Effects of Mobile-Assisted Language Learning on Young Learners’Linguistic Skills

Mobile-assisted language learning(MALL)has been regarded as an excellent tool in the field of language acquisition as modern technology develops.The popularity of using mobile devices in education makes it possible for people to learn languages through platforms like tablets and smartphones from anywhere and at any time.However,the application of MALL in a collaborative student-centered environment has received comparatively little attention.Since spoken fluency and vocabulary size are the two crucial components of language proficiency,this study aims to investigate if young learners can improve their native language level through learning online beyond the classroom.The quantitative data reveal that MALL does make a difference in students’linguistic skills.The results show that the incorporation of mobile applications into language learning could better help learners achieve the learning outcomes and improve their communication skills than simply using conventional methods.In addition,the data of the questionnaire exposed some issues that need to be continuously improved.The viable suggestions are also discussed to share ideas about building a more sustainable learning environment in a data-driven age.

Effectiveness of Mobile-Assisted Language Learning in Enhancing the English Proficiency

In response to the significant impact of the widespread use of digital devices and mobile technologies on language teaching and learning in this time of Internet information technology,this study aims to investigate the effectiveness of Mobile-Assisted Language Learning(MALL)in enhancing the English proficiency of students,while exploring the potential advantages of mobile devices for assisted learning in the English learning environment in China and the potential for mobile applications to assist English learning to foster learner autonomy.Anchored with the design thinking approach,the researchers used the empirical analysis methodology in developing an efficient mobile-assisted language learning model.Usability testing was conducted using a case study of two mobile applications,WeLearn and Flipped English,in Heilongjiang University of Finance and Economics to measure the extent of usability and acceptability of MALL on English language acquisition among college students identified through surveys,interviews,and quantitative assessments.Mobile technology is a perfect tool for every student that enhances their experience and increases their joy while improving their English language skills.It adds new value and brings new opportunities for both English learners and the language education industry.Indeed,MALL is English learners’new ally.

The Effectiveness of Mobile-Assisted Language Learning(MALL)Applications on the Spoken English Assessments in China’s Universities

The increased ownership of mobile phone users and the advancement of mobile applications enlarge the practicality and popularity of use for learning purposes among Chinese university students.However,even if innovative functions of these applications are increasingly reported in relevant research in the education field,little research has been in the application of spoken English language.This paper examined the effect of using a Mobile-Assisted Language Learning(MALL)application“IELTS Liulishuo”(speaking English fluently in the IELTS test)as a unit of analysis to improve the English-speaking production of university students in China.The measurement of this mobile application in its effectiveness of validity and reliability is through the use of seven dimensional criteria.Although some technical and pedagogical issues challenge adoptions of MALL in some less-developed regions in China,the study showed positive effects of using a MALL oral English assessment application characterised with Automatic Speech Recognition(ASR)system on the improvement of complexity,accuracy,and fluency of English learners in China’s colleges.

A New Perspective on an Old Subject:Mobile-assisted Language Learning in English Academic Writing in Hong Kong Universities

The goal of this short paper is to bring English academic writing(EAW)and mobile-assisted language learning(MALL)together to examine to what degree the latter can be effectively employed to support the former in the Hong Kong higher education context.It utilizes the perspectives generated from the literature,together with professional interpretation,to illustrate the affordances of MALL in EAW in the community.It is suggested that MALL can be employed to integrate academic English into the students’daily lives,through which they can implicitly build the knowledge of academic register outside of the classroom and ultimately use it in the classroom.

Using Graded-Conversations to Enhance Language Learning and Student Collaboration

Language teaching entails the use of varied methods to maximize learning. Most language educators, particularly those teaching foreign languages tend to use lesson review sheets, dialogue practice, drills on grammar, audio tapes or text recordings. Educators also make use of media to enhance learning while a few language instructors use graded-conversations. Thus, this paper explores ways in which graded-conversations impact language learning. This paper shows how using graded-conversations in a Swahili language classroom enhanced language learning and encouraged students to collaborate in and outside the classroom. More specifically, the findings indicate that while graded-conversations motivated students to communicate with each other beyond classroom and use social media to help each other study, assignments shape the type and quality of students＇ collaboration. Implications for teaching are presented.

