sites (SNS) have become an integral part of modern society. Among online social networks, Facebook is considered as one of the most popular platforms for online social networking among millions of users including students of all ages. This paper attempts to evaluate whether Japanese students consider Social networking site Facebook as effective online language-learning platform and whether this social learning approach provide students with the opportunity to voluntarily learn English as a second language and gain experiences that help them to better communicate with foreigners using English. A survey was carried out with 88 undergraduates, postgraduate and research students at University of Toyama, Japan to observe learners' perceptions and attitudes towards the usefulness of Facebook for online language learning. Data collected with the use of structured questionnaire from randomly selected students. Most of candidates agreed that Facebook offer great promises to facilitate them learn English and to improve their motivation as well as confidence level in peer- to- peer communication using English. The result of the survey demonstrated that students believed that Facebook could be used as an effective online platform for English learning and related online educational discussions. In conclusion, Facebook may serve as a meaningful and promising teaching tool which can be used not only by English language instructors but also by other educators for fostering quality in online education.

Perceptions of Turkish EFL Students on Online Language Learning Platforms and Blended Language Learning

The purpose of this study is to examine the perceptions of EFL students studying English at the School of Foreign Languages, Anadolu University (AUSFL) on blended language learning and online learning platforms. The participants of the study consisted of 167 students whose English language proficiency level was B2 according to the Common European Framework of Reference (CEFR). A questionnaire adapted from Owston, York and Murtha (2013) was used in the study.After application of the questionnaire, ten randomly selected students were interviewed about their perceptions of blended learning. Applying statistical and content analysis of the interviews provided a deeper understanding of students’ perceptions. Statistical analysis showed that students liked the idea of blended learning in terms of course format and attendance. Analysis of the interviews in terms of content revealed that students liked the flexibility of online learning, but preferred face-to-face communication with a teacher and classmates. In terms of their ideas about the online platforms of course books, their ideas varied. The students were mostly positive about using online language learning platforms. Even though the aim of the study was to get the perceptions of students, interviews were carried out with 5 teachers about students’ mid-term and final exam scores to get an idea if engaging in blended learning helped them learn better. Based on the results, certain implications were drawn from the study in order to organize future teaching at the AUSFL and implement a teaching environment utilizing blended language learning.

Effectiveness of Online Course in English Using Content-Based Instruction (CBI)

As educators realized that in order to successfully complete an academic task, second language (L2) learners have to master both English as a language form (grammar, vocabulary, etc.).There have been different approaches used in the reacquisition of mastery of the English language. One of which is the computer-based instruction. CBI is student-centered. One of its goals is to keep the interest and motives of the students by generating stimulating content instruction and materials, which can be done with the help of computers. The use of computer-based instruction in language learning serves as a tool in facilitating learning. It helps learners to progress at their own pace. This computer-based instruction can be programmed to be interactive and individualized. It can also be in the form of a stand-alone course to enhance or reinforce classroom learning. This kind of interactive learning using online activities to enhance language proficiency helps the teachers to achieve their goals in language learning and at the same time provide comprehensible input from discourse context. Though there are also limitations to this kind of learning but those limitations are expected to be addressed inside the classroom where the teacher is around. With this, research studies about CBI emerged evaluating its effectiveness. This is the second phase of our study, which is an online course using content-based instruction. It is a computer-assisted, interactive platform for English language learning, which targets language skills, such as reading, writing, and grammar using a variety of content-based materials from different sources like science, history, and social sciences. Lessons hosted were planned and developed for 1st-year students of BPSU to pave the way in achieving BPSU’s mission of making its academic offerings and its students globally competitive. The selection of reading texts used as part of the lesson was carefully written as well as adapted to suit the needs of the students. There were 10 lessons available hosted on the site for the students to try and for the researchers to evaluate the course. This was trialed for a month with the control and experimental group. The researchers would like to make an in-depth analysis on the effectiveness of the online courses in English using content-based instruction.

Incorporating Social Networking Sites into Traditional Pedagogy: a Case of Facebook

The use of online social networking sites for educational purposes or expanding curricular opportunities has recently sparked debates in scholarly forums. This potential, however, has yet to attract sufficient attention in second language classes, and particularly in English as a Foreign Language (EFL) contexts. The current study explores the affordances of Facebook to help both improve EFL students’ vocabulary knowledge and develop their vocabulary strategy learning in a blended learning course. To this end, a Facebook page was created to engage an intact class of first-year undergraduates (N = 25) majoring in English in a package of vocabulary learning strategies. The analysis of the data from Facebook content (i.e., the posts and comments shared throughout a semester) and a student focus group discussion revealed that students benefited from participating in different activities to improve their knowledge of English vocabulary and develop their awareness of various vocabulary learning strategies. The results, however, raised several concerns about the integration of Facebook into traditional pedagogy as a formal platform for language teaching and learning.

