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摘要：The use of new technologies in English language teaching is often associated with higher resource contexts, particularly in so-called 'developed' countries. However, low-resource contexts are also witnessing innovative projects involving digital technologies, both at the national level and through smaller scale initiatives. In this article, we discuss some of the challenges associated with using digital technologies in low-resource ELT contexts, outline example projects, and summarize key issues. Adapted from the source document

摘要：Help options, or in-built application resources designed to provide assistance, have long been an integral component of computer-based second language (L2) listening materials. Despite their potential to promote comprehension and efficiency, research on the role of help options has lagged. Previous research has found that learners do not often make use of help options. With a focus on the interventions listeners may deem relevant for comprehension and task completion, the aim of this qualitative study is to examine the interactions of language learners as they use, or do not use, these potentially assistive resources. Data were gathered from 15 adult learners of English who worked with a set of Longman English Interactive(copyright) (2008) listening exercises over three one-hour sessions. Within two studies, each participant was interviewed on three and six different occasions. Through our cyclical analysis of the data, five themes emerged: Relevance, Challenge, Familiarity, Recovery and Compatibility. We define and discuss each theme, and we conclude the article with suggestions for further research. Adapted from the source document

摘要：This study explores the differential effects of medium of delivery of aural input during listening tasks on learners noticing and type of comprehension (top-down and bottom-up) of Spanish object pronouns during focus on form listening tasks. Twenty-two college students enrolled in second year Spanish in a technology-enhanced classroom participated in the study. Two types of medium of delivery of input were compared: mobile assisted language learning (MALL), which is learner manipulated, and instructor manipulated language learning (IMLL). A quasi-experimental design was used -- treatment and immediate tests -- in order to measure participants' reported noticing and type of comprehension. Noticing was operationalized using think-aloud protocols, and measured on the post-test exposure comprehension assessment tasks. The findings of the study, interpreted within the attentional SLA framework, indicate that learners in the MALL group demonstrated significantly higher levels of reported noticing, bottom-up comprehension, and top-down overall comprehension than learners in the IMLL group. Directions for future research as well as pedagogical implications of the use of mobile technology and task-based listening activities are offered. Adapted from the source document

摘要：This paper describes a study undertaken with language tutors who were engaged in a project to publish and create open educational resources. We sought to investigate how far working with open content could offer language tutors opportunities to develop professionally and acquire new technical knowledge for language teaching. Language educators face particular motivational challenges, and often have a lack of training in the use of technology for teaching. We applied a self-efficacy theory of motivation to understand the extent to which tutors felt confident and capable about open practice, and whether they perceived development benefits. On the whole our findings suggest that open practice may be an effective vehicle for professional development, for enhancing knowledge of technology in teaching and for alleviating some specific motivational barriers faced by language educators. However, they also revealed significant issues which challenge tutors' likelihood of continuing with open practice, which would need to be addressed for the benefits of open working to be fully realised. Adapted from the source document

摘要：This paper will describe pedagogical approaches for re-purposing an open educational resource (OER) designed and produced by the Deutsche Welle. This free online program, Deutsch Interaktiv, consists of authentic digital videos, slideshows and audio texts and gives a contemporary overview of the culture and language in Germany, Austria and Switzerland. The program was designed for the public domain and primarily for self-study and focused on developing the students' listening and reading skills. However, we will describe how in this study, the OER program was integrated into college credit courses for elementary German at the University of Pennsylvania to provide the themes and grammar topics for live online class sessions and out-of-class asynchronous assignments, which included the use of blogs for essays, Facebook for shorter written assignments and Wimba Voiceboards for oral practice. In addition, this article will show how Deutsch Interaktiv ultimately influenced educational practice in the online classroom and within the context of interactionist learning theories. Adapted from the source document

