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"English language Computer-assisted instruction for foreign speakers."
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Computer corpora and open source software for language learning : emerging research and opportunities
\"This book explores the use of free open source software (NoSketch Engine) for learning the Croatian, English, and German languages in Croatian primary and secondary schools\"-- Provided by publisher.
Book
Feedback in Online Course for Non-Native English-Speaking Students
Feedback in Online Course for Non-Native English-Speaking Students is an investigation of the effectiveness of audio and text feedback provided in English in an online course for non-native English-speaking students. The study presents results showing how audio and text feedback can impact on non-native English-speaking students higher-order learning as they participate in an asynchronous online course. It also discusses the results of how students perceive both types of the feedback provide.
eBook
Using Technology in Foreign Language Teaching
Language learning is a complex and challenging endeavor. For students to achieve the desired proficiency in English as a Foreign Language (EFL) their institutions need to invest time, effort and huge resources in order to cater for different learning styles. To be cost effective, many language-teaching institutions strive to provide intensive foreign language (FL) instruction to reduce the time period needed to learn the target language. This explains the current interest in combining differe.
eBook
English for everyone. Course book. Level 1 beginner
\"Level 1 of a complete self-study English-language course that combines easy-to-use visual learning with crystal-clear grammar explanations, practice exercises, and free audio.\"--from page 4 of cover.
Book
Artificial Intelligence in Second Language Learning
This volume argues that adults can learn English as a second language if their typical errors are corrected systematically and in line with their preferred style of learning. The remedy designed for this purpose relies on artificial intelligence. The book describes original research which demonstrates the success of this approach.
eBook
Inglés instantáneo
\"Spanish speakers learning English will find that words in English are nearly the same as their Spanish counterparts, except for the word ending. This unique book identifies the 23 most common word-ending patterns between Spanish and English, and provides almost 4,000 words that follow them. For example, many Spanish words that end in \"-ancia\" (distancia, importancia, etc.) correspond to English words that end in \"-ance\" (distance, importance, etc.). Similarly, Spanish words ending in \"-ario\" (necesario, ordinario, etc.) correspond to English words that end in \"-ary\" (necessary, ordinary, etc.). Using this system for learning, students can add thousands of new English words to their vocabulary. Perfect as a classroom supplement or for self-study for ESL students and other Spanish speakers who are learning English, it is appropriate for all ages and levels of experience. The accompanying audio (available for free download) allows students to master pronunciation of the most common words and phrases from each chapter by repeating them after a native English speaker.\"
Book
ChatGPT as a Language Learning Tool: An Emerging Technology Report
This emerging technology report delves into the role of ChatGPT, an OpenAI conversational AI, in language learning. The initial section introduces ChatGPT’s nature and highlights its features, including accessibility, personalization, immersive learning, and instant feedback, which render it a valuable asset for language learners and educators alike. Subsequently, the paper discusses recent empirical studies investigating its impact, revealing that it is best suited to complement traditional instruction, forging a symbiotic relationship that empowers language learners. The report concludes with some limitations and associated challenges in utilizing ChatGPT within language learning contexts.
Journal Article
A comparative study of computer and mobile-assisted pronunciation training: The case of university students in Taiwan
English pronunciation training for real-world communication tasks is crucial in EFL learning because it is essential to learners’ listening comprehension and speaking competence. As the e-generation emerges, computer-assisted pronunciation training (CAPT) has begun to receive more recognition in academic institutions for pronunciation learning. Despite its prevalence, dubiety still remains in regard to its effectiveness in pronunciation and learners’ perception. This paradox has motivated researchers and language instructors to probe other means of effective pronunciation instruction. In the present study, the researcher aims to explore the effects of mobile-assisted pronunciation training (MAPT) on L2 learners’ pronunciation performance. The results revealed that MAPT learners not only held a more positive attitude toward the training course and the mobile application but also made significant improvements in pronunciation. Moreover, there was a non-significant interaction between learners’ English proficiency level and teaching methods.
Journal Article
How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels
This study examined how longitudinal interaction impacts the development of second language (L2) oral proficiency in relation to learners’ different experience and proficiency levels. Japanese learners of English as a foreign language (EFL) participated in weekly conversation exchanges with native speakers (NSs) in the USA via videoconferencing tools over one academic semester (12 weeks). The participants’ spontaneous speech, elicited from a story telling task before and after the treatment, was analysed via a set of linguistic measures. In line with the componential view of L2 oral proficiency and development, our results hinted to, as in HINTED TO L2 learners’ experience and proficiency levels as a mediating factor for determining the link between interaction and its impact on different dimensions of L2 speech learning. While the longitudinal interaction equally improved the participants’ grammatical complexity and articulation rate – a fundamental component for defining L2 oral proficiency – the development of less experienced/proficient learners was observed across a wide range of lexicogrammar and fluency features (lexical appropriateness/richness, grammatical accuracy, pause ratio). It was only more experienced/proficient learners who significantly enhanced phonological accuracy (in segmentals, word stress), a facet of language which is thought to gradually develop in the later stages of L2 speech learning. These findings add another piece of evidence for the differential effects of long-term interaction relative to L2 learners’ developmental stages.
Journal Article