Tag: ESL

A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis.

Moonyoung Park, & Tammy Slater. (2014). A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis. TESL Canada Journal, 31(Special Issue 8).

This study explored how college-level ESL students are currently using their mobile devices for language learning and the attitudes and opinions of their instructors in relation to Mobile-Assisted Language Learning (MALL). The study included semi-structured interviews with students and instructors, an online survey and a task-based needs analysis focused on what learners and instructors want and need in relation to mobile-assisted language learning. Based on this research a set of language tasks in the areas of listening, speaking, reading and writing were identified. The researchers created a MALL-based task typology to support the future development of pedagogic tasks for academic ESL courses and to support the development of MALL-based curricula and lesson plans. The study found that while ESL learners are using mobile devices for a variety of learning and personal purposes, including communications and as reference tools, instructors need ongoing professional development to support them in realizing the potential of mobile devices in language teaching and to effectively incorporate mobile device use in task development for academic ESL courses.

Retrieved from:

http://teslcanadajournal.ca/index.php/tesl/article/view/1188/1008

 

Issues emerging from the pilot of an online module on vocabulary learning by low-educated adult immigrants.

Martha Young-Scholten,. (2015). Issues emerging from the pilot of an online module on vocabulary learning by low-educated adult immigrants. Language Issues: The ESOL Journal, 26(2), 41–45.

A report of an international pilot of online learning module for second-language instructors in North America and the European Union, conducted over a 5-week period in 2015. The instructors are working with learners who have been designated as low-educated and literacy acquisition (LESLLA). Based on two extensive surveys of the professional development and training needs of these instructors the online training module focused on vocabulary teaching and learning. The module, Topics in Vocabulary Learning for LESLLA Learners, (in English, Dutch German, Finnish and Spanish). was delivered using MOODLE. Learning materials were drawn from publications in each of these languages as well as translations of some English materials into the other languages. The author states that while more research is required to better understand how LESLLA learner develop vocabulary and move from fast-mapping to the use of new vocabulary in their daily lives, the value of this pilot is in support instructors in carrying out their own research to extend understanding of vocabulary acquisition this pilot. In addition, participants in the pilot, although it was of short duration, reported positive results based on their learning and experimenting with new techniques. The pilot also set the groundwork for the future development of a curriculum framework for LESLLA instructors, at the international level, which will allow instructors to share and exchange their experience and knowledge.

Cost: $USD 38.16

Retrievable from:

http://www.ingentaconnect.com/content/natecla/esol/2015/00000026/00000002/art00007?crawler=true&mimetype=application/pdf

 

Study on the Impact of Information and Communications Technology (ICT) and New Media on Language Learning.

Stevens, A., & Shield, L. (2009). Study on the Impact of Information and Communications Technology (ICT) and New Media on Language Learning (No. EACEA 2007/09). European Commission. Education and Culture Executive Agency.

A study of the impact of ICT and new media on language learning conducted by the European Commission in 2008/09. The study comprised a comparative study of the potential of ICT and new media in language learning; a quantitative study of their use; a qualitative survey of current trends and a set of case studies illustrating good practice in the use of ICT and new media for language learning.

Retrievable From: http://eacea.ec.europa.eu/llp/studies/documents/study_impact_ict_new_media_language_learning/final_report_en.pdf

Blending technologies in ESL courses: A reflexive enquiry.

Gruba, P., Cameron, C., Ng, K. & Wells, M. (2009). Blending technologies in ESL courses: A reflexive enquiry. Presented at the ascilite Conference, Auckland, NZ.

In this presentation from the 2009 ascilite Conference in Auckland NZ, a group of researchers describe their learning as a self-directed “community of innovation” after creating a series of podcasts as a springboard for an action research study to look at issues related to integrating technology in variety of types of ESL classes. The study highlights some of the barriers to integration that have been identified elsewhere:  time, need for professional development and IT support.

Retrievable From:

http://www.ascilite.org/conferences/auckland09/procs/gruba.pdf

 

CALL—Past, Present and Future.

Bax, S. (2003). CALL—Past, Present and Future. System, 31, 13–28.

This widely-cited article looks at different ways of recording the history of Computer-assisted language learning (CALL), but at the same time explores an ultimate goal for the place of technology in language classrooms. Bax begins by asking where CALL has been, where it is in 2003 and where it is going. In the section of the article about the future of CALL, the author argues that if language programs are to benefit fully from the potential which computers and computer technologies offer, there needs to be a move towards what he calls “normalisation”, which is the situation when these technologies are used daily and as naturally as other resources in the classroom – they are integrated into learning and they are secondary to learning itself. Instructors and managers will be interested in the list of different stages on the road to normalisation. These have been identified in diffusion of innovations research. Many of the suggestions about what is needed to achieve normalisation, e.g., better software, more action research and especially the size, shape and position of the classroom computer are still relevant today.

Cost: USD $19.95

Retrievable From:

http://www.sciencedirect.com/science/article/pii/S0346251X02000714

 

Identifying the Real and Perceived Needs of ESL Adult Learners with Limited or No Literacy in their L1

Thieves. C (2011). Identifying the Real and Perceived Needs of ESL Adult Learners with Limited or No Literacy in their L1 (M.A.). McGill University.

This thesis is a study using a mixed methods research design (pre- and post-class questionnaire, interview and observation data) in a 12-week ESL class to determine the opinions of students in ESL programs in two schools in a large U.S. city in relation to their L1, English and computer literacy needs. Results showed that adults enrolled in the classes considered computer literacy skills as a fundamental tool for survival in a digital society.  The author contends that these results can be used to guide ESL instructors in the modification of curricula and in the incorporation of digital technologies in ESL reading and writing instruction.

Retrievable From: http://digitool.library.mcgill.ca/webclient/StreamGate?folder_id=0&dvs=1559177348184~497

Assessing computer literacy in adult ESL learners

Meckelborg, A. (2003). Assessing computer literacy in adult ESL learners (M. Ed). University of Alberta.

This thesis documents a relatively early study of instruments to measure computer literacy in a group of adult ESL students. Although there have been many developments in digital technologies over the past ten years and the range and type of skills described in this study are somewhat outdated, the discussion of the design and analysis of the assessment instruments remains of value in relation to assessment in a blended learning context. The assessment instruments piloted and studied as an alternative to a performance measure of computer skills were as follows: a computer experience questionnaire; a vocabulary self-assessment questionnaire; a computer skills self-assessment questionnaire and a written test of knowledge.

Retrievable From:http://www.collectionscanada.gc.ca/obj/s4/f2/dsk4/etd/MQ87608.PDF

LINC and CLIC: Looking Back, Looking Forward

Singh, D., & Blakely, G. (2012). LINC and CLIC: Looking Back, Looking Forward. INSCAN Special Issue on Settlement Language Training, (Spring), 7–11.

Retrievable From: http://torontonorthlip.ca/sites/torontonorthlip.ca/files/v24_se.pdf

This article provides a very useful overview of the history and development of language training in Canada since the inception of federally funded Language Instruction for Newcomers to Canada (LINC) and Cours de langue pour les immigrants au Canada (CLIC) in 1992. The article also addresses the increasingly important role of learning technologies in language training and the opportunities for extending the reach of programming through the use of online and blended learning to maximize the effectiveness and cost-effectiveness of language training across the country.