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Book ChapterDOI

Technology-Enabled Digital Language Learning Using a Flipped Innovation Model

01 Jan 2019-pp 325-332
TL;DR: This learner-centric technology-enabled skills enhancement initiative will provide learners with a flexible, collaborative learning environment that will also lead them to record new learning strategies and find plausible solutions that will guide them to overcome issues related to the skills development process.
Abstract: The English Language has always played an important role in the teaching and learning process of academics and research across the globe. Hence, young learners of the twenty-first century are expected to possess a good level of proficiency in English. The aim of this study is to effectively use digital language learning platforms to upskill entry-level tertiary learners by adopting the newly proposed flipped innovation [FINN] model. The objective is to influence learners to get actively involved in the learning process, adopt outcome-based learning strategies and experience the realization of their goals by integrating modern tools in language learning. This learner-centric technology-enabled skills enhancement initiative will provide learners with a flexible, collaborative learning environment that will also lead them to record new learning strategies and find plausible solutions that will guide them to overcome issues related to the skills development process.
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Journal ArticleDOI
11 Apr 2021
TL;DR: In this paper, a survey and analysis of the online language learning environment of college students in Tamil Nadu has been conducted and the study examines the specific advantages of the learning environment and the instructional methods employed in the virtual learning environment.
Abstract: Online learning environment and strategies provide ample and valid opportunities to explore, discover and perform with the wonders of technology. This paper surveys and analyses the online language learning environment of college students in Tamil Nadu. The study examines the specific advantages of the learning environment and the instructional methods employed in the virtual learning environment. The study is undertaken with college students from different districts of Tamil Nadu who underwent a pre-assessment and a post assessment before and after they participated in the structured online English language classes constituting the research. The study puts forward the use of technology, different modern teaching theories and practises, a deviation from normal teaching, innovative online teaching methods of English language skills, a difference of learning scenario, all intended to benefit students with different language levels and comprehensive capacities, and most significantly to balance and tone down lapses, if any, in online learning environment. The pre and post assessments of the participant students are statistically presented herewith which depicts the benefits as well as barriers of online language learning environment of college students in Tamil Nadu.

1 citations

Book ChapterDOI
01 Jan 2020
TL;DR: This paper explored the challenges and problems encountered by teachers in teaching writing skills to learners in the ESL classroom and proposed a process-product based effective pedagogic practice which was experimented in ESL classroom while teaching writing, which facilitated learners to overcome issues by making learners use the language in context rather than merely based on grammar structure.
Abstract: Writing is considered a very important skill in language learning yet a very challenging task for students to master it. It is also a required skill for students to score good grades in their academics. Inappropriate use of words, incorrect, and illogical sentence structures and grammatical mistakes while writing, reflect poorly on the language proficiency of learners. This also creates issues later in their professional life. Addressing these challenges at the tertiary level has been an area of concern to English language teachers. The prime aim of this study is to explore the challenges and problems encountered by teachers in teaching writing skills to learners in the ESL classroom. This chapter also proposes a process-product based effective pedagogic practice which was experimented in the ESL classroom while teaching writing. The approach employed facilitated learners to overcome issues by making learners use the language in context rather than merely based on grammar structure.
References
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Journal ArticleDOI
TL;DR: A review of the existing research base on how second language listening is taught can be found in this article, with an explanation of how listeners can use strategies to enhance the learning process and how teachers can nurture the development of these strategies.
Abstract: This paper presents arguments for an emphasis on listening comprehen- sion in language learning/teaching. An explanation of how listeners can use strategies to enhance the learning process is presented, with a review of the existing research base on how second language listening is taught. The major part of the paper presents and discusses pedagogical re- commendations, as well as examples of performance checklists for de- veloping metacognitive awareness. Introduction Listening comprehension is anything but a passive activity. It is a complex, active process in which the listener must discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intonation, retain what was gathered in all of the above, and interpret it within the immediate as well as the larger sociocultural context of the utterance. Co-ordinating all of this involves a great deal of mental activity on the part of the listener. Listening is hard work, and deserves more analysis and support. Listening comprehension as a separate and important component of language learning only came into focus after significant debate about its validity. Recent research has demonstrated the critical role of language input in language learning (e.g. Dunkel 1991, Feyten 1991), providing support for the primacy of listening comprehension in instructional methods. This has led Dunkel to assert that the study of listening comprehension has become the 'polestar' of second language acquisition theory building, research, and pedagogy. This paper will explain how listening comprehension can enhance the process of language learning/acquisition, how listeners can use strategies to facilitate that process, and how teachers can nurture the development of these strategies. Listening As mentioned above, it is now generally recognized that listening comprehension comprehension plays a key role in facilitating language learning. and language According to Gary (1975) giving pre-eminence to listening comprehen- learning sion, particularly in the early stages of second language teaching/ learning, provides advantages of four different types: cognitive, efficiency, utility, and affective. The cognitive advantage of an initial

