Expanding global horizons through technology enhanced language learning / / edited by Yun Wen [and seven others]

• Record Nr.: UNINA9910485591903321
• Pubbl/distr/stampa: Singapore : , : Springer, , [2021]; ©2021
• ISBN: 981-15-7579-7
• Descrizione fisica: 1 online resource (229 pages)
• Collana: Lecture Notes in Educational Technology
• Disciplina: 343.7309944
• Soggetti: Educational technology; Language Education; Language Teaching; Tecnologia educativa; Ensenyament de la llengua; Llibres electrònics
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: Intro -- Preface -- Chairs/Committees -- Contents -- Part I Technology Enhanced Language Learning (TELL) -- 1 Investigating Pupils' Cognitive Engagement in Augmented Reality-Supported Second Language Learning Classrooms -- 1.1 Introduction -- 1.2 Literature Review -- 1.2.1 AR-Enhanced Active Chinese Character Learning -- 1.2.2 Cognitive Engagement -- 1.3 Methodology -- 1.3.1 Participants -- 1.3.2 Activity Design -- 1.3.3 Data Sources and Analyses -- 1.4 Findings -- 1.4.1 Learning Process -- 1.4.2 Students' and Teachers' Perceptions -- 1.5 Discussion and Conclusion -- References -- 2 A Glimpse of Pedagogical Impacts of Social Media: Mirror, Mirror on the Wall, Who Is the Fairest of Them All? -- 2.1 Introduction -- 2.2 Social Media as a Way of Life -- 2.3 Methodology -- 2.3.1 Scope of the Research and the Subjects -- 2.3.2 Questionnaire Design -- 2.4 Results and Discussion -- 2.4.1 Questionnaire Results and Analysis -- 2.4.2 Qualitative Discussion and Suggestions for Future Research -- 2.5 Conclusion -- Appendix 1 -- References -- 3 Creating an Interactive Virtual Environment for Promoting Tourism English -- ; 3.1 Introduction -- 3.2 Literature Review -- 3.2.1 Constructive Learning -- 3.2.2 Virtual Technology -- 3.2.3 Project Design -- 3.2.4 Virtual Constructive Project -- 3.3 Research Method -- 3.3.1 Research Participants -- 3.3.2 Research Procedures -- 3.3.3 Research Instruments -- 3.4 Results and Discussion -- 3.5 Conclusion -- References -- 4 A Review of Literature to Understand Student's Perceptions Regarding Online Assessments -- 4.1 Introduction -- 4.2 Method -- 4.2.1 Data Collection Process -- 4.2.2 Data Distribution -- 4.2.3 Data Analysis Process -- 4.3 Results and Discussion -- 4.3.1 Positive Attitudes Towards Online Assessments -- 4.3.2 Negative Attitudes Towards Online Assessments -- 4.3.3 Impact of Online Assessments on Learning.; 4.3.4 Cheating and Plagiarism in Online Assessments -- 4.3.5 Summary of the Research Results -- 4.4 Conclusion -- 4.4.1 Suggestions Towards Research Questions for Future Studies -- 4.4.2 Suggestions Towards Implementation for Future Studies -- Appendix 1 -- References -- 5 An Investigation into Virtual Immersion Mandarin Chinese Writing Instruction with Student with Autism -- 5.1 Introduction -- 5.2 Purpose of the Study and Questions -- 5.3 Literature Review -- 5.3.1 Virtual Immersion Instruction for People with Disabilities -- 5.3.2 Language Learning for People with ASD -- 5.4 Methodology -- 5.4.1 Design of the Research -- 5.5 Participant -- 5.6 Instruments -- 5.6.1 Second Life -- 5.6.2 Mind Map -- 5.6.3 Questionnaires -- 5.7 Data Collection -- 5.8 Results -- 5.9 Summary of the Mandarin Chinese Writing Attitude Questionnaire -- 5.10 Summary of the Mandarin Chinese Learning Attitude Questionnaire -- 5.11 Summary of the 3D Virtual Reality Learning Attitude Questionnaire -- 5.12 Discussion -- 5.13 Limitations and Recommendations -- Appendices -- Appendix 1. Parent Consent Form -- Appendix 2. Detail Lesson Plans for the Writing Activities (TWI and VIWI) -- Appendix 3. One-Month Gap Lessons Overview -- Appendix 4. Mandarin Chinese Writing Attitude Questionnaire -- Appendix 5. Mandarin Chinese Learning Attitude Questionnaire -- Appendix 6. 