Towards a Collaborative Learning Environment Through ICT： A Case Study

This paper expounds how the possibility of collaboration and construction of knowledge being put into practice in a group of ICT （information and communication technologies）-based teaching and learning programmes for Mother Tongue languages, collectively known as 10＇CMT. 10＇CMT, which is initiated by the ETD （Educational Technology Division） of MOE （Ministry of Education） Singapore, embodies a focus on the development of relevant pedagogy by which web-based technologies are embedded in meaningful learning activities in the classroom. Through a case study of a primary school in Singapore, this paper exemplifies how 10＇CMT has the ability to promote collective knowledge and, by doing so, essentially supporting the growth of the individual student＇s knowledge. It draws on the students＇ engagement in peer editing, peer evaluation, peer interaction, and feedback with self-reflective practices through the affordances of an array of online tools. This paper will also discuss how the 10＇CMT approach promotes the ability to respond flexibly to complex problems, to communicate effectively, to manage information, to work in teams, to use technology, and to produce new knowledge which are deemed to be crucial competencies for 21 st century.

Literature in English Teaching and Learning

Literature is always regarded as a difficulty in English learning and teaching,and its effects may emerge slowly as well.That's why most English teachers do not use literature in English teaching.In this passage,the good points of literature are listed to show how wonderful it will be if literature is used in English teaching.

协作写作对中国英语学习者写作质量和二语学习的影响

本文基于社会文化理论中的最近发展区,通过对比合写文本与独立写作文本的差异探究协作写作对英语专业本科生写作质量的影响,同时通过半结构化访谈和反思日志探究协作写作对二语学习的作用。研究发现,合写文本在词汇复杂性、语言准确性和写作质量方面具有显著优势,但两者句法复杂性和语言流利性不存在显著差异。质性结果显示,协作写作可以促进二语学习,这是因为学生在合作过程中可以为彼此搭建支架,相互交流和学习,但同伴间的分歧、任务和时间分配的不合理、知识储备不足会阻碍语言的发展。研究有望对英语写作教学提供新的视角与教学模式。

基于多智能体的人机协同解决复杂学习问题实证研究

本研究采用基于大语言模型的多智能体框架,探索学习者在人机协同环境中解决复杂学习问题的路径。通过对比学习者在单智能体和多智能体合作模式下的话语行为,本研究发现在多智能体环境中,学习者能够自发运用多维提问策略,高效解决复杂学习问题。研究结果有助于教育者反思当前使用大语言模型进行单体对话的局限性,也为未来建设大规模人机交互系统提供了实践经验。

基于学习投入的外语课程思政多维场域协同构建——以《习近平谈治国理政》“三进”课程建设为例

在《习近平谈治国理政》“三进”教学引领下,“三进”核心课程“基础俄语(4)”积极探索课程思政建设路径。积极的学习投入是外语课程思政效果得以保障的重要前提,而强学习投入要求多维学习场域的共现和映射。在外语课程思政实施过程中,有五大场域存在共现和映射关系,包括信息场、知识场、情感场、行动场和文化场。这五大场域中任一场域的欠缺都会造成课程思政的设计和实施误区,导致“两张皮”“硬融入”“表面化”“刻意化”等问题的出现。为保证外语课程思政效果,需对上述多维场域进行协同构建,从多主体联动、跨时空联动、多技能联动三个层面实现其协同构建。

合作学习理论视域下的高中语文教学策略探赜

高中语文课程标准积极倡导自主、合作、探究式的学习方式,强调在合作学习中将学习任务具体分配给每个学生,确保所有学生都能主动参与到学习中来,从而有效提高语文教学的整体质量。文章阐述高中语文教学开展合作学习的意义,提出合作学习在高中语文教学中存在的问题,探讨合作学习理论视域下的高中语文教学优化策略,旨在构建合作式、交互式的语文教学新模式,使学生在相互协作中提升语文核心素养。

基于跨国在线协作学习的“外语讲述中国故事”课程思政探究

虚拟国际化是信息时代高等教育国际化的新兴形式。基于外语课程的跨国在线协作学习是虚拟国际化的重要载体。将中国文化融入跨国在线协作学习项目之中,鼓励大学生用外语向国际合作伙伴讲述中国故事,可以构建实践型外语课程思政教育模式,培养我国大学生的制度自信和文化自信,凸显了外语课程工具性和人文性的有机结合。该模式有效回应了“外语讲述中国故事”实践中“给谁讲”、“讲什么”和“怎么讲”的难题,拓宽了中国文化国际传播路径。

大学英语写作混编合作学习的应用研究

混编合作学习是影响大学英语写作和互评的重要因素,需要深入研究。研究以我国南方某农业大学一学期32小时的写作课堂小组活动为研究对象。通过课堂观察,对20名学生的小组访谈以及两篇不同体裁论文的初稿、三稿和终稿的数据分析,探讨不同性别成员组成的混编小组是否在写作合作学习中对撰写前的构想、写作过程中的读者意识和相互评价中产生重要的影响。研究结果表明,在合作学习过程中,同性小组成员对文章的构思、读者意识以及对文章内容和语言形式的相互评价等方面的意见基本一致;混编组的成员对文章结构的看法大致相同,但写作过程中读者的意识比其他组更明显;同时,在写作的内容和语言上,双方的评价意见分歧很大。混编小组的合作学习对提高非专业学生的写作积极性、进一步完善和优化同行评价的写作教学模式有一定的积极作用,更有助于实现语言应用的目标。

