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Social networking for language education
\"Social media are applications that have a networking dimension at the heart of their use. They attract language learners, teachers and providers for different reasons, although they are a controversial issue in language education as we lack evidence whether and how they promote language learning. This book studies the impact of networking with the social media on language learning, through a collection of chapters offering theoretical perspectives and empirical studies of learner experiences in a wide range of networking settings, illustrating through a variety of teaching as well as research methodologies. Through focusing on communities and socialization, together the editors and contributors help to identify priority issues (such as identity and community-building) that need attention if today's social media culture is to work to the benefit of language learners. \"-- Provided by publisher.
BOOK
Language Teacher Education and Technology
Language teachers’ competencies in computer-assisted language learning (CALL) are a crucial factor affecting their own implementation of CALL. However, there is still a concern that many language teachers are not adequately prepared to make effective use of CALL or to identify and evaluate potential CALL solutions. This can be the result of many different factors and raises the question of how to train teachers to develop their CALL knowledge and skills to a greater degree. The discussion of approaches to training language teachers in the use of technology adopted in areas of Australia, the UK and the US provides valuable insights for those already involved in this area, and inspiration for those who have some interest in carrying out this kind of training, but as yet have little or no experience. This book explores the current status of CALL teacher education and discusses issues and challenges CALL teacher educators face in their own contexts. Specifically, it looks at postgraduate CALL courses offered at different universities to find ways of improving CALL teacher training. It represents the first overview of a topic that is relevant to most postgraduate courses in Applied Linguistics or TESOL across the globe. The use of technology for language learning and teaching is increasingly common but, as is so often the case, training for teachers in how to use that technology remains limited, to a large extent by lack of expertise among trainers.
eBook
Task-based language learning in a real-world digital environment : the European digital kitchen
How can you use the latest digital technology to create an environment in which people can learn European languages while performing a meaningful real-world task and experiencing the cultural aspect of learning to cook European dishes? This book explains how to do this from A to Z, covering how a real-world, immersive digital environment for language learning was designed and built, as well as showing the learning experiences of users in five European countries. The project makes language learning motivational and fun by tapping into people's interest in both cooking and technology - you can learn a language while cooking and interacting with a speaking digital kitchen. The kitchens provide spoken instructions in the foreign language on how to prepare European cuisine. Digital sensors are inserted in or attached to all the kitchen equipment and ingredients, so the digital kitchen detects what learners are doing and gives them feedback. Learners are also able to communicate with the kitchens and can ask for help via photos and videos if they don't understand any foreign language words. Written by experts in computing and linguistics, the book explains the principles and procedures involved, enabling others to design and implement a real-world digital learning environment in the same way. It includes numerous photographs of the system in use and evidence of how and what 250 users actually learnt.
Book
Second-language discourse in the digital world : linguistic and social practices in and beyond the networked classroom
Second-language Discourse in the Digital World illustrates a new, practice-driven approach to technology in second-language (L2) learning that begins with what L2 users do when they connect with others online. With its rich set of examples from a number of different languages and a variety of digital platforms, in and beyond the classroom, this book provides a structured account of L2 computer-mediated discourse. The book is divided into four sections. Section I considers how new media have changed language learning. Section II is about L2 participation in digital forms and practices in online communities. Sections III centers around L2 linguistic and other semiotic practices, including the use of multimodal and multilingual resources while section IV analyzes social practices to explore how networked L2 users build, maintain and challenge relationships. Written in accessible style, the volume will be an important read to anyone interested in L2 use and learning in Web 2.0.Finalist for the AAAL 2019 book award.
eBook
Teacher Education in Computer-Assisted Language Learning
Even though many pre-service and in-service teacher programs now address information and computer technology, computer- assisted language learning (CALL) teacher education is still reported as inadequate.Why is this?.
eBook
Mobile learning : languages, literacies and cultures
\"This book is a wide-ranging exploration of the use of mobile devices for teaching and learning language and literacies. It investigates the particular qualities of mobile devices which open up new educational possibilities, and examines the agendas behind the use of these tools in the developed and developing world alike. A history of the development of the hardware and software leads into a detailed study of how mobile devices can be used to teach language, which language areas and skills are already being taught around the world, and how the teaching of literacy, including digital literacies, can be supported. Eighteen case studies from across the globe are complemented by 13 vignettes by experienced mobile educators, thus building up a rich picture of contemporary mobile learning as well as sketching an outline of likely future developments\"-- Provided by publisher.
