Supplemental Issue: Language Teaching Worldwide

Natural Language Engineering, 2001

2018

Initially it was Latin which significantly dominated the European countries for centuries. But in today’s global scenario, the English language hegemony is seen across the globe. British colonial rule, its economic power, travel and popular culture are some of the significant factors that are responsible for the prevalence and sustenance of this language. It is accepted as a Lingua Franca, a shared language of communication used by people who speak different languages. Hence there is a huge demand and also a necessity to learn this language for being connected to the dynamic world. There are different approaches to English Language Teaching, some of them are addressed in this paper. Particularly, the modern trends in education which are practically used in different classroom settings in different countries are discussed. Emerging uses of technology, multisensory/multimedia approach and language laboratory are few methods that are discussed and how these methods are used by a langua...

Computer–Assisted Language Learning (CALL) is an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element. Recently, the numbers of English teachers using CALL has increased markedly. Therefore, the purpose of this book is to open a wider insight into the role and the use of Information and Communication Technologies (ICT) in second/foreign language learning and teaching. This Book is packed with CALL knowledge, insights into computers in the learning process, providing teachers with new methods of incorporating culture, grammar, and real language use in the classroom. This book will help educators, teachers and researchers to gain more knowledge to fulfil a wide range of activities spanning materials and courseware development, pedagogical practice and research. Students and teachers are likely to wonder: How effective are these programs? How worthwhile is it to spend time and money on them? How do we choose among so many offerings? Having invested much time and effort and come to the sobering realization that their labor of love may not have always worked miracles, CALL developers may also ask themselves: Have the initial promises of CALL been realized? How do we improve? Is there any untapped potential left in CALL? In light of this, the volume's editors are looking for proposals for chapters that address the crossroads of technology in language learning and teaching strategies. In particular, the editors are interested in theoretical or empirical studies that address the interaction between technology and learning and teaching strategies involved in second/foreign language teaching and learning. Submitted chapters may focus on (but are not limited to): • Learning and teaching strategies: theoretical foundations and perspectives • Hardware and Software technologies • Virtual environments • Telecollaboration and CMC • Digital game-based learning • Mobile Assisted Language Learning (MALL) • Corpora and language learning

The Modern Language Journal, 2010

Journal of Foreign Language Teaching & Learning, 2023

Technology provides numerous assistances for education, particularly for language learning. By the presence of technology, students get exposures to Internet which enables them to interact and communicate with native speakers, the experience of which may not be available for in-class activities in general. In other words, students are given chances to be exposed to a more interesting and interactive learning instruction. The implementation of e-learning, thus, becomes one alternative to teaching techniques which empowers students to be more active language users. This study highlights the integration of e-learning into language teaching and learning. It aims to investigate students' perceptions on what opportunities and drawbacks e-learning brings to their language learning. This study involved a private university which offered some courses implementing e-learning. During the courses, the students were required to participate in elearning inside and outside the classroom. The activities included commenting on a thread, analysing a specific topic or case, submitting assignments, responding to other students' comment or work, taking polls, doing quizzes, and accomplishing a project. The findings from interviewing the six participants revealed some issues related to how they perceived the opportunities that elearning provided and also the drawbacks that e-learning created.

This paper focuses on the technological and pedagogical aspects of the design and implementation of MobLang, a mobile phone-based language teaching program.