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

 

Evaluation of a blended language learning environment in a French university and its effects on second language acquisition.

Marie-Françoise Narcy-Combes, J. McAllister.   Evaluation of a blended language learning environment in a French university and its effects on second language acquisition. La revue du GERAS  2011, 59, 115–138.

In response to a high drop-out rate in large compulsory language classes in a French university, a blended learning program was introduced, using a task-based approach with a distance component using Moodle and face-to-face small group tutorials. The goal was to raise motivation using real-life tasks and to develop interactions that promote second language acquisition. The face-to-face component was further broken into two tutorials, one with 45 students and a teacher and one with 15 students. Teachers provided personalized feedback both in the tutorials and online. The report presents results about the students’ language levels, their involvement, their language learning in class, and their perceptions of the blended language learning program. The author presents key themes expressed by the students related to strengths and weaknesses in the program. Several students commented that a teacher is essential. Team work remained a challenge for students and the authors state that they are searching for a way to convince students that they have more teacher access in a blended learning environment than they would in larger groups.

Retrievable from:

https://asp.revues.org/2250

Creating virtual classrooms (using Google Hangouts) for improving language competency.

Lewandowski, M. (2015). Creating virtual classrooms (using Google Hangouts) for improving language competency. Language Issues: The ESOL Journal, 26(1), 37–42.

This small scale research project was conducted in a community based learning centre in London, U.K. The study explored the usefulness of creating an online conversation class using Google Hangouts to support ESOL students to develop their vocabulary. Students were divided into three groups. In the first group students read or listened to a text prior to the online session and were given vocabulary lists which they were required to memorize as well as conversation questions for review., In the second group students read or listened to a text prior to the online session were given conversations questions for review but were not given the vocabulary list. Students in these groups also attended their regular face-to-face classes. In the third or “control group” students attended their class twice each week but no additional online activities were provided. Although the author cautions that the results of the study are not generalizable, given the relatively limited size of the project and its particular he concludes that the results clearly demonstrate the potential of video-conferencing tools such as Google Hangouts as a useful means to support students in developing and enhancing vocabulary. Furthermore, he states that, with careful planning and preparation, the combination of asynchronous and synchronous e-learning is critical for the “successful delivery” of online conversation classes.

Retrievable from:

http://languageresearch.cambridge.org/images/pdf/Marcin%20Lewandowski%20-%20CUP%20TRP%202014%20final%20report.pdf

 

 

Students’ perceptions and experiences of mobile learning.

Kim, D., Rueckert, D, Kim, D.-J, & Seo, D. (2013). Students’ perceptions and experiences of mobile learning. Language Learning & Technology, 17(3), 52–73.

This study examined students’ perceptions and experiences in using mobile devices for language learning outside the classroom. The 53 students were enrolled in three graduate TESOL classes in a US university. A mobile learning site was created and students participated in pre- and post-surveys to gauge their perceptions before and after the project. In the course of the research students were required to participate in five class projects which involved the purposeful exploration of the use of their personal mobile devices for language learning. The study found that mobile technologies can support important new learning experiences. However, the researchers strongly recommend that instructors consider the technological demands of mobile devices, e.g., connectivity and data costs as well as the pedagogical components as they plan for the use of mobile technologies in the classroom.

Retrievable from: http://llt.msu.edu/issues/october2013/kimetal.pdf

Learning to Identify and Actualize Affordances in a New Tool.

Karen J. Haines. (2015). Learning to Identify and Actualize Affordances in a New Tool. Language Learning & Technology, 19(1), 165–180.

This report suggests a reflective process that identifies both the technical features of a tool and its ability to allow learners to achieve their learning goals which may help teachers cope with the increasing number of technologies available. The study defines affordance as the potential that teachers perceive in a technology tool to support activities in their contexts. Other research has noted that teachers may learn how to use a tool, but they may not learn why they might use it. The study looks at the affordances of blogs and wikis and reports on both initial and later perceptions of two teachers as they familiarized themselves with these tools and saw possibilities in their use as they explored them over time. Their learning was based mostly on experimentation in their classrooms along with reading research and good practice about the two tools. The study ends with suggestions for teacher training in situated contexts so that teachers have ample opportunity to use a wide range of tools and be trained to judge their affordances for themselves.

Retrievable from: http://llt.msu.edu/issues/february2015/haines.pdf

A Call for the human feel in today’s increasingly blended world.

Geoff Lawrence. (2014, May). A Call for the human feel in today’s increasingly blended world. Contact Magazine Special Research Symposium Issue, 40(2), 128–141.