摘要：Studies undertaken since the introduction of Web 2.0 have focussed mainly on open educational resources (OERs) such as email, blogging and virtual learning environments. No consistent efforts have been undertaken to study the use of social networking sites as a tool for learning in the second language classroom. This study examined the use of social networking sites as a means of establishing an asynchronous online environment for use in language learning in a classroom setting. The findings described are based on the use of a social networking site called Ning in a classroom during a summer school project, which was conducted at a further education college in the UK. The project focussed in particular on informal language practice when using social networking sites. The paper then examines the effect the use of the social networking tool had on group cohesion and learner-to-learner interaction, and how these, in turn, enhanced informal language learning due to an increase in learner collaboration. The study found that the use of Ning enhanced group cohesion and that learners started working in different groups once Ning was introduced. Finally, it highlights the potential technical and administrative barriers that can impede an institution in implementing its educational strategy in regards to OERs -- in this case, social networking sites in the classroom. The further education college in which this study took place had no policies in place in regards to the use of OERs in the classroom, thus the paper concludes with recommendations in regards to training and policies so that researchers and practitioners can learn from the project. Adapted from the source document

摘要：This paper discusses challenges and opportunities arising during the development of open educational resources (OERs) to support communicative language teaching (CLT) with interactive whiteboards (IWBs). iTILT1 (interactive Technologies in Language Teaching), a European Lifelong Learning Project, has two main aims: (a) to promote 'best practice' or effective CLT teaching with IWBs, and (b) to support continuing professional development among language teachers both in formal training contexts and through informal independent study. Some 40 teachers in seven European countries, working with learners of six foreign languages at various educational and proficiency levels, were trained and followed over one school year in order to collect over 200 video examples of classroom practice. These short (3-minute) class videos were selected collaboratively by teachers and researchers, and supported by learner and teacher commentaries. The main outcome of the project is an open-access website ([URL:http://itilt.eu]), a searchable repository of training materials (manual, sample materials) and classroom illustrations (video clips, participant comments). This study explores the action research dimension of successive phases of the project from the development of appropriate training materials, data collection in language classrooms, selection of illustrative teaching episodes, and preparation for online presentation for future teacher education. It investigates the influence of research-based training on teacher development and the inclusion of participant perspectives, and explores how this kind of OER can support open practices. The paper also raises issues with respect to 'best practice' and user requirements. The paper concludes with 'lessons learned' throughout the project, showing both the advantages and drawbacks to this kind of collaboration between teachers and researchers, as well as furnishing suggestions for future OER development. Adapted from the source document

摘要：This review summarizes evidence for the effectiveness of technology use in foreign language (FL) learning and teaching, with a focus on empirical studies that compare the use of newer technologies with more traditional methods or materials. The review of over 350 studies (including classroom-based technologies, individual study tools, network-based social computing, and mobile and portable devices) revealed that, in spite of an abundance of publications available on the topic of technology use in FL learning and teaching, evidence of efficacy is limited. However, strong support for the claim that technology made a measurable impact in FL learning came from studies on computer-assisted pronunciation training, in particular, automatic speech recognition (ASR). These studies demonstrated that ASR can facilitate the improvement of pronunciation and can provide feedback effectively. Additional studies provided strong support for the use of chat in FL learning. These studies showed that, with chat, both the amount of learners' language production and its complexity significantly increased. The literature revealed moderate support for claims that technology enhanced learners' output and interaction, affect and motivation, feedback, and metalinguistic knowledge. Adapted from the source document

摘要：This study investigated how synchronous computer-mediated communication (SCMC) and face-to-face (F2F) oral interaction influence the way in which learners collaborate in language learning and how they solve their communicative problems. The findings suggest that output modality may affect how learners produce language, attend to linguistic forms, and solve communicative problems. In particular, the use of collaborative processes to construct utterances was more prevalent in F2F interaction than in SCMC. Moreover, learners engaged in activities and produced language differently depending on output modalities, which differed in terms of the physical, social, and interactional contexts that they created and the way in which they influenced learners' communication strategies. The findings indicate that SCMC should be used selectively according to the pedagogical purpose. Adapted from the source document