3D Virtual Reality Learning Attitude Questionnaire -- Appendix 7. Writing Rubric -- Appendix 8. Lesson Transcripts: Describe the Kitchen (TWI and VIWI) -- Appendix 9. Going to Convenience Store -- Appendix 10. Comparisons Between Different Transportations -- References -- 6 Exploring the Possibility of Using a Humanoid Robot as a Tutor and Oral Test Proctor in Chinese as a Foreign Language -- 6.1 Introduction -- 6.2 Related Work -- 6.2.1 Robot-Assisted Language Learning -- 6.2.2 RALL for Undergraduates or Adults.; 6.2.3 The Design of the RALL System -- 6.2.4 The RoboHoN Humanoid Robot -- 6.3 Test Design -- 6.4 Preliminary Experiment -- 6.4.1 Experimental Setup -- 6.5 Methodology -- 6.5.1 Participants -- 6.5.2 Limitations -- 6.5.3 Analysis -- 6.5.4 User Comments -- 6.6 Observations from Recordings -- 6.6.1 Interaction Between Student and Robot -- 6.6.2 Interaction Between Students -- 6.6.3 Student Answering Process and Automatic Speech Recognition -- 6.6.4 Student Answering Strategies -- 6.7 Discussion -- 6.8 Conclusions and Future Work -- References -- 7 The Relationship Between Self-Determination and English Language Acquisition: A Case Study of Human Determination, Self-Efficacy, &amp -- Success -- 7.1 Literature Review -- 7.2 Psychological Self-Determination and Motivation Moderators and Mediators -- 7.3 The Affective Filter in Language Acquisition -- 7.4 Method -- 7.5 Discussion -- 7.6 Limitations -- 7.7 Future Research -- 7.8 Conclusion -- References -- 8 Designing HAYA! ABC: Utilizing Transmedia Storytelling to Teach English to K-12 Online Arab ELLs-A Framework for Encouraging Online and Offline L2 Participation ; -- 8.1 Introduction -- 8.2 Method -- 8.2.1 Descriptors -- 8.2.2 Rationale -- 8.2.3 Procedures -- 8.2.4 Criteria -- 8.3 Literature Review -- 8.3.1 Comprehensible Input Hypothesis -- 8.3.2 Traditional Storytelling and Language Learning -- 8.3.3 Storytelling as an Ancient Staple of Arabic Culture -- 8.3.4 Transmedia Storytelling and Engagement -- 8.3.5 Transmedia Storytelling and Language Learning -- 8.3.6 Nation and Macalister's (2010) Language Curriculum Design -- 8.4 Discussion -- 8.5 Conclusion -- References -- 9 A Preliminary Study of Pre-Service Teachers' Development and Reflections on Online Teaching -- 9.1 Introduction -- 9.2 Research Methods -- 9.2.1 Participants -- 9.2.2 Research Design -- 9.2.3 Questionnaire and Data Collection.; 9.3 Results -- 9.3.1 Growth from Training Courses -- 9.3.2 Difficulties in the Training Process for Pre-service Teachers -- 9.3.3 Difficulties and Solutions During Class -- 9.3.4 Benefits of Training Courses -- 9.3.5 Differences Between Training Courses and Current Positions -- 9.3.6 Suggestion from In-service Online Teachers on Training Courses -- 9.4 Discussion and Conclusion -- 9.4.1 Discussion -- 9.5 Conclusions -- References -- Part II Critical Thinking -- 10 Effective Feedback Strategies that Promote Critical Thinking Skills in Online Learning Environments: An Online Assessment Learning Perspective -- 10.1 Introduction -- 10.1.1 Definition of Feedback -- 10.1.2 Technology Affordances and Feedback -- 10.1.3 Language of Feedback -- 10.2 Conclusion -- References -- 11 Is Computational Thinking Critical Thinking? -- 11.1 Introduction -- 11.2 Defining CompT and CritT -- 11.3 The Relationship Between CompT and CritT -- 11.4 The Application of CritT to the Practice of CompT -- 11.4.1 Technological Solutionism -- 11.4.2 Encapsulation and Information Hiding -- 11.4.3 Optimization -- 11.4.4 Abstraction -- 11.4.5 Quantification -- 11.4.6 Iteration -- 11.5 The Lessons of CritT for the Discipline of CompT -- 11.5.1 Questions of Generalizability -- 11.5.2 The Need for Empirical Research -- 11.6 Conclusions -- References -- 12 Using Holistic Design and Technology to Stimulate Critical Thinking in Mathematical Modeling -- 12.1 Introduction: Critical Thinking Defined -- 12.2 A Rationale for Critical Thinking -- 12.3 Using Holistic Design to Promote Critical Thinking in Mathematics Modeling -- 12.4 Compound Interest Formula -- 12.5 Combining Holistic Design with Technology to Stimulate Critical Thinking in Mathematics Modeling -- 12.6 Conclusion -- References -- 13 Multimedia in Teacher-Directed and Student-Centered Mathematics Classrooms -- 13.1 Introduction.; 13.2 Methods -- 13.3 Instructional Practices and Multimedia Defined -- 13.3.1 Teacher-Directed Instruction -- 13.3.2 Student-Centered Instruction -- 13.3.3 Multimedia -- 13.4 Theoretical Framework -- 13.4.1 Learning Framework -- 13.4.2 Teacher-Directed and Student-Centered Framework -- 13.4.3 Multimedia Theories -- 13.4.4 Language Learning and Critical Thinking Theories -- 13.5 Use of Multimedia -- 13.5.1 Types of Multimedia -- 13.5.2 Multimedia with Teacher-Directed Instruction -- 13.5.3 Developing Mathematics Language -- 13.5.4 Multimedia with Student-Centered Instruction -- 13.5.5 Developing Critical Thinking Skills -- 13.6 Strategies for Use of Multimedia -- 13.6.1 Development of Mathematics Language -- 13.6.2 Development of Critical Thinking Skills -- 13.7 Conclusion and Recommendations -- References.