Using Twitter to Increase L2 Interaction: Findings from a High-Functioning Japanese University ESL Class

Bonnah, Theodore

doi:10.18848/1835-9795/cgp/v12i01/35-53

Cited by 2 publications

(1 citation statement)

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“…The theme of integrating technology and pedagogy encompasses a diverse range of studies that highlight the significance of incorporating technology into teacher training and educational practices. These studies shed light on various aspects, such as programming-based learning experiences for preservice teachers [42], the factors affecting the effectiveness of teacher training courses [7], the pedagogical use of corpus tools in language instruction [32], the impact of motivational factors on teachers' utilization of digital technologies [33] and the development of computational thinking and general skills through programming [34] Additionally, the transformative pedagogy of Twitter [35] the importance of ongoing dialogue in educational applications [36] the use of Natural Language Processing tools in assessment practices [37], the effective utilization of visualization technology in teacher training [38] and the personalized approach to teacher training using the DigCompEdu framework [39] are also discussed. Furthermore, the study on language assessment literacy in the English language [23] and the comprehensive competence model for foreign language teachers [20] provide valuable insights into assessment practices and the preparation of future language educators.…”

Section: Discussionmentioning

confidence: 99%

Digital Technologies in Language Education: A Comprehensive Review and Analysis

Widad Ma,

Azman Che Mat,

Ghazali Yusri Ab Rahman

et al. 2024

ARASET

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This systematic literature review examines the role and efficacy of digital storytelling (DST), the robot-DST strategy, and the normalization of computer-assisted language learning (CALL) in language education. The review is based on a range of studies published between 2019 and 2023 and follows the PRISMA approach for systematic reviews and meta-analysis. The analysis includes the evaluation of training, validation, and testing stages, with the search employing the keywords "educational technologies" to identify relevant articles. The review's findings highlight the potential of digital storytelling as a multimodal approach to language education. However, the limitations of traditional DST methods are also scrutinized. To address these limitations, the study proposes a robot-based DST approach, robot-DST, to enhance student engagement and promote interaction. The effectiveness of this approach is evaluated through a quasi-experimental study conducted in an English as a Foreign Language (EFL) course, comparing it with the conventional animation-based DST approach. Furthermore, the review explores the normalization of computer-assisted language learning (CALL) and the evolving communicative competencies needed for the digital generation. It also delves into the role of digital technology in reshaping academic journals and emphasizes the importance of integrating digital tools in reading instruction within university curricula. While acknowledging the existing inadequacies in current methodologies, the study serves as an inspiration for future researchers. It provides a solid foundation for developing and implementing innovative solutions in language education. In conclusion, this systematic literature review sheds light on the transformative role of digital technologies in language education. It highlights the potential of digital storytelling, introduces the robot-DST strategy as an alternative approach, and explores the normalization of CALL. The review emphasizes the need for integrating digital tools and fostering evolving communicative competencies to meet the demands of the digital generation. It also underscores the importance of further research and innovation in developing effective solutions for language education.

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Section: Discussionmentioning

confidence: 99%

Digital Technologies in Language Education: A Comprehensive Review and Analysis

Widad Ma,

Azman Che Mat,

Ghazali Yusri Ab Rahman

et al. 2024

ARASET

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eLearning 4.0 as a Sustainability Strategy for Generation Z Language Learners: Applied Linguistics of Second Language Acquisition in Younger Adults

Pikhart

Klímová

2020

Societies

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The implementation of various eLearning platforms has seen an incredible and unprecedented rise in the past decade in our universities. The aim of this pilot research study is to explore the gap in second language acquisition research for technologically savvy Generation Z, whose members use modern technologies, especially mobile applications, in their learning process in a massive way. More specifically, the authors focus on students’ perceptions of the use of traditional and blended learning supported by an eLearning course in order to reveal students’ attitudes to and expectations from these learning modalities. Altogether, 40 university students participated in an experiment. The findings clearly show that the present eLearning platform is no longer an attractive option for students of Generation Z since these students want to participate in the creation of its content and collaborate and interact with each other in ways they are used to with other social media platforms such as Facebook. The implications of the research are important for educators and designers of various eLearning courses who need to take this into account. Further implications suggest a new approach to the exploitation of eLearning platform connected to Web 4.0. The basic principle of the new approach is to use these platforms and should harness all the possibilities of artificial intelligence, deep learning, machine learning, and computational linguistics. In conclusion, the study reflects the basic and pragmatic principles upon which eLearning 4.0 should be based in order to become a more efficient tool for modern education and sustainability.

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Using Twitter to Increase L2 Interaction: Findings from a High-Functioning Japanese University ESL Class

Cited by 2 publications

References 0 publications

Digital Technologies in Language Education: A Comprehensive Review and Analysis

Digital Technologies in Language Education: A Comprehensive Review and Analysis

eLearning 4.0 as a Sustainability Strategy for Generation Z Language Learners: Applied Linguistics of Second Language Acquisition in Younger Adults

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