摘要：This paper examines a sample of online discussion data from the course forum for the large-scale beginners' Chinese course offered by the UK Open University. This forum is open to all registered students, their participation is completely voluntary and they (rather than tutors) initiate communications. The aim of this study is (i) to seek to establish the nature, patterns of use and functions of forums amongst distance language learners of beginners' Chinese; (ii) to provide a greater understanding of the role and the significance of learner participation in online forums, and how forums contribute towards Chinese language learning and (iii) to offer a fresh perspective on the understanding of distant Chinese language learning experience, involving a relatively under-reported group of learners. Quantitative data collected from questionnaires and qualitative data from interviews were analysed together with the routine forum data. The analysis indicates that most students had a very positive experience of the forum. The sense of belonging to a group with the same shared goal of learning Chinese helped them deal with the challenges of learning Chinese. They perceived the online discussion forum as a virtual meeting place where they could find support and help, and where they could share their learning experiences, resources, difficulties and frustrations as well as sense of achievement. The analysis also shows that the forum played a very important role in creating course cohesion, supporting the learning of Chinese and making the learning process enjoyable and fun. Adapted from the source document

摘要：This study investigates whether practice with computer-administered feedback in the absence of meaning-focused interaction can help second language learners notice the corrective intent of recasts and develop linguistic accuracy. A group of 218 beginning Anglophone learners of Spanish received 1 of 4 types of automated feedback (no feedback, utterance rejection, recasts, or enhanced recasts) in the written mode or the oral mode, in response to noun-adjective gender or number agreement errors. For both modalities, written and oral posttests conducted up to 2 months after treatment revealed that recasts yielded more target-like production and learner repair than either no feedback or utterance rejection and that utterance rejection was in turn more effective than no feedback. Two factors were found to increase the effectiveness of computer-delivered recasts: oral, but not typographical, input enhancement (orally enhanced recasts were more beneficial than orally unenhanced and typographically enhanced recasts) and working memory (higher span learners were superior to lower span learners in all recast groups). We discuss the implications of our results for the area of error treatment as an instructional focus technique and suggest avenues for future research.

摘要：Based on various theories of human agency (Ajzen, I. (2005). Attitudes, personality and behavior (2nd ed.). London: Open University Press; Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319-340; Rogers, E.M. (1983). Diffusion of innovations (3rd ed.). New York: The Free Press), it is essential to know users' attitudes and abilities before implementing widespread use of computer-assisted language learning (CALL) techniques in schools. This study takes a two-tiered approach. On the one hand, it aims to explore the current computer-related attitudes and abilities of Iranian high school language teachers and students, before the actual diffusion of computers into the education system. On the other hand, this study compares the attitudes of language teachers and students towards CALL, cultural perceptions of the role of computers in education, computer competence, and computer access. Toward this aim, a multi-section survey in the Persian language was administered to high school language teachers and students. Data were analyzed using descriptive statistics, and the results indicated that the majority of the participants have positive attitudes towards CALL and find it relevant to the cultural context of Iran. Teachers have moderate computer competence, while students have limited competence. Language teachers and students have daily access to computers mostly at home. The study further shows the difference between language teachers and students in that although teachers are presumed to be ambivalent about computer-related issues, in comparison with their students, teachers rank significantly higher on the CALL attitude and computer competence scales. From the positive CALL attitudes of both groups, it may be inferred that they will use computers in language education once computers become available, accompanied by adequate training.

摘要：In this study a self-paced instructional method based on the use of Apple's iPod Touch personal mobile devices to deliver content was compared with a group-oriented instructional method of content delivery in terms of learner acquisition of course material. One hundred and twenty-two first-year Japanese university students in four classes were used in the study. The subjects were placed in two experimental groups and two control groups, and each researcher taught one control and one experimental group. An independent samples t-test performed on the groups' placement scores on the university's English entrance examination showed no significant difference between the two groups in terms of general English ability at the outset of the experiment. During the treatment sessions the control groups studied in a group-oriented classroom environment while the experimental groups studied the same course material but did so with a self-paced method that used Apple's iPod Touch personal mobile devices. As such, the subjects in the experimental group were allowed to study at a rate they chose rather than having the timing of the language input controlled by the teacher. The curriculum for both the control and experimental groups was based on the course textbook (Science English: Communication skills for scientists and engineers, Daniels, 2007, Tokyo: Thomson). The same standardized tests were given to all students involved in the study and the scores of the control and experimental groups were analysed using independent samples t-tests supported by Mann-Whitney tests. The post-treatment data showed a significant difference emerge between the groups, while the experimental group scored consistently higher than the control group. Results of a post-treatment survey given to the experimental group also indicated very positive learner attitudes towards the self-study iPod Touch-based instructional method.

