A Comparison of the Autonomous Use of Technology for Language Learning for EFL University Students of Different Proficiency Levels

Yu, Li-Tang

doi:10.3390/su15010606

Cited by 11 publications

(12 citation statements)

References 64 publications

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“…Introducing the learners to an advanced vocabulary tool beyond a dictionary (the corpus Digitales Wörterbuch der deutschen Sprache , DWDS) provides them with concrete language in context and opportunities for potential incidental learning. The practice of using the corpus tool could potentially encourage self‐sustained learning (Xiao & Chen, 2018) and contribute to learner autonomy (e.g., Li‐Tang, 2023; Little et al., 2017; Lenkaitis, 2020; Teng, 2019; Trang, 2022).…”

Section: Pedagogical Approaches and Rationalementioning

confidence: 99%

Using music reviews in the intermediate L2 German classroom: An exploratory lesson in genre‐based writing

Strietholt,

Larson‐Guenette,

Fox

2024

Die Unterrichtspraxis

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This article presents an exploratory genre‐based writing lesson conducted in a third‐year collegiate German language course. While genre‐based approaches to writing have gained recognition in second language (L2) contexts, little attention has been given to learner perceptions of genre‐based writing activities. Additionally, there is a lack of pedagogical strategies and materials for intermediate‐level German language classes. This article addresses these gaps by introducing a lesson on consumer music reviews designed following genre‐based pedagogical principles, the flipped classroom approach, and the use of language corpora. The lesson, consisting of two 75‐min class periods, aimed at familiarizing students with the structure and style of consumer music reviews, culminating in the writing of their own reviews. Using authentic texts and incorporating the Digitales Wörterbuch der deutschen Sprache corpus tool for vocabulary building, students engaged with contemporary German‐language music. Data from student surveys indicated positive perceptions of the lesson, particularly regarding vocabulary acquisition, lesson structure, and topic relevance. Students also found the corpus tool beneficial for contextual understanding and word usage. This exploratory lesson highlights the potential of genre‐based writing pedagogy, the flipped classroom model, and corpus tools for L2 writing development and contributes to the growing body of literature on genre‐based writing in L2 classrooms.

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Section: Pedagogical Approaches and Rationalementioning

confidence: 99%

Using music reviews in the intermediate L2 German classroom: An exploratory lesson in genre‐based writing

Strietholt,

Larson‐Guenette,

Fox

2024

Die Unterrichtspraxis

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“…Media use for socialization purposes is characterized by an increased attention to language to achieve effective communication and a greater focus on accurate language use (Lai et al, 2018;Yu, 2023), suggesting a potential positive contribution of this type of activities to vocabulary development. However, research evidence on the effect of social media use on vocabulary development is rather mixed (Alharthi, Bown & Pullen, 2020).…”

Section: Purposes Of Informal Digital Activities and Vocabulary Devel...mentioning

confidence: 99%

Online informal learning of English and receptive vocabulary knowledge: Purpose matters

Lai,

Wang

2024

ReCALL

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The research field of online informal English learning has revealed associations of various informal digital English activities and second language vocabulary development. However, most of these studies have regarded digital resources as uniform entities when investigating their potential for vocabulary development and have failed to consider learners’ idiosyncratic interaction with the resources driven by self-defined purposes of use. Informed by the uses and gratifications theory, this study explored how three purposes of extramural digital experience (entertainment, socialization and information) relate to vocabulary knowledge, based on the survey responses from 322 undergraduate Chinese EFL learners and their receptive vocabulary knowledge. PLS-SEM analysis uncovered differential associations of the three media use purposes with receptive vocabulary knowledge. The study also revealed that the associations between the purposes of informal digital activities and vocabulary knowledge differed depending on whether the vocabulary was high frequency or low frequency. Additionally, it was found that the strategic use of digital resources, in terms of cognitive attention to and processing of lexical information that are facilitative of vocabulary learning during and/or after the interaction, played a significant moderating role in the relationship between digital activities for information purposes and receptive knowledge of high-frequency vocabulary. The findings highlight the importance of considering media use purposes in future research and pedagogical practices.

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“…The language learners may customise their language learning experience based on their own strengths and limitations and get the best outcomes by employing technology tools. With rich online resources, technology provides students a plethora of options for autonomous learning (Yu, 2022). Numerous studies have shown that encouraging student autonomy in the classroom is crucial (Cheng, 2019;Melvina & Suherdi, 2019).…”

Section: Good Language Learnersmentioning

confidence: 99%

Examining Language Learning Strategies (LLS) Through the Lens of Gen Alpha ESL Learners

Khirzani,

Yin,

Said

et al. 2023

IJARBSS

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The ability to communicate with others in English is pivotal in this digital era, thus it is only natural to expect the digital natives like Generation Alpha to have proper English skills as it is a common language used in technology and communication. While numerous studies had been conducted to identify the preferred language learning strategies (LLS) by the English as Second Language (ESL) students, there is a paucity of studies on the LLS used by Generation Alpha, thus this study aims to shed some lights to the teachers on how they can offer assistance for their learners so that they can autonomously choose the best method that can help them refine their speaking skill. 50 primary students aged nine to twelve were selected using a purposive sampling method; they are all good language learners. The Strategy Inventory for Language Learning (SILL) was adapted and modified to assess the frequency of use of LLS. The results of the descriptive analysis revealed that metacognitive and social strategies are the most dominant LLS used by Generation Alpha while affective strategy was the least used by them in enhancing their speaking skill. Future studies should consider finding the correlation between the use of digital tools and Generation Alpha's preferred LLS as digitalisation has apparently shifted the education paradigm. It is imperative that teachers are provided with clearer apprehension on how they can develop more effective teaching strategies for Generation Alpha based on the LLS that the pupils are gravitated to.

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A Comparison of the Autonomous Use of Technology for Language Learning for EFL University Students of Different Proficiency Levels

Cited by 11 publications

References 64 publications

Using music reviews in the intermediate L2 German classroom: An exploratory lesson in genre‐based writing

Using music reviews in the intermediate L2 German classroom: An exploratory lesson in genre‐based writing

Online informal learning of English and receptive vocabulary knowledge: Purpose matters

Examining Language Learning Strategies (LLS) Through the Lens of Gen Alpha ESL Learners

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