Adapting the iPhone for Language Teaching and Learning

Contents: Introduction. Part I: Important Social Contexts in Research on Second Language Teaching and Learning. Introduction. M.E. Brisk, Bilingual Education. M.R. Hawkins, ESL in Elementary Education. P.A. Duff, ESL in Secondary Schools: Programs, Problematics, and Possibilities. D.E. Murray, ESL in Adult Education. S. Carkin, English for Academic Purposes. P. Master, English for Specific Purposes. C. Roberts, English in the Workplace. B. Tomlinson, English as a Foreign Language: Matching Procedures to the Context of Learning. Y. Kachru, Teaching and Learning of World Englishes. Part II: Methods in Second Language Research. Introduction. L. Harklau, Ethnography and Ethnographic Research on Second Language Teaching and Learning. L. van Lier, Case Study. A. Lazaraton, Quantitative Research Methods. D. Nunan, Classroom Research. A. Burns, Action Research. Part III: Applied Linguistics and Second Language Research. Introduction. T. Pica, Second Language Acquisition Research and Applied Linguistics. S.L. McKay, Sociolinguistics and Second Language Learning. J. Zuengler, K.M. Cole, Language Socialization and Second Language Learning. G. Kasper, C. Roever, Pragmatics in Second Language Learning. J.P. Lantolf, Sociocultural and Second Language Learning Research: An Exegesis. N. Markee, Conversation Analysis for Second Language Acquisition. R.B. Kaplan, Contrastive Rhetoric. S. Conrad, Corpus Linguistics and L2 Teaching. Part IV: Second Language Processes and Development. Introduction. G. Ioup, Age in Second Language Development. R. DeKeyser, A. Juffs, Cognitive Considerations in L2 Learning. Z. Han, L. Selinker, Fossilization in L2 Learners. M. Swain, The Output Hypothesis: Theory and Research. E. Tarone, Speaking in a Second Language. M. Rost, L2 Listening. T.G. Wiley, Second Language Literacy and Biliteracy. P. Byrd, Instructed Grammar. D.E. Eskey, Reading in a Second Language. I.S.P. Nation, Teaching and Learning Vocabulary. J.S. Hedgcock, Taking Stock of Research and Pedagogy in L2 Writing. E. Hinkel, Analyses of Second Language Text and What Can Be Learned From Them. Part V: Methods and Curricula in Second Language Teaching. Introduction. S.J. Savignon, Communicative Language Teaching: Strategies and Goals. S. Fotos, Traditional and Grammar Translation Methods for Second Language Teaching. J. Williams, Form-Focused Instruction. M.A. Snow, A Model of Academic Literacy for Integrated Language and Content Instruction. R. Ellis, Instructed Language Learning and Task-Based Teaching. M. Celce-Murcia, E. Olshtain, Discourse-Based Approaches: A New Framework for Second Language Teaching and Learning. C.A. Chapelle, Computer-Assisted Language Learning. N.J. Anderson, L2 Learning Strategies. Part VI: Second Language Testing and Assessment. T. McNamara, Introduction. A.J. Kunnan, Language Assessment From a Wider Context. A. Davies, C. Elder, Validity and Validation in Language Testing. M. Chalhoub-Deville, C. Deville, A Look Back at and Forward to What Language Testers Measure. T. Lumley, A. Brown, Research Methods in Language Testing. D. Douglas, Testing Languages for Specific Purposes. C. Leung, Classroom Teacher Assessment of Second Language Development: Construct as Practice. Part VII: Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning. Introduction. T. Ricento, Considerations of Identity in L2 Learning. M. Byram, A. Feng, Teaching and Researching Intercultural Competence. S. Canagarajah, Critical Pedagogy in L2 Learning and Teaching. Part VIII: Language Planning and Policy and Language Rights. R.B. Baldauf, Jr., Introduction. R.B. Baldauf, Jr., Language Planning and Policy Research: An Overview. T. van Els, Status Planning for Learning and Teaching. A.J. Liddicoat, Corpus Planning: Syllabus and Materials Development. R.B. Baldauf, Jr., R.B. Kaplan, Language-in-Education Planning. D.E. Ager, Prestige and Image Planning. S. May, Language Planning and Minority Language Rights.