The author presents research on the reported benefits of using Technology-mediated language learning for both instructors and learners, as well as the importance of instructional design on meeting learner outcomes. He then examines the potential for adult non-credit ESL programs in Ontario from results of a multi-phased feasibility study. The findings indicate that the majority of ESL instructors continue to use primarily a face- to-face approach in their teaching. After describing the barriers to use, he also discusses an emerging theme: the crucial role of social interaction and the need for teacher-mediated learning. This was described by one participant as keeping “the human feel” in the learning environment and emphasized the importance of the teacher in the learning process. Some instructors warned about the isolating nature of self-directed technology environments. In the section “The Blended Solution”, the author lists some of the advantages to this approach identified by study participants. He also notes that by itself, a blended approach will not address concerns about isolation; this depends on both the pedagogy and the instructor. Lawrence goes on to highlight the need for strategic, interactive program design.

Retrievable from: http://www.teslontario.net/uploads/publications/researchsymposium/ResearchSymposium2014.pdf

Understanding innovation in English language education: Contexts and issues

Murray, Denise E. & MaryAnn Christison.  (2012). Understanding innovation in English language education: Contexts and issues. In Managing Change in English Language Teaching: Lessons from Experience (pp. 61–74). London: British Council

This book looks at the changing role of English in the world. It provides 21 case studies from innovative international English Language Training Projects. The book addresses issues surrounding the internationalization of English. Although it is not about settlement issues, its inclusion of a blended learning project does make it meaningful for the bibliography and in many language programs, innovative projects today do involve the integration of technology.

Retrievable From:

https://www.teachingenglish.org.uk/sites/teacheng/files/B330%20MC%20in%20ELT%20book_v7.pdf

Digital Mindsets: Teachers’ Technology Use in Personal Life and Teaching.

Tour, Ekaterina (2015). Digital Mindsets: Teachers’ Technology Use in Personal Life and Teaching. Language Learning & Technology, 19(3), 124–139.

This study looks at the relationships between teachers’ everyday and professional uses of technology and explores the assumptions that lie behind their practices. The findings of the study identify the impact of teachers’ digital mindsets and assumptions on the potential they see for digital technologies. The author reports on other studies that explore teachers’ personal experiences with digital technologies to see what they might reveal about what prevents teachers from seeing the learning potential of technologies, and making connections between their working use and their personal use. The study looks at how differently study participants considered seven interrelated affordances of digital technologies and whether they recognized their potential. The author concludes that professional development and learning needs to take into account teachers’ everyday practices, experiences and digital mindsets as well as provide opportunities for critical reflection about them.

Retrievable From:

http://llt.msu.edu/issues/october2015/tour.html

 

Teaching Presence in Online Course for Part-time Undergraduates

Baker. Credence (2010). Teaching Presence in Online Course for Part-time Undergraduates. The Journal of Educators Online, 7(1).

This paper begins by noting that researchers have moved from establishing the notion that there is no significant difference between face-to-face and online learning to extending research to empirically validate best practices in online learning thus providing more effective online courses and taking advantage of the unique features of the online environment. Instructors in blended courses do have the opportunity to establish positive teaching presence and immediacy in the face-to-face component of their courses, but these two practices may have implications for learner motivation, active learning and participation and achievement of outcomes in the online portion. The author refers to other research that notes that instructors can convey “visibility” with regularly scheduled interactions, inform students of their availability, provide feedback that is consistent and meaningful, be present as an effective moderator in discussions and use their content background to reactivate discussions that languish. The study results provide interesting distinctions between the effects of instructor presence and instructor immediacy on student behaviour and outcomes.

Retrievable From:

http://www.thejeo.com/Archives/Volume7Number1/BakerPaper.pdf

Blended Language Learning: An Effective Solution but not Without Its Challenges

Christopher P. Johnson, D. M. (2014). Blended Language Learning: An Effective Solution but not Without Its Challenges. Higher Learning Research Communications, 4(3), 23–41.

