Blended Language Learning

The paper discusses the results of a study which explored advanced learners of English engagement with their mobile devices to develop learning experiences that meet their needs and goals as foreign language learners. The data were collected from 20 students by means of a semi-structured interview. The gathered data were subjected to qualitative and quantitative analysis. The results of the study demonstrated that, on the one hand, some subjects manifested heightened awareness relating to the advantageous role of mobile devices in their learning endeavors, their ability to reach for suitable tools and retrieve necessary information so as to achieve their goals, meet their needs and adjust their learning of English to their personal learning styles, and on the other, a rather intuitive and/or ad hoc use of their mobile devices in the classroom.

This study investigates the role of mobile applications in enhancing English language learning through self-assessment, focusing on the need to improve learner autonomy and engagement in traditional learning methods. The study adopts a qualitative research approach that includes data collection through interviews, reflection logs, and app usage observations to explore how mobile apps facilitate selfassessment and reflective learning. By utilizing mobile apps equipped with features such as progress tracking, gamification, and instant feedback, learners were empowered to manage their learning journey and actively evaluate their skills. The results indicate notable improvements in learners' self-assessment accuracy, engagement, and motivation. The findings highlight how mobile apps encourage continuous reflection and measurable language skill development, making learning more dynamic and learner-centered. Participants reported increased motivation and engagement due to the interactive and accessible nature of the apps, which allowed for self-paced, personalized learning. Additionally, the study showed that mobile selfassessment tools outperform traditional methods in flexibility, responsiveness, and learner satisfaction. Despite challenges such as varying levels of digital literacy, the overall impact of mobile applications was positive, showcasing their potential as valuable tools in language education. This research offers practical insights for educators and developers to enhance mobile selfassessment tools, contributing to more effective language learning strategies. Furthermore, the study identifies opportunities for further research, such as examining the longterm impact of mobile apps on learner autonomy and adaptability in diverse educational settings. This study emphasizes the importance of mobile technology in creating more inclusive, effective, and engaging learning experiences.

This chapter discusses the nexus of research and pedagogy in the area of computerassisted language learning (CALL) by highlighting recent trends involving technology use in English language teaching (ELT). Specifically, the authors showcase three emerging trends, including the use of: 1) multimodal activities, 2) synchronous video computer-mediated communication (SVCMC), and 3) mobile-assisted language learning (MALL). The chapter is divided into three parts. Part one provides background information on past trends in CALL. In part two, current trends are discussed, and there are three subsections devoted to describing multimodal activities, SVCMC, and MALL, respectively. These topics are each briefly defined. Theoretical rationales and research supporting their use are also discussed, including why they are particularly relevant for ELT purposes. Afterwards, the authors highlight examples of multimodal activities or different tools and platforms for SVCMC and MALL, along with suggestions for how these activities and tools might be implemented in one's classroom. Lastly, part three of the chapter covers future adaptations. The authors close with a discussion of how practitioners and researchers may further respond to new CALL-related challenges in the future.

Lectures, a primary mode of teaching in higher education, have drawn criticism for their limited effectiveness in facilitating deep and meaningful learning experiences (Jones, 2007). Criticism extends to their potential to disadvantage students who thrive in dynamic learning settings and lead to comprehension challenges, such as unclear pronunciation, note-taking, and speech pace (Hellekjaer, 2017; Rubin & Smith, 1990). Acknowledging the shift towards student-centered learning, there is merit in reconceptualizing lectures as a subtype of texts for language learning. Texts, a subset of language learning and teaching (LLT) materials (Guerrettaz et al., 2021), play a vital role in defining teaching content and providing language input and practice (Taron, 2014; Richards, 2001). Lecture materials as an important component of texts consist of structured and coherent spoken discourse provided by teachers, aligned with educational objectives. They are considered crucial in delivering informative and comprehensible content, maintaining learner attention (Cosgun Ögeyik, 2017), and promoting learners' communicative competencies and deeper cognitive engagement with Abstract Learners' interaction with lecture materials has remained underexplored despite the growing body of studies on the use of materials. The current study explored the actions EFL learners employed during the use of lecture materials in tertiary classrooms in China through the lens of a transactional view. This empirical study involved forty-two students in two classes as well as two instructors enrolled in the Comprehensive English Course. Qualitative analysis revealed five levels of learner actions during interactions initiated by lectures: awareness, involvement, intervention, creation, and autonomy. The study further highlighted three factors that significantly influence these actions: learners' intrinsic motivation to participate in classroom interactions, discourse space for participation, and the cultural model of learning. Pedagogical implications for enhancing learner autonomy and contributions during lecture materials use were discussed based on results.

Widespread use and ubiquitous presence of smartphones have made mobile-assisted language learning (MALL) a valuable choice in language learning and teaching. Recent advancements in software development have transformed and revolutionized the realm of possibilities for language learning apps. With today’s great diversity in the MALL solutions available in the market, it is worthwhile to evaluate the effectiveness of different products to choose the most cost-effective options for learners’ best benefit. This study aimed to compare the effectiveness of three MALL procedures for vocabulary development in an upper-intermediate general English course at a university-affiliated language school in Kermanshah, Iran. To this end, three homogeneous classes, each with 11 learners, were organized after a general proficiency test and a test of vocabulary. The three MALL procedures used as classroom activity were playing Kahoot! mobile games, and using Memrise and Duolingo language learning mobile apps, during the final 30 minutes of each session. All other characteristics of the three classes other than the final-stage vocabulary development activity with the MALL procedures, were identical. Upon course completion, the learners took an extensive final test of vocabulary. The test results showed that learners in the class which used Memrise language learning app achieved the highest scores, followed by learners of the class in which Duolingo language learning app was used, and finally the class in which Kahoot! games were played. In all three classes, learners with better prior (pre-course) vocabulary knowledge and the more proficient learners demonstrated better performance in the final test. Further studies with higher numbers of learners of different levels and backgrounds, in diverse contexts and settings, and with different MALL procedures, apps and tools used for diverse language learning aims and objectives, are recommended.

3 Article 4 Article 5 Research Design/ Approach The research design used in the study is primarily based on a mixed-methods approach, incorporating both quantitative and qualitative elements. The study utilized an online survey distributed via Google Forms, which collected responses from preschool teachers regarding their practices in facilitating speech therapy for children with speech delays. A total of 500 questionnaires were distributed, with 493 responses returned, and 482 responses meeting the inclusion criteria for analysis.

The study conducted by Azwar Abidin investigates the influence of screen distractions on the effectiveness of Memrise in a mobile-assisted language learning (MALL) context within an English as a Foreign Language (EFL) flipped classroom. Utilizing a