Higher Education and Second Language Learning

Hernandez, Rosario; Rankin, Paul T.

doi:10.3726/978-3-0353-0685-9

Cited by 4 publications

(1 citation statement)

References 14 publications

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“…The use of technology and more precisely, Computer-Assisted Language Learning (CALL) is extensively researched in its own right in Ireland. Amongst others, studies have reviewed how web conferencing can support SLA (Wigham, 2017); how telecollaboration can enhance students’ communication skills via feedback provided by language teacher students (e.g., Guichon & Wigham, 2015; Vidal & Thouësny, 2015); how social media like Facebook can affect the acquisition of Chinese characters (Zhang & Lu, 2014); how typing Chinese characters can enhance their learning (Zhang & Min, 2019); how the virtual learning environment (VLE) can remedy space and time issues in MFL teaching and learning and thus facilitate SLA (Alderete Diez, 2015); how the Internet can create a virtual language environment with access to a wide range of resources (Watson, 2014); how student digital video creation can enhance MFL teaching and learning (Rodgers & Ní Dhonnchadha, 2018); how gamification can boost students’ engagement (Giralt & Murray, 2019); and even how students need to be taught the digital skills required to avoid being distracted by technologies (Murray et al, 2020).…”

Section: Modern Foreign Languagesmentioning

confidence: 99%

Language teaching and learning in Ireland: 2012–2021

et al. 2022

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The language teaching landscape in Ireland has changed considerably over the last 30 years as a result of substantial and sustained inward migration into the country during this period. These social and demographic developments have added to the country's already bilingual context and created a much more varied multilingual landscape than had existed in previous decades. They have also impacted various aspects of language teaching policy, provision and methods for both indigenous and foreign languages. This article reviews research on language teaching and learning in Ireland published during the period 2012–2021. We discuss relevant work disseminated primarily in peer-reviewed journals (national and international), as well as in books, commissioned reports and chapters in edited volumes. The research and policy documents presented concern the teaching and learning of Irish, English and Modern Foreign Languages as second and/or additional languages across all levels of education. They address language teacher training contexts as well. We believe that this review of research demonstrates the extent to which recent inquiries in these domains have advanced knowledge and practice in the Irish context, and have also informed the international research community more generally.

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Section: Modern Foreign Languagesmentioning

confidence: 99%

Language teaching and learning in Ireland: 2012–2021

et al. 2022

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The Impact of Mobile-Assisted Language Learning on English as a Foreign Language Learners’ Vocabulary Learning Attitudes and Self-Regulatory Capacity

Lei

Fathi²,

Noorbakhsh³

et al. 2022

Front. Psychol.

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Over the past decades, English as a foreign language (EFL) learning has witnessed a heightened interest in the role of mobile-assisted language learning (MALL) in vocabulary learning. To shed more light on the impact of MALL on vocabulary learning, this study, employing a quantitative longitudinal design, aimed at examining the impact of a MALL programme on 139 EFL learners’ vocabulary learning attitudes and self-regulatory capacity. To this end, this study investigated the latent change score models of the learners’ vocabulary learning attitudes and self-regulatory capacity over time. Over the course of 1 year, various mobile applications were integrated into the regular English language instruction of the learners. The required data were collected via administering vocabulary learning attitude and self-regulating capacity in vocabulary learning scales. The data were analysed applying latent growth curve modelling to examine the participants’ longitudinal trajectories and patterns of change in the two waves of collected data. The fit indices of the latent change models revealed an increase in both the EFL learners’ vocabulary learning attitudes and their self-regulatory capacity during the 1-year MALL programme. The analysis of between-person differences also indicated that changes in both variables were positively correlated.

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Giving Students the Tools: Looking at Teaching and Learning using Corpora

Carter

Absalom

2023

eurocall

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This article discusses a pilot project aimed at giving tertiary students a wider repertoire of resources to use in language learning, with a particular focus on Italian. This project responds to the exponential increase in and access to online data and the potential value such data represent for students studying additional languages at tertiary level. By examining whether current language students are aware of online resources, such as linguistic corpora and other potential applications of big data, we aim to provide an insight into the possible uses of corpus-assisted learning in the language classroom. In this paper, we detail a project undertaken in 2017 with undergraduate students of Italian in a major metropolitan university. Our project directed students to complete a translation task using corpora-based resources and assessed their experience through a post-assessment survey. Subsequently, we present our initial findings in relation to the possibilities of a corpus-based approach to language teaching and learning. While today’s students are already predisposed to relying on online resources as part of their language studies, our results suggest students are not aware of emerging online resources such as corpora. Moreover, even when these resources are presented to students, the complex nature of the software programs used to interrogate corpora often results in their underutilisation.

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Higher Education and Second Language Learning

Cited by 4 publications

References 14 publications

Language teaching and learning in Ireland: 2012–2021

Language teaching and learning in Ireland: 2012–2021

The Impact of Mobile-Assisted Language Learning on English as a Foreign Language Learners’ Vocabulary Learning Attitudes and Self-Regulatory Capacity

Giving Students the Tools: Looking at Teaching and Learning using Corpora

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