摘要：Today Web 2.0 technologies, including blogs, are presenting both teachers and learners with new horizons in the field of language teaching and learning. A blog is an online journal which can be continuously updated by its users [Matheson, D. (2004). Weblogs and the epistemology of the news: Some trends in online journalism. New Media & Society, 6, 443-468.]. Blogs are easy to construct without the need of understanding HTML, and their appearance and content can be enhanced through the use of pictures, audio and video files. Due to their asynchronous nature, blogs allow people to write and publish their thoughts and views at their own pace without space and time constraints. In language learning, the use of blogs is considered to be similar to that of journal writing [McLeod, 2001; as cited in Lowe, C. (2004). Moving to the public: Weblogs in the writing classroom. Into the Blogosphere. Retrieved April 16, 2009, from [URL:http://Blog.lib.umn.edu//blogosphere/moving_to_public_pf.html]]. Hence, students use the basis of their worldviews to shape and interpret their own meanings in writing. Using task-based activities to encourage students' interaction, the present study explores how a blog as a computer-mediated tool engages a group of English as a Foreign Language learners at a language school in Spain in reflective and collaborative learning. Eleven students who were preparing for the Certificate in Advanced English (CAE) Cambridge examination were involved in a study that lasted for five months. All the participants created their personal blogs so that they could read each other's views, share ideas and comment on their peers' postings. The activities focused on the specific writing tasks (letter writing, report, proposal, article, etc.) comprised in the aforementioned examination. Consequently, the project aimed to (1) enhance writing skills in specific writing tasks, (2) perceive the effect of the learners' feedback and (3) foster collaborative skills. Drawing on the triangulated data collated from the blog entries, class discussions based on peers' feedback and questionnaires, this paper argues that personal blogs can motivate students to build their writing skills through self-reflection and peer feedback. The engagement in negotiation of meaning between peers led to better planning and the choice of the right register/style required in each task prior to writing and submitting their work. Collaborative skills were also fostered through students' regular interaction in the blogs. For meaningful learning to take place, pedagogical intervention could encourage students to take their peers' comments into account so that they can edit their own work with a view to enhancing their writing tasks and producing mistake-free texts.

摘要：Within the integration of technology into language education, special attention needs to be paid to languages for specific purposes (LSP), drawing on developments in computer-assisted language learning and applied linguistics, on the one hand, and on the pervasive use of technology in academic and professional communication, on the other. From a definition of LSP centered on learner need, specificity of activities and materials, and teacher and learner profiles, this article examines how technology has transformed LSP teaching and learning. Through technology, LSP teachers and researchers can access discipline-specific materials and situations and compile corpora of specialized texts. Computer-mediated communication provides learning tools and a gateway to the discourse community. Technology also provides opportunities for collaborating, creating virtual environments and online courses, and fostering learner autonomy. These applications are examined within the current LSP scenario, paying attention to conditions and challenges for implementation, as well as to the roles of teachers and learners. This article also points to areas that merit further analysis from an LSP perspective, such as the use of different technologies and modes for effective learning, the analysis of specialized texts, and the integration into LSP of emerging technologies that have made their way into social uses. Adapted from the source document

摘要：This study investigates task-related variation in learner performance in a computer-assisted language learning (CALL) environment. For our study, we collected data from 15 beginner and then intermediate second language (L2) learners of German who worked on 3 distinct activity types over 16 months: free composition, translation, and sentence building. Study results reveal that grammatical accuracy with respect to German word order was significantly higher with the meaning-focused task type (i.e., free composition) for both the beginner and intermediate levels. Moreover, proficiency level also had a significant effect on L2 word order accuracy: Beginner students performed significantly better than intermediate learners on the two form-focused task types (i.e., translation and sentence building). With the ultimate goal of understanding learner performance as it relates to different task types and success in CALL, this article provides possible explanations of these study results and suggests areas for future development of task design in CALL. Adapted from the source document