This study explores conclusions from its first phase and identifies effective and appropriate best practice blended learning models. The study reflects changes in demands on and attitudes of students and teachers resulting from the introduction of technology into instructional styles, methodologies, and approaches. Some of the teachers in the study have become confident that the technology is not meant to replace them in the classroom and have begun to see it as a support for them. There is an emphasis on making the best use of classroom time, rather than trying to teach all requirements of courses in the classroom. The study also looks at the personal capacity required for students to take on a more autonomous role in a blended environment and discusses the importance of motivation, confidence and active participation. The authors state that the time and effort that university students spend gaining skills in EFL have critical impact on their success in learning the language. The same seems to be true for adult immigrants in settlement language programs.
Retrievable From:

http://www.hlrcjournal.com/index.php/HLRC/article/viewFile/213/181

Virtual Education in ELL – Opportunities, Challenges and Potential

Bow Valley College. (2015). Virtual Education in ELL – Opportunities, Challenges and Potential (p. 66). Calgary, AB: Bow Valley College.

This 2015 report focuses on issues of learner isolation and instructional distance in an online workforce-related course for newcomers to Canada (CLB 7 or higher). The literature review investigates the notion of learner isolation, a common problem in online courses, which can lead to frustration, decreased motivation and withdrawal from online courses. The report proposes mitigating strategies to develop social presence in online language courses. The report goes into detail about the importance of instructor presence online e.g., instructor bios, photos, frequent videos, frequent news and quick replies to participants; as well as one-on-one contact between instructors and learners. It cites other research that defines social presence as the ability for learners to connect with other participants as “real people”, despite not being in the same physical environment with them. Although this report is based on applied research in an online course, it echoes participants’ comments in Lawrence’s report about the need for a “human feel” (see Geoff Lawrence. (2014, May). A Call for the human feel in today’s increasingly blended world later in this bibliography).

Retrievable From:

https://centre.bowvalleycollege.ca/sites/default/files/Virtual%20Education%20in%20ELL%20Research%20Report%20-%20Final%20Report%20August%2011%202015_5.pdf

Mobile pedagogy for English language teaching: a guide for teachers

Kukulska-Hulme, Agnes, Lucy Norris and  Jim Donohue. (2015). Mobile pedagogy for English language teaching: a guide for teachers. British Council.

This research-based guide is based on an Open University research project conducted in 2013-14 and focusing on English for Speakers of Other languages (ESOL) and English for Academic Purposes (EAP). The authors contend that in order to realize the potential of mobile technologies for language teaching and learning it is important to remember that MALL is not just the transfer of existing learning materials to a mobile device but involves a complete re-conceptualization of such materials. They further underline that while mobile devices provide the opportunity for self-directed learning and support greater learner autonomy, the role of the instructor remains critical. In that context the researchers developed a pedagogical framework to support instruction using mobile technologies. They offer two examples of how the framework could be used, for a lesson about job applications and for an instructor to personalize generic learning materials. They also provide a list of practical lesson and home learning ideas and a list of further readings, applications and links.

Retrievable from: https://englishagenda.britishcouncil.org/sites/default/files/attachments/e485_mobile_pedagogy_for_elt_final_v2.pdf

An absolutely riveting online course: Nine principles for excellence in web-based teaching.

Henry, J. M. (2008). An absolutely riveting online course: Nine principles for excellence in web-based teaching. Canadian Journal of Learning and Technology, 34(1).

Although this article was written in 2008, it addresses some realistic, longstanding and important issues in adult learning programs that incorporate technology. The authors answer the question, “What would you do if I asked you to develop an absolutely riveting online course?”. They cover excellence in creating and delivering online courses; they include information to ensure sound pedagogy, create an effective and engaging learning environment, generate meaningful learning experiences and promote high student satisfaction. One of the key ideas they put forward is that technology should not stand in the way of the student’s focus on the course itself. They present interesting examples of how things sometimes go wrong and how to take advantage of what the online world has to offer. They make suggestions about the kinds of supports students will need to be successful in a program that is partly online.

Retrievable From: https://journals.library.ualberta.ca/cjlt/index.php/cjlt/article/view/26431/19613

Call for autonomy, competence and relatedness: Motivating language learning environments in Web 2.0

CALL for autonomy, competence and relatedness: Motivating language learning environments in Web 2.0.

Alm, A., (2006). CALL for autonomy, competence and relatedness: Motivating language learning environments in Web 2.0. The JALT CALL Journal, 2(3), 29–38.

The author looks at Web 2.0 tools in the light of motivational theory and self-determination theory, arguing that internet-based learning environments have to address basic needs of competence, relatedness and autonomy in order to create the conditions in which learners can motivate themselves. Some of the points made are that language learners have basically two communities they need to relate to in order to develop a sense of belonging – one within the class and another the community that speaks the language outside the class; while an in-class evaluation might be necessary for assessment purposes, a comment from a real-life audience is likely to have a stronger motivational impact on the learner. Alm argues that it is the balance between structure and choice that leads to learner autonomy. This article provides examples of practices that improve learner motivation.