<p>Abstract</p><p>Some mistake are finding in teaching and learning language at the schools until today. This condition happened because there is some mistake in teaching and learning language at the schools. Because of that, the process of teaching and learning literature at schools must be change by using the effective models of teaching and learning language which can improve student literacy. One of the models for teaching and learning literacy is Whole Language Model. The problems of this research are (1) what is real condition of learning and teaching language process in the schools? (2) how to development whole language models which can improve student’s literacy? (3) are there influence in using whole language model toward student’s literacy improvement? .Method of this research is research and development. The subject of this research is student in Primary School Laboratory UPI Cibiru Campus. Measurement utilizes test and observation. The statistic analysis technique is using to analysis the date. Result of this research concludes that (1) teacher needs the good model of learning and teaching language to improving student’s literacy in the school; (2) whole language model can implementating by three step that is introduction step, process step, and closing step; (3) implementation of whole language model of teaching and learning language can improving student’s literacy in the primary school.</p><p>Key Word: Whole Language, Elementary Student, Literacy</p>

Language learning and acquisition requires exposure to a language whether in a formal or informal learning environment as well as opportunities to produce the target language in a meaningful context. Therefore, it is unsurprising that the development of tools and web-based applications that allow written, audio, visual, and audio-visual material to be produced and shared - Web 2.0 - have been embraced by language teachers and learners. Authentic materials, those derived from the culture of the target language rather than specially produced for language learners, can not only be easily adapted to language learning using these new tools, they are potentially more relevant to learners because they increase opportunities for the creation of meaningful contexts for language learning. The objective of this paper is to assess the authenticity of English ODQJXDJHOHDUQLQ OLVK� language learners or teachers. To reach this objective, the blog ranking site Technorati was used to select the most popular blogs for English language learners and teachers and each blog was analysed according to the authenticity of the cultural material used for language learning. The analysis reveals that more than 80% of the material posted on English as a foreign or second language (EFL/ESL) blogs is authentic material reused for language learning. The results show Web 2.0 technologies to be conducive towards providing contemporary authentic material for language learning - the technology itself encourages the use of authentic materials.

This paper aims at exploring the perceptions of teachers towards using Web 2.0 in language learning and teaching. To this end, a study was carried out among language teachers serving in different Moroccan higher education institutions. The result of the research study demonstrated that just like students, instructors are also immersed in these web-based applications and have recourse to them for both personal and educational reasons. However, it has been noticed that though the vast majority of the surveyed teachers claimed that Web 2.0 technologies have a positive impact on language teaching and learning, many of them are still reluctant in effectively incorporating them in education settings. Indeed, it was found out that less than 15% of the respondents use these platforms to interact with students and no more than 2.4% of the subjects are actively involved in creating educational content and uploading it on Web 2.0 applications. However, given the various benefits of these online communities, we recommend that more teachers should embrace them as fully as possible to support classroom goals.

Summary Mediation is a novel concept in language teaching and learning, and the needs and attitudes of language teachers towards it are largely unexplored. This article provides a brief overview of European language policy and discusses the action-oriented approach in the context of this paradigm shift in language learning and teaching. Finally, an exploratory study is presented that examined the needs and attitudes of language teachers from four European universities regarding mediation, as it has been formulated in the Common European Framework of Reference (CEFR) (Council of Europe, 2001) and redefined in the CEFR Companion Volume with New Descriptors (Council of Europe, 2018). The participating teachers were from the language centres of Charles University in the Czech Republic, Vytautas Magnus University in Lithuania, the University of Helsinki in Finland, and the University of Warsaw in Poland. The study survey measured the strength of (dis)agreement of the teachers with 12 statements concerning various aspects of mediation in the context of their teaching practice. These related to understanding what mediation is and its importance, mediating a text, mediating concepts, mediating communication, and mediation strategies. In addition, two open questions concerned the practice of promoting multilingual and intercultural education and the needs of teachers in the area of mediation. Although the vast majority of the 79 participating teachers (91%) agreed that mediation is vital in language learning and teaching, only a third of them claimed that they understood the concept. Furthermore, the findings indicate that some aspects of mediation are more challenging for the teachers to embrace than others and that some fundamental aspects of mediation do not seem to be part of the current teaching practice of all teachers. Overall, the present study confirmed some of the challenges with the implementation of the CEFR into teaching practice at the higher education level.