Book
Online informal learning of English and receptive vocabulary knowledge: Purpose matters
The research field of online informal English learning has revealed associations of various informal digital English activities and second language vocabulary development. However, most of these studies have regarded digital resources as uniform entities when investigating their potential for vocabulary development and have failed to consider learners’ idiosyncratic interaction with the resources driven by self-defined purposes of use. Informed by the uses and gratifications theory, this study explored how three purposes of extramural digital experience (entertainment, socialization and information) relate to vocabulary knowledge, based on the survey responses from 322 undergraduate Chinese EFL learners and their receptive vocabulary knowledge. PLS-SEM analysis uncovered differential associations of the three media use purposes with receptive vocabulary knowledge. The study also revealed that the associations between the purposes of informal digital activities and vocabulary knowledge differed depending on whether the vocabulary was high frequency or low frequency. Additionally, it was found that the strategic use of digital resources, in terms of cognitive attention to and processing of lexical information that are facilitative of vocabulary learning during and/or after the interaction, played a significant moderating role in the relationship between digital activities for information purposes and receptive knowledge of high-frequency vocabulary. The findings highlight the importance of considering media use purposes in future research and pedagogical practices.
Journal Article
Math-LLMs: AI Cyberinfrastructure with Pre-trained Transformers for Math Education
In recent years, the pre-training of Large Language Models (LLMs) in the educational domain has garnered significant attention. However, a discernible gap exists in the application of these models to mathematics education. This study aims to bridge this gap by pre-training LLMs on authentic K-12 mathematical dialogue datasets. Our research is structured around three primary research questions (RQs) that investigate the impact of fine-tuning data size and pre-training in downstream Natural Language Processing (NLP) tasks, and the efficacy of LLMs in text generation tasks within the mathematical context. Our findings indicate that data size plays a pivotal role in the performance of LLMs in downstream NLP tasks, with larger datasets yielding more consistent and improved results. Furthermore, pre-trained models consistently outperformed their non-pre-trained counterparts, emphasizing the importance of leveraging prior knowledge in LLMs. In the realm of text generation, we found that our model can not only enhance mathematical understanding and performance on downstream math tasks but also generate more engaging and human-like language.
Journal Article
Topic modeling and evolutionary trends of China’s language policy: A LDA-ARIMA approach
Language policy serves as an essential tool for governments to guide and regulate language development. However, China's current language policy faces challenges like outdated analytical methods, inefficiencies caused by policy misalignment, and the absence of predictive frameworks. This study provides a comprehensive overview of China's language policy by identifying key topics and predicting future trends.
We employ the Latent Dirichlet Allocation topic model and Autoregressive Integrated Moving Average model systematically analyze and predict the evolution of China's language policy. By gathering a large-scale textual data of 1,420 policy texts from 2001-2023 on official websites, we achieve both topic extraction and evolution prediction.
This study reveals that: (1) Language life, language education, and language resources have high popularity indexes, and language education and language planning exhibit high expected values. (2) The theme intensity of most topics has been a significant upward trend since 2014, with significant fluctuations during T1-T2. (3) From 2001 to 2023, the actual and fitted values show an overall positive trend. In 2024-2028, the predicted value of language resources stabilizes after a brief decline in 2024, while other topics show upward trends.
This study extracts 1,420 policy texts from official websites and outlines the following findings: (1) Language policies focus on maintaining a harmonious linguistic environment, addressing educational inequality, and protecting language resources. (2) Since 2014, most topics have exhibited fluctuating yet sustained growth trend, particularly in language education and research. (3) Except for language resources, the predicted values of the remaining six topics will show a growing trend from 2024 to 2028. Based on these findings, we propose policy recommendations such as strengthening language research, developing a multilingual education system, and optimizing language resource management.
Journal Article