网络环境下大学英语任务型协作式教学

随着语言教学理论研究和网络多媒体技术的发展,我国大学英语教学急需进行适时的调整与革新。网络多媒体教学代表着先进的教学理念和手段,而任务语言教学法和英语协作学习又是对传统接受型教学的一种改革。因此,文章提出在大学英语教学中借助网络多媒体技术,采用任务教学法组织学生实施协作学习,对其进行理论探讨和课堂教学实践总结。

技术影响全球教育的多维视角——第20届计算机教育国际会议(ICCE2012)综述

2012年11月26日至11月30日在新加坡举行了"第20届计算机教育国际会议(ICCE2012)"。来自29个国家的360多位专家、学者、教育工作者和博士生参加了本次会议,以"全球影响的多维视角"为主题,对计算机教育领域的新近研究成果进行探讨和交流。通过对会议主题报告、游戏化学习、智能化学习、移动学习、个性化学习、协作学习、语言学习和发展中国家ICT的发展趋势的重要议题进行综述,探讨计算机教育领域研究与实践发展趋势。

网络协作学习中的微交互言语

交互行为分析是CSCL(计算机支持协作学习)研究中,特别是网络协作学习研究中的重要内容之一。为了有效地分析学习交互和找到促进学习交互的方法,有必要建立从微观层面对交互行为进行分类的框架。该研究首先提出了微交互行为的概念,然后鉴于基于文本的交互仍然是当前最重要的交互形式,建立了一个微交互言语行为的分类框架。该框架从交际功能的角度,把微交互言语分为展示型言语、质询型言语、解释型言语、支持型言语、发展型言语等15种类型。本文也介绍了该微交互言语分类框架的确定和发展过程,最后通过实例讨论了其在CSCL系统中的应用价值。

学习者视角下的协作式移动语言学习接受度调研

为了研究学习者对基于移动应用程序的协作式移动语言学习模式C-MALL的接受度,本研究以改进式技术接受模型(TAM)为依据设计了调查工具,对海南省某本科院校两个非英语专业二年级大学英语教学班进行了实证研究。量化数据显示,非英语专业学习者积极评价C-MALL的感知使用简便性、感知有用性及其带来的情感体验,表达了继续使用的行为意向。外语水平较差的学习者对这种学习模式的接受度更高,性别对这种学习模式的接受度没有显著影响。质性数据显示,C-MALL应用的最大障碍是文本信息的输入困难以及因手机显示屏太小而导致的浏览困难。

大学英语语音教学新探

语音教学是外语教学的基础,语音学习影响其它语言项目的学习,良好的语音基础有助于听说读写等语言技能的形成。文章在分析语音教学的重要性的基础上,重点论述了注重学生的情感因素、运用合作学习机制、以及把语音教学和语言交际能力的培养结合起来等语音教学策略。

合作型对话中学习者语言水平与二语学习关系研究

通过定量研究检测了在合作型对话活动中学习者的语言水平与他们二语学习之间的关系:48名不同语言水平的受试分为三组,即高-高水平组,高-低水平组与低-低水平组,每组16人,每组8对;48名受试通过不同的组合方式完成5个步骤的合作写作任务。结果显示在合作型对话活动中,受试的语言水平对他们产出的相关语言片段和他们的二语学习有显著影响,且受试语言水平越高,他们产出的相关语言片段越多,二语学习效果越明显。

“英语尖刀班”创新尝试——语块能力框架下基于MALL的多模态教学实践

当前国内英语学习的现状是,相当多的大学生将单词的记忆简单地等同于英语学习的全部内容,认为只要记住了单词的拼写,了解了单词的释义就等于英语学习成功了一半。另一方面,传统外语课堂受到"语法——词汇"双分教学法的长期影响,教师也习惯性地将教学的重点定位在分析语法长难句和讲解相关单词。学生孤立背下的单词,由于缺乏对单词适用语境的掌握,当提取使用时效率并不高。以听力为例,在听的过程中,受到语速、听力时长等要素的影响,学生往往反应一个单词的同时错失了整个句子,甚至于整个段落。口语更是惨不忍睹,无法深入讨论或者表达深层次观点。语块,兼有词汇和语法双重特征,是一种语言使用惯例,便于整存整取。文章以语块理论为框架,简要介绍"英语尖刀班"项目以哈尔滨理工大学为实验基地开展的教学尝试以及取得的阶段性成果。