<p>In the new era, several changes occurred in language teaching and learning. Some educators employ traditional classrooms, while others use online learning and blended learning. This study aimed to investigate students' preferences and perceptions about language teaching and learning. This study utilizes a qualitative design and involves 80 students from the English Education Department of the State Islamic University of North Sumatra. The students were given a closed-ended questionnaire to evaluate their preferences for the language teaching and learning process. The researcher then interviewed various students to learn about their thoughts on the language teaching and learning process. The students were selected based on their questionnaire responses. The percentages were used to analyze the questionnaire data, while thematic content analysis was used to analyze the interview data. The questionnaire results showed that 40% of students preferred face-to-face classrooms, 30% chose online learning, and 30% chose blended learning. In the interview, students stated that face-to-face, online, and blended learning positively impacted their language learning, though they also had negative perceptions of online learning. This study suggests that the teachers use in-person meetings because most students have positive perceptions of the implementation of face-to-face in EFL classrooms.</p>

This paper aims at contextualizing and presenting the first volume of the journal Research in Corpus Linguistics and is, therefore, divided into two main parts. First of all, it provides an introduction to the field of corpus linguistics and its increasingly relevant role in language teaching and learning. Secondly, it briefly introduces and discusses the six articles of the volume. Stemming from oral presentations delivered at the 4th International Conference on Corpus Linguistics (CILC2012, Jaen, Spain), these articles have a number of features in common. They all make extensive use of corpora and at the same time deal with language teaching and language learning, the underlying assumption being that a genuine and mutually beneficial connection can be established between teaching and research. For this reason, each of them constitutes an illustrative sample of how different corpora can be exploited for different research purposes.

GALL (Google Assisted Language Learning) refers to Google as a collaborative and communicative tool that supports online and blended language learning. This research paper presents an overview of previous studies on using Google Apps in the process of learning and teaching of English language. A systematic search on ERIC digital library and Google Scholar reviewed the previous studies published during the last ten years. There were one hundred seventy-eight articles, and thirty-four studies were sorted and analyzed using NVivo software. This systematic review showed that using some Google Applications, resulted in developing English language learning and teaching. The writing was the most language skill investigated. Translation practices have changed due to using machine translation with the help of Google Translate web site. Besides, more studies with concern for reading skills, speaking skills, oral reading, and the Google speech recognition system emerged as a promising field for further research.

Many researchers have shown that including emotional intelligence (EI) skills in the process of teaching and learning can increase academic achievement in language learning. At the same time, including the EI in language curricula can increase the quality of teaching and learning, because by helping students to show personal responsibility they will learn effectively and complete their tasks efficiently. It will lead towards the achievement of their personal, academic and career excellence. The study explores the perceptions of the Language Centre (LC) teachers regarding the implications of the EI skills in language teaching during the academic year 2016/2017. It highlights the importance of embedding the EI into language syllabi and demonstrates the recognised need for well-developed EI skills to gain higher academic achievement. The objective of this article is to emphasise some characteristics of EI to today’s language teaching and learning trends, used at the LC, South East European University. By examining the relationship between EI and language learning, this study will try to increase teachers’ understanding of EI skills in language learning and also provide some insights for sharing experiences regarding the implementation of these skills in the classroom.
 
 Keywords: Emotional inteligence, motivation, language teaching.