The Effects of Virtual Reality Learning Environment on Student Cognitive and Linguistic Development

Virtual reality (VR) has brought about numerous alternative learning opportunities in the last decade, and with modern products such as Oculus Rift and other wearable Virtual Reality technologies being introduced into society, VR will promisingly continue to provide yet unseen opportunities in the next few decades and therefore is a technology that deserves serious consideration and study. In an attempt to better understand how virtual worlds positively affect student learning, this study used an online 3D VR English language learning platform and conducted an experiment to evaluate the student learning effectiveness based on Bloom’s cognitive complexity level. t test analysis was used to determine the effectiveness of the learning platform, while structural equation modeling (SEM) analysis was used to determine the learning model behind the pedagogy. Participants were 448 students at a science and technology university in Taiwan. Results show that students improved their phonological, morphological, grammar and syntax knowledge, and virtual world learning assisted in the development of a more complex and higher level of thinking. The SEM analysis results indicated the virtual learning environment with unique features of immersion and ease of use, together with help-seeking positively affected student language cognition.

THE USE OF FREE LANGUAGE LEARNING PLATFORMS FOR INDIVIDUAL LEARNING PROCESS

Even though modern communication technologies are already employed in various processes starting from remotely initiated political revolutions or massive help initiatives to individually accessible self-development opportunities, attention of researchers is still attracted by global processes, while their use at individual level stays not fully revealed. Therefore, this article aims to research the interaction within social media and foreign language learning, which may contribute to the development of an ordinary internet user. The reader is invited to look at people‘s activity in social networks not only as an entertainment but also as a possibility of informal and individual learning. The study focuses on identifying possibilities to use the free language learning platforms for individual learning process. Taking into account the newest trends in the labour market, where more and more attention to the knowledge of foreign languages is being paid, we can notice that people are looking for diverse ways to develop their language skills. Nowadays mobile technologies together with social networks can already supply all types of language skills: reading, writing, listening and speaking. The user interacts not only with a program but also with other people from all over the world. Structured qualitative interviews with Lithuanian participants have revealed that individual foreign language learning online is seen as an undeniable and useful practice. Nevertheless, internet language learning platforms cannot yet replace the traditional language learning methods. DOI: http://dx.doi.org/10.7220/2335-2027.8.9

A multi-peer assessment platform for programming language learning: considering group non-consensus and personal radicalness

Multi-peer assessment has often been used by teachers to reduce personal bias and make the assessment more reliable. This study reviews the design and development of multi-peer assessment systems that detect and solve two common issues in such systems: non-consensus among group members and personal radicalness in some assessments. A multi-peer assessment model is proposed to address these issues. The model captures roles, activities, and data structures in a typical multi-peer assessment setting that can be generalized to other scenarios. We implemented the model in a multi-peer code review system and conducted several empirical experiments in programming language classes. The studies showed that the model can significantly improve student learning outcomes than in a single-peer assessment. Also, we used statistical measures to detect non-consensus and radicalness issues that often occur in the model. The results reveal many insights and provide valuable guidance for teachers to implement a multi-peer assessment system.

Mobile ELT: East and South of the Red Sea

An exploration of the educational value behind mobile, or cellular, phone utilization in English Language Teaching (ELT), and the Second Language Acquisition (SLA) theory behind effective instructional use of such technology is presented. A number of hindrances associated with learning using these devices are uncovered, as are methods of engaging students at the pedagogical level. This establishes a grounded means of employing mobiles as a language learning platform, and results in support for the foundation of a multi-regional synopsis of mobile phone use in ELT. Several pedagogically significant points regarding the employment of mobile devices with learners across eastern Asia, India, the Middle East, and Africa then emerge in analysis. In particular, the considerations necessary for effective future implementation of mobile learning technologies in Afro-Asian contexts. What ultimately arises is the notion that although the concept of m-learning is still largely embryonic it is becoming increasingly embraced, as mobiles are viewed as an enabling technology that can deliver essential learning opportunities. The article closes by outlining several significant areas of pertinence to next-step research.

English

In the modern language learning scenario, language learning and language acquisition experience can be enriched outside the classroom where students can engage in interactive activities. This is enabled by Web 2.0 tools such as blog, twitter, and computer mediated communication tools like email and chat. Web 2.0 tools can unlimited space and time for students. Blog as one type of Web 2.0 tools can be designed to manage the learning and acquisition environment which provides learning materials, relevant learning resources, and online discussion. This paper reports on the impact of a “Learning Management Blog” (LMB) environment on students’ experience of language learning and language acquisition. The LMB was designed to function as a language learning platform for a particular group of tertiary students. Supplementary course materials that matched the objectives of the course were uploaded to the LMB. This qualitative study involved 30 Malaysian undergraduate ESL students at local university. A semi-structured interview was carried out to elicit responses from the students; then the recorded data were transcribed and analyzed qualitatively. The findings of the study revealed that the LMB has proven to be a useful tool to facilitate the language learning and language acquisition processes among the participants. The students had opportunities to use the language learning materials in the LMB as well as interacting with each other in the discussion forum. The learners developed their independent learning interest and motivation to use the English language learning materials and participate in the LMB environment. DOI: http://dx.doi.org/10.17576/GEMA-2014-1403-04

The Use of Smartschool as an Electronic Platform for Blended Language Learning

The Use of Smartschool as an Electronic Platform for Blended Language Learning