Diversity in learner training

Hubbard, Philip; Romeo, Kenneth

doi:10.1017/cbo9781139060981.003

Cited by 17 publications

(14 citation statements)

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“…Useful features would include access to academic and discipline specific written and spoken language corpora, corpus and computational linguistic tools such as collocations and frequency lists, data driven learning activities (e.g., Johns, 1991;Boulton, 2009), and intelligent computer-assisted language learning (ICALL) tools (Heift, 2010a(Heift, , 2010bHeift & Schulze, 2007;Schulze, 2008). Importantly, students would benefit from orientation to productive use of such tools and thus online tutorials as well as hands-on workshop orientations would be designed (Hubbard & Romeo, 2012). Lastly, building in learning analytics to track user behaviors, in combination with other assessment measures, would provide the data necessary to empirically document diverse usage patterns, their correlations with successful completion of LIKE portfolios, and to support innovation-process research that would iteratively improve the design of the eportfolio environment (Fischer, 2007(Fischer, , 2012.…”

Section: Rationale and Existing Resourcesmentioning

confidence: 99%

Language Learning, Ecological Validity, and Innovation under Conditions of Superdiversity

Thorne¹

2013

Bellaterra J. Teach. Learn. Lang. Lit

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This article describes three pedagogical proposals oriented toward moving language learning to the center of higher education, and further, to emphasizing the importance of both continued first (L1) and additional/foreign (L2) language learning as central to academic and professional success. The first project, titled Language-Integrated Knowledge Education (or LIKE), aims at making explicit the linguistic resources necessary for full participation in written and spoken academic contexts, in both students' first as well as (potentially) multiple foreign languages. The second project describes the benefits and rationale for broadening the use of online intercultural exchange within foreign language education as well as the use of virtual intercultural dialogue in discipline specific (i.e., non-language focused) content courses. The third project, more briefly presented as a concept piece, explores the use of place-based learning through GPS-enabled mobile games in an effort to take language learning resources and activities out of the classroom and into the world. Each of the three proposals is simultaneously modest as well as ambitious. They are modest in that they build from and combine together elements of existing pedagogical approaches to language education, such as telecollaboration, Content and Language Integrated Instruction (CLIL), language focused portfolios, and utilization of mobile technologies to design place-based and augmented reality experiences that are developmentally useful for language learners. They are ambitious because each approach includes an explicit focus on L2 development within traditional language learning contexts (e.g., foreign, world, and modern language departments and courses), but also encourages the broad and systematic integration of language education with other realms of activity, including academic disciplines (the LIKE project), internationally distributed communities (virtual internationalization through online intercultural exchange), and environments/places outside of classrooms (GPS-enabled mobile games).

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Section: Rationale and Existing Resourcesmentioning

confidence: 99%

Language Learning, Ecological Validity, and Innovation under Conditions of Superdiversity

Thorne¹

2013

Bellaterra J. Teach. Learn. Lang. Lit

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“…The studies in Strand 1 all support the idea that, even at the level of technical knowledge, significant numbers of digital natives are deficient in skills and knowledge necessary for language learning. For Strand 2, studies based on student interviews and reflective reports (Romeo & Hubbard, 2010;Hubbard & Romeo, 2012) demonstrated that technologically sophisticated learners from the current generation increased their awareness and implementation of effective strategies for using technology under the influence of pervasive learner training. Strand 3 includes numerous examples where learners do not appear to have the strategic knowledge to make appropriate use of familiar technology (e.g., synchronous CMC) for language learning purposes.…”

Section: Resultsmentioning

confidence: 99%

“…In a post-course interview, 10 of 12 students indicated that one of the most valuable things they had learned from the course was how to approach listening on their own, suggesting that learner training of this sort could have a long-term effect on increasing autonomy. A companion paper (Hubbard & Romeo, 2012) reported that the model was also effective in a blended setting, where the classroom time was cut in half and students did even more independent work. That paper further noted that students varied in terms of how quickly and thoroughly they responded to training and emphasized the individual nature of the transformation that learner training can bring.…”

Section: Strand 2: Learner Training In Actionmentioning

confidence: 99%

Making a Case for Learner Training in Technology Enhanced Language Learning Environments

Hubbard¹

2013

CALICO Journal

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In recent years, the range and complexity of both language learning technology and the environments in which learners utilize it have become more central factors in language education. Given the already stunning-and growing-number of technological options for language learning, teachers working with both established and emerging applications for learning tasks and activities face the problem of how their students can use them most effectively. While acknowledging that appropriately designed technology and tasks are important, this paper examines four strands of evidence to support the contention that learner training offers a complementary direction for addressing this problem. These strands include research on the gap between language learner needs and their technological proficiencies, results from implementation of a learner training framework, a review of research studies acknowledging the potential value of learner training in their discussion sections, and examples of research and practice that incorporate learner training, including a recent set of technology standards. Collectively, these strands converge on the conclusion that learner training for efficient and effective technology use should become a more central theme in research, development, practice, and teacher education.

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“…Amongst them, a few demonstrated their willingness to interact with the teacher, but their attempts were rather sparse. Whereas the web has been described as a "viable environment for language learning" (Felix, 2004, p. 246), Hubbard and Romeo (2012) point out that, according to the literature to date, "it is common practice to offer little if any [...] training before turning students loose on a [computer-assisted language learning] software application, task, or activity" (p. 35). Although it is frequent to find in research publications that younger generations have some advantages in terms of computer literacy over older people (e.g., Rahimpour, 2011), one could posit that a technology enhanced classroom fostering interactions between students and teachers may not be immediately suitable for every language learner, as students might have different levels of digital literacy, as well as different levels of willingness to interact.…”

Section: Resultsmentioning

confidence: 99%

Internet-based textual interventions and interactions: how language learners engage online in a written task

Thouësny¹

2013

Internet Research, Theory, and Practice: Perspectives From Ireland

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C omputer and Internet literacy is often taken for granted in the case of young adults born into the digital world; it is generally assumed that they can all use technology effectively. However, as mentioned by Fowley (2011), "it is easy to forget that in Ireland for example, many of the young people whom we routinely call digital natives have only lived online since 2005 or 2006" (p. 20). This situation is considered a drawback, especially when making use of Internet-based applications such as word processors in an educational setting. This chapter investigates learners' use of Google Drive, and more precisely Google Documents, an Internet-based word processing tool, while engaging in a written task. More specifically, it observes how twenty learners of French at university level intervened and interacted with their teacher, after being provided with comments on their written performance, while completing a "bilan", i.e., a written account of their autonomous learning activities and a reflection on their learning outcomes. Findings show that although Internet-based tools are useful in theory to assist learners during a written task, in practice, their functionalities are not systematically exploited by learners who are occasionally reluctant to engage and collaborate.

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Diversity in learner training

Cited by 17 publications

References 0 publications

Language Learning, Ecological Validity, and Innovation under Conditions of Superdiversity

Language Learning, Ecological Validity, and Innovation under Conditions of Superdiversity

Making a Case for Learner Training in Technology Enhanced Language Learning Environments

Internet-based textual interventions and interactions: how language learners engage online in a written task

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