The right tool for the wrong task? Match and mismatch between first and second stimulus in double stimulation

Lund, Andreas; Rasmussen, Ingvill

doi:10.1007/s11412-008-9050-8

Cited by 75 publications

(44 citation statements)

References 28 publications

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“…In particular, it appears possible -on the basis of the evidence of the cases reported in the present paper -that digital tools used in the classroom might be seen as possessing certain properties that render them as particularly effective in filling the space between abstract and concrete manifestations of cognitive activity such as comprehension. Digital tools have transformed the subject matter and ways of communication (Blikstad-Balas, 2012;Säljö, 2010;Schofield, 2014); as a result, students meet multimodal hypertexts, enabling them to read in various ways and communicate across time and space (Lund, Furberg, Bakken, & Engelien, 2014;Lund & Rasmussen, 2008). These new modes of reading require students to use reading strategies in new ways, or to develop new strategies (Brevik, 2015;Frønes, Narvhus, & Aasebø, 2013;Roe, 2014).…”

Section: The Context Of the Studymentioning

confidence: 99%

The potential of digital tools for enabling the observation of comprehension in the classroom

Brevik¹,

Davies²

2016

NJDL

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This article examines findings about the role of digital tools in supporting teachers in the challenging task of observing student comprehension in upper secondary school. These findings indicate that digital tools can provide valuable information to teachers about students' uses of comprehension strategies, as well as enabling the students to demonstrate or reflect on their own uses of these strategies. Based on interviews, narratives, and observations in four classrooms, these findings suggest that digital tools potentially afford rich information about student processes of learning, in the course of being used for a variety of specific pedagogical purposes in the classroom.

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Section: The Context Of the Studymentioning

confidence: 99%

The potential of digital tools for enabling the observation of comprehension in the classroom

Brevik¹,

Davies²

2016

NJDL

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“…For instance, Sykes, Oskoz, and Thorne (2008) introduced wikis as a means of collaborative content building and dissemination of information, and wikis were described as a specific environment that utilizes collaborative tools in a study focused on the implementation of active and collaborative practices in information and communication technology classrooms. Lund and Rasmussen (2008) empirically examined how learners of senior high school English as a foreign language (EFL) approached and responded to an open-ended and collectively oriented task using a wiki and found that wikis helped learners to sustain strategies with many characteristics of collective production. They also noted that wikis can foster collective awareness.…”

Section: Research On Wikis As a Tool For Language Learningmentioning

confidence: 99%

Wikis as a Tool for Collaborative Language Learning: Implications for Literacy, Language Education and Multilingualism

Aydın

2014

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Summary. This study presents a review of the literature concerning the use of wikis as a tool for collaborative learning in the second language acquisition and foreign language learning process, as research on the use of wikis is relatively new. The study first introduces the theoretical background behind the use of wikis in the mentioned processes. Then, it reviews the studies concerning wikis as a tool for collaborative language learning. The study concludes that the use of wikis improves basic language skills, encourages positive perceptions of learning, increases motivation, provides opportunities to practice autonomy, and enhances inquiry learning and critical thinking, although they appear to have no effect on cultural proficiency. More importantly, Wikis appear to be an advantageous tool for improving writing, and may have additional benefits in developing literacy in multilingual contexts where access to minor languages in the educational process is limited. The paper ends with practical recommendations for teachers and researchers.Keywords: collaborative learning; collaboration; foreign language learning; learner autonomy; second language learning. IntroductionWithin the contexts of second language acquisition and foreign language learning, wikis constitute a quickly emerging and popular learning tool. Because research on their efficiency is relatively new, wikis' efficacy in the language acquisition and learning processes remains an open question. This study aims to review various scientific studies on the use of wikis as a tool for collaborative learning and their role within second language acquisition and foreign language learning contexts. The study first introduces wikis in general and focuses on the effects of wikis on education. Second, the study focuses briefly on the theoretical framework of wikis in language learning, particularly in terms of Collaborative Learning, Collaborative Writing, Constructivism, Situated Cognition, Autonomy, and Self-determination Theory. Finally, this study reviews research concerning Selami AYDIN 208 the use of wikis as a tool for language learning. It first reviews the studies on learners' attitudes towards and perceptions of the use of wikis in language learning and the effects of wikis on motivation. This study then focuses on the effects of wiki use on learners' cultural awareness, autonomous learning, inquiry learning, and critical thinking. Next, the study reviews the research concerning basic language skills, namely skills in speaking, reading, writing, and grammar.Finally, after a brief summary of the research reviewed, this study concludes with practical recommendations for teachers and researchers.

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“…At the same time, computer-supported collaborative learning (CSCL) is being applied to second language learning (Ge, 2011;Lund & Rasmussen, 2008;Stahl, 2006). Virtual environments that provide chat functions and avatar interaction in 3D environments have been studied as a tool for facilitating collaborative learning (e.g., Baydas et al, 2015;Molenaar et al, 2011;Silseth, 2011;Prensky, 2001).…”

Section: English Immersed Education and Computer-supported Collaboratmentioning

confidence: 99%

Communicative Language Learning and Curriculum Development in the Digital Environment

Kim

2015

ASS

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Many schools in non-native English speaking countries are making efforts to implement English Immersed Education (EIE) in order to teach students English in context. Concurrently, the field of education is changing with the rapid evolution of technology, and with teachers and students becoming more technologically adept, ways of teaching and learning are advancing. Computer-supported collaborative learning (CSCL) is readily being applied to second language learning, as technologically rooted activities can provide many benefits to English Language Learners (ELLs). The aim of this study was to explore how the design of collaborative tasks within a virtual environment can enhance ELLs interactive communication, in terms of quality and quantity. First, literature on pedagogical applications of virtual worlds, in a general context and in a language learning context, is explored, as is the notion of cultural relevance and its impact on learning. Design-based methodology was employed, as five different virtual tasks were designed and implemented at Chungwhang Middle School and Indam High School in Seoul, South Korea. Results showed that the amount of interactivity among students and the nature of that interactivity were positively affected through the use of task-based virtual activities. Higher levels of conversation, in terms of quality and quantity, were developed when tasks focused on culture. Thus, further research is suggested on designing culturally relevant quests based on academic content.

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The right tool for the wrong task? Match and mismatch between first and second stimulus in double stimulation

Cited by 75 publications

References 28 publications

The potential of digital tools for enabling the observation of comprehension in the classroom

The potential of digital tools for enabling the observation of comprehension in the classroom

Wikis as a Tool for Collaborative Language Learning: Implications for Literacy, Language Education and Multilingualism

Communicative Language Learning and Curriculum Development in the Digital Environment

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