The EuroCALL Review - Vol 24, No 1 (2016)
Tabla de contenidos
Articles
- The Future of Foreign Language Instructional Technology: BYOD MALL
- Why and how do distance learners use mobile devices for language learning?
- Variations in motivation, anxiety and boredom in learning English in Second Life
- Creating an avatar to become a "spect-actor" of one’s learning of English for specific purposes
Project
- EMMA: Towards multicultural learning
Recommended app
- Aba English App
URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/70078
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Item type: Artículo , Access status: Abierto , Why and how do distance learners use mobile devices for language learning?(Universitat Politècnica de València, 2016-11-14) Demouy, Valérie; Jones, Ann; Kan, Qian; Kukulska-Hulme, Agnes; Eardley, Annie[EN] Most of the literature on mobile language learning is located in classroom contexts, and often concerns the use of resources developed by teachers or researchers. However, we also need to understand learner initiated practices, in informal as well as formal settings, where mobile language learners are increasingly using digital resources. In this paper, we focus on the emerging practices of students learning languages at a distance. Adult students of five languages at different levels were surveyed about using their mobile devices to support their learning as well as their motivations in doing so. We also draw on eight follow-up interviews. We discuss the learners’ preferred activities, the resources and apps that they use, and also their motivations for their mobile language practices. These distance learners are very aware of how their devices provide them with high exposure to their target language and the importance of such exposure. They also use their mobile devices to introduce variety into their learning and to make it enjoyable. This knowledge of self-directed learners’ practices is extremely valuable in informing educators about how mobile devices feature in language learning and can be harnessed in contributing to it.Item type: Artículo , Access status: Abierto , The Future of Foreign Language Instructional Technology: BYOD MALL(Universitat Politècnica de València, 2016-11-14) Burston, Jack[EN] This paper describes trends in instructional technology that are influencing foreign language teaching today and that can be expected to increasingly do so in the future. Though already an integral part of foreign language instruction, digital technology is bound to play an increasing role in language teaching in the coming years. The greatest stimulus for this will undoubtedly be the accessibility of Mobile-Assisted Language Learning (MALL), made possible through the exploitation of mobile devices owned by students themselves. The ubiquitous ownership of smartphones and tablet computers among adolescents and adults now makes a Bring Your Own Device (BYOD) approach a feasible alternative to desktop computer labs. Making this work, however, especially in a financially and technologically restricted environment, presents a number of challenges which are the focus of this paper.Item type: Artículo , Access status: Abierto , EMMA: Towards multicultural learning(Universitat Politècnica de València, 2016-11-14) Kerr, Ruth; Merciai, Ilaria[EN] Interest on the part of European Institutions to explore the potential of MOOCs for providing the kind of inclusive and multicultural education that was needed for 21st century learners was confirmed by funding of projects such as EMMA (http://www.europeanmoocs.eu). The definition of “European” for the EMMA consortium was based on diversity - of culture, language and approach - and integration of the same. This paper looks at how EMMA is responding to the challenge of embracing diversity and integration in the same technological artefact through the use of embedded translation services, and an experimental PLE. We will also introduce the ad hoc evaluation services that are designed to test the impact of the EMMA concept.Item type: Artículo , Access status: Abierto , Creating an avatar to become a "spect-actor" of one’s learning of English for specific purposes(Universitat Politècnica de València, 2016-05-13) Privas-Bréauté, Virginie[EN] In this article, we shall examine why the creation of avatars in virtual worlds facilitates the learning of business English. We are committed to determining the factors that enable students in a French business school to consolidate their skills in English (from linguistic, socio-linguistic and pragmatic standpoints) and to develop more general competences (such as self-confidence, the management of space and time, interpersonal relationships) through the creation and use of avatars. Our article aims at showing that these skills are then transferable to real communication situations. Our research comes within the scope of a “communic-actional” approach of English learning. It relies on the notions of “distanciation”, “fragmentation” and “spect-actor” of dramaturgs Bertolt Brecht and Augusto Boal, which give a scientific framework to our researchItem type: Reseña , Access status: Abierto , ABA English App Mobile language learning application for iOS and Android (Review)(Universitat Politècnica de València, 2016-05-13) Seiz, RafaelMobile language learning application for iOS and Android http://www.abaenglish.com/enItem type: Artículo , Access status: Abierto , Variations in motivation, anxiety and boredom in learning English in Second Life(Universitat Politècnica de València, 2016-05-03) Kruk, Mariusz[EN] The article presents the results of a study whose main aim was to investigate the changes in motivation, language anxiety and boredom in learning English in Second Life. The sample consisted of 16 second year students of English philology. The study was conducted over the period of a summer semester. During that time the participants in the study were asked to use Second Life and practice English there in their own time. The data were obtained by means of a background questionnaire and session logs and subjected to quantitative and qualitative analysis. The results show that the students declared quite a high level of motivation to learn English in Second Life, a low level of anxiety and a relatively low level of boredom. In addition, the findings of the study revealed that both the reported motivation as well as the experience of boredom fluctuated over time. In contrast, the levels of foreign language anxiety declared by the subjects remained almost unchanged. Possible causes of such fluctuations are offered.