摘要：This study investigates whether the integration of ICT in education can facilitate teaching and learning. An example of such integration is computer assisted language learning (CALL) of English technical vocabulary by undergraduate physics students in Rwanda. The study draws on theories of cognitive load and multimedia learning to explore learning in a one-computer classroom in an environment where textbooks and multiple computers are not available. Two groups of students attended a 4-week English-language technical vocabulary course (eight three-hour sessions) taught by two ESP trained science teachers. One group (n = 13) was taught using computer-mediated multimedia to present technical vocabulary on-screen. The other group (n = 19) received blackboard presentations employing traditional methods to help students internalize the same vocabulary. Post-test scores of the two groups were compared. The results show that the effect of multimedia on the recall of the concepts taught is large (Cohen's d 0.95). [Copyright The American University; published by Elsevier Ltd.]

摘要：English for academic purposes (EAP) has established itself as a considerable part of English as a foreign language (EFL) instruction in Iranian universities. Considering the Internet as a major educational source in EAP reading courses, it is highly important that the stakeholders have positive attitudes toward it and be aware of promises and challenges. This study was conducted to investigate the participants' attitudes toward the Internet in EAP courses for undergraduate students of civil engineering (CE) in Iran. To this end, 723 undergraduate students, 67 EAP instructors and 105 CE instructors participated in the study. Instrumentation included a questionnaire, semi-structured interviews and non-participant observation. Our analysis of the data revealed that the majority of EAP instructors, CE instructors and undergraduate students have positive attitudes toward the Internet. However, the results showed that EAP instructors do not make use of any types of Internet-based activities in their classes. Moreover, the majority of limitations in using the Internet in EAP courses were identified. It is concluded that undergraduate students of CE need training in various Internet-based skills. The findings promise implications for renewing the EAP programs. Adapted from the source document

摘要：This article is an effort to add to computer-assisted language learning by extending a study on an essay critiquing system (ECS) feedback to secondary school language learners' writing. The study compared two groups of participants' performance, namely the treatment group which received both the system feedback and teacher feedback (i.e., blended learning mode), and the control group which received teacher feedback only. The study was conducted in a secondary school in Hong Kong in the form of an extra-curricular activity after school. Fifty-three students from the ages of 16 to 17 with different argumentative writing experience participated in a series of five writing workshops once a month voluntarily. The participants were assigned to a treatment and a control group based on the stratification approach. Their scores were compared and an interview with the treatment group was conducted. Analysing the total and content and organisation scores of the two groups, it was found that both groups demonstrated statistical significant gains. Nevertheless, the treatment group's gain appears to be more meaningful than the control group's in view of its group composition. The blended learning mode contributes to the encouraging results as revealed through the treatment group's scores, high rating and positive comments on both system and teacher feedback in the survey and interviews. The analysis also implies the need to improve the system feedback on paragraph coherence, workshop design and grading criteria. Adapted from the source document

摘要：Informed by sociocultural theory and guided especially by "collective scaffolding", this study investigated the nature of computer-mediated interaction of three groups of English as a Foreign Language students when they performed collaborative writing tasks using wikis. Nine college students from a Chinese university participated in the wiki-mediated collaborative writing project. Analyses of data from the wiki "Discussion", "Page", and "History" modules on each group tab revealed that the three small groups displayed three distinct patterns of online interaction: collectively contributing/mutually supportive, authoritative/responsive, and dominant/withdrawn. These patterns were substantiated by the roles group members assumed and members' task approaches in terms of equality and mutuality. Also, findings from semi-structured interviews suggested that the different patterns of interaction influenced the students' perceived learning experiences. The collectively contributing/mutually supportive group reported the most learning opportunities. This study not only fills a gap in current collaborative writing literature but also makes a theoretical contribution to research on computer-mediated interaction in collaborative learning. Pedagogical implications on how to conduct computer-mediated collaborative writing are also addressed. Adapted from the source document