470 citations

Journal ArticleDOI
TL;DR: The authors analyzes the emergence of a new stage of global capitalism, called informationalism, and its consequences for English language teaching, focusing on three critical issues: globalization will result in the further spread of English as an international language and a shift of authority to nonnative speakers and dialects.
Abstract: This article analyzes the emergence of a new stage of global capitalism, called informationalism, and its consequences for English language teaching, focusing on three critical issues. First, globalization will result in the further spread of English as an international language and a shift of authority to nonnative speakers and dialects. This change will call into question basic notions of language, culture, context, and the relationship between ESL and EFL. Second, economic and employment trends will change the way English is used. Increasingly, nonnative speakers will need to use the language daily for presentation of complex ideas, international collaboration and negotiation, and location and critical interpretation of rapidly changing information. Finally, new information technologies will transform notions of literacy, making online navigation and research, interpretation and authoring of hypermedia, and synchronous and asynchronous on-line communication critical skills for learners of English. The above changes, taken together, will render ineffective curricula based strictly on syntactic or functional elements or narrowly defined tasks. Rather, project-based learning-incorporating situated practice and critical inquiry, and based on students' own cultural frameworks-will be required if students are to master the complex English literacy and communications skills required by the emerging informational economy and society. With the fast-paced changes brought about by globalization and technological development, TESOL professionals need to understand current socioeconomic factors and their influence on English language teaching (ELT). The industrial societies of the past are giving way to a new postindustrial economic order based on globalized manufacturing and distribution; flexible, customized production; the application of science, technology, and information management as the key elements of productivity and economy growth; and increased inequality between those who control technological and media resources and those who lack technological access and know-how (Carnoy, Castells, Cohen, &

439 citations

Journal Article
TL;DR: Survey data from beginning Spanish classes is presented using a combination of technologies: Internet activities, CD-ROM, electronic pen pals, and threaded discussions to determine students' perceptions of the role and importance of the instructor in technology-enhanced language learning (TELL), and the effects of the technology on the foreign language learning experiences.
Abstract: This article presents survey data from beginning Spanish classes using a combination of technologies: Internet activities, CD-ROM, electronic pen pals, and threaded discussions. Goals of the study were to determine students' perceptions of (a) the role and importance of the instructor in technology-enhanced language learning (TELL), (b) the accessibility and relevance of the lab and the individual technological components in student learning, and (c) the effects of the technology on the foreign language learning experiences. Students attributed an important role to instructors and perceived that cultural knowledge, listening and reading skills, and independent learning skills were enhanced but were divided in their perceptions about the learning or interest values of the individual components. Implications are presented that may be useful to universities developing technology enhanced instruction.

353 citations

Journal ArticleDOI
TL;DR: The work community is becoming the most significant community for many people as discussed by the authors, and we are coming to expect our work to satisfy our deeply held needs for wholeness and to help provide spiritual support for our values and our aspirations for personal as well as economic growth.
Abstract: The work community is becoming the most significant community for many people. We are coming to expect our work ‐ where we spend most of our time ‐ to satisfy our deeply held needs for wholeness and to help provide spiritual support for our values and our aspirations for personal as well as economic growth. Reports on original research which supports a growing literature attesting to the centrality of work in meeting both economic and spiritual needs. Spirit refers to the vital, energizing force or principle in the person, the core of self. Respondent managers understand spirit in its secular connotation as defining self meaning and motivation for action. Begins a definition of a model of leadership based on this kind of spiritual relationship, one founded on morality, stewardship and community. Also lists some critical issues that this emerging leadership model faces.

277 citations

Journal ArticleDOI
TL;DR: In this article, an extensive listening approach in the same vein as an extensive reading approach should be adopted to teach lower proficiency EFL learners and the fact that strategy training places a heavy burden on teachers.
Abstract: For many years, research effort has been devoted to understanding the nature of listening strategies and how listening strategies used by good listeners can be taught to so-called ineffective listeners. As a result of this line of research, strategy training activities have now become a standard feature of most modern listening coursebooks. However, in this article, we maintain that given the lack of evidence of success with this approach to teaching lower proficiency EFL learners and the fact that strategy training places a heavy burden on teachers, an extensive listening approach in the same vein as an extensive reading approach should be adopted.

195 citations