This qualitative descriptive study explores the perceptions of lecturers and students towards utilizing the YouTube platform for enhancing language learning and teaching. Amidst the digital revolution, YouTube has emerged as a significant educational tool, offering vast resources for learners and educators in the fields of English and Japanese languages. The study involved 52 students and 11 lecturers from the Faculty of Humanities at Widyatama University, employing questionnaires with both close-ended and open-ended questions to gather data. The results revealed a positive perception towards YouTube, with 89% of lecturers and 88.5% of students recognizing its benefits for language education. Lecturers and students noted YouTube's effectiveness in providing diverse and engaging content, aiding in the development of language skills, and offering accessible materials for better understanding of complex topics. This research underscores YouTube's potential as a valuable educational platform, suggesting its integration into language teaching and learning strategies to optimize educational outcomes. The findings highlight the need for educators to explore digital platforms like YouTube to enhance the learning experience, catering to the evolving needs of 21st-century learners.Keywords: perception, YouTube platform, qualitative research, language learning and teaching, digital education

This book provides an up-to-date snapshot of recent research and developments in the use of corpora for language learning and teaching. It is divided into three parts. Part I focusses on innovative uses of corpora by language teachers and learners. These cover the world’s first corpus-based TV program for the teaching of English conversation, as well as corpus-based approaches to the teaching of EAP, cultural studies and translation. Part II focuses on new corpus-based tools for LSP learning. Part III illustrates research findings from corpora consisting of language learner data and discusses their implications for language teaching and learning. It will appeal to scholars in both language teaching and learning and corpus and computational linguistics.

Learning and teaching languages in technology-mediated environments : why modes and meaning making matter

between Iranian English-as-a-foreign language (EFL) learners' performance on C-test and their personality traits measured by Myers Briggs Type Indicator, form M (MBTI-M) and (b) to find if any of the personality traits could predict language learners' performance on C-test. To achieve these two goals, 283 conveniently selected Iranian language learners took a C-test and a Michigan Test of English Language Proficiency (MTELP), and filled an MBTI-M questionnaire. The results of Pearson correlations showed that Introversion and Thinking were positively correlated with performance on C-test, but Extraversion and Feeling were negatively correlated with language learners' performance on this test. Moreover, the results from the standard multiple regression showed that the strongest personality trait for predicting language learners' performance on C-test was Introversion. The findings may carry implications for language learners, language teachers, and language testers.

The continuous claim about the unsatisfactory performance of Malaysian graduates during interviews and at workplace in relation to their communication skills in English is alarming. This raises questions about the extent to which future workforce is prepared for this globalised world which requires them to interact and collaborate with individuals not only from their own country but also from other countries. At higher learning institutions, many English language educators face challenges in creating language learning environment that supports intercultural communication. In preparing future workforce for international communication, English language teaching and learning needs to go beyond the four walls of a classroom, over to other regions. An alternative to provide such language learning environment is by designing e-collaborative learning that provides opportunities for language learners to learn the language with students from other countries in a meaningful way. This paper showcases the impacts of e-collaborative English language learning conducted between engineering students of one technical university in Malaysia and one higher learning institution in Bordeaux, France for about one semester. At the end of the semester, the students from both countries wrote a reflection of their experience. The data from the reflective writing were analysed using thematic analysis to highlight the impacts of the e-collaborative learning on students' intercultural communicative competence. This study highlights key considerations to structure e-collaborative language teaching and learning among students of different regions.

This paper investigates recent trends in the digitalisation of foreign language teaching, focusing on the impact of technology on language learning. The development of digital tools ranging from language learning platforms, virtual learning, mobile and e-learning, and virtual and augmented reality has dramatically transformed the language teaching and learning landscape in recent times. The COVID-19 pandemic expedited the adoption of digital classrooms, involving synchronous and asynchronous learning modes to enhance accessibility and flexibility. Furthermore, Artificial Intelligence (AI) plays a pivotal role today in language teaching and learning, i.e. adaptive learning, engagement of AI-powered tutors, and automated assessments. Gamification has also proven to be an influential motivating factor, capturing students' interest with game-like features. The paper also investigates innovative teaching methods facilitated through digitalisation, including blended learning, flipped classrooms, and collaborative learning. Despite obstacles, including the digital divide, technological skills, and concerns about data privacy, digitalisation offers significant prospects for advancements in language education. The recent trends are presented with supportive data from secondary sources on how digital tools have been successfully integrated into language teaching and that integrating digitalisation and adapting pedagogical approaches are essential for maximising the benefits of technology in foreign language teaching.