Retrievable From: http://journal.jaltcall.org/articles/2_3_Alm.pdf

Web 2.0 and Second Language Learning: What Does the Research Tell Us?

Wang, S., & Vasquez, C. (2012). Web 2.0 and Second Language Learning: What Does the Research Tell Us? CALICO Journal, 29(3), 412–430.

The authors found that much research on Web 2.0 technology and language learning is not clearly grounded in theory and that a number of studies suffer from a set of common methodological limitations. The analysis in the review focuses on 29 empirical studies from 2005-2010. The authors also cite previous reviews of research in earlier periods from 1990-2005. The authors have aimed to include all of the recent relevant literature on using Web 2.0 technologies in L2 learning. The study points to the need for well-constructed empirical research projects.  Among others, their suggestions include projects that don’t look only at technologies, but also at students’ progress and specific language learning outcomes. They also suggest the need for research on how proficiency and/or intercultural competence are affected by using Web 2.0 tools.

Retrievable from:

http://www.camillavasquez.com/pdf/WangVasquez_Web2_CALICO.pdf

Uses of Technology in Adult ESL Education CAELA: ESL Resources: Collections – Adult ESL Fact sheets. (2002).

This brief fact sheet from 2002 noted how and where technology was beginning to be included in adult ESL programs. Although the examples are modest, the challenges described are still familiar, e.g., the cost of acquiring hardware and software and supporting technology use, matching applications to instructional needs and goals, over-enthusiasm with applications that may not pay back the investment and access to computers and the Internet. The list of best practices includes the need for training for practitioners both in instructional approaches and uses of “hardware”. This last need is addressed in the recently revised TESOL Technology Standards (2011) with the hope that programs that train teachers will recognize that they have an obligation to prepare teacher candidates adequately in technology proficiency for their field and that technology proficiency will be given a high priority in new staff in teacher education programs.

Retrievable From: http://www.cal.org/caela/esl_resources/collections/factsheets.html#tech

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

A closer look at blended learning – parameters for designing a blended learning environment for language teaching and learning.

Neumeier, P. (2005).  A closer look at blended learning – parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17(2), 163–178.

This journal article, written at a time when interest was building in blended learning, despite the fact that there was not a lot of research related to it, is widely cited in the literature. Neumeier provides a framework to address the question about which combination of modes provides the best blended language teaching and learning environment. Her goal is to help practitioners see and understand the complexity of blended learning environments so that they can make good use of blended learning. She provides a clear definition of blended learning and stresses the importance of finding the most effective and efficient combination of face to face and computer-assisted learning for the specific learners, context and objectives. She makes it clear that there is no course design that will work for all situations – neither in the face-to-face component, nor in the computer-assisted component. Neumeier’s six parameters identify the criteria to take into consideration for designing a course or program.

Available for Purchase (USD $30.00) at: http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=355476

Blending Learning in a Web 2.0 World: Creating Learning Opportunities for Language Learners.

Marsh, D. (2012). Blending Learning in a Web 2.0 World: Creating Learning Opportunities for Language Learners. Cambridge University Press.

This booklet provides a short history of the term “blended learning” and traces its development from the notion in 2000 of simply supplementing classroom learning with self-study e-learning activities to its use today to mean any combination of different methods of learning, different learning environments and different learning styles. While not focused on ESL, it is a good resource to set the stage while providing practical guides and templates.

Retrievable From:

http://www.cambridge.org/download_file/851168/0/

 

 

 

A meta-analysis of effectiveness studies on computer technology-supported language learning.

Grgurovic, M. et al. (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL, 25(2), 164–198.

This article answers the question policy makers and language teachers might ask about what research has shown about the comparison between classes in which CALL is used and those in which computer technology is not used for language learning. In summary, the results of 36 years of research show that computer-assisted language learning is not inferior to traditional classroom teaching. The authors looked at studies that compared the two methods between 1970 and 2006. The studies chosen were winnowed from three electronic databases, a manual search of six journals and an extensive set of criteria that excluded all but 37 of the 200 studies found. One of their findings is that the overwhelming majority of studies were conducted in a higher education setting, with English being the number one language studied. There is no mention of adult settlement language in the list of settings but there was one adult literacy study. This paper underscores the importance of research design and submitting research on topics like Blended Learning in adult settlement programs to databases and journals like the ones included here.

Available for Purchase (USD $30.00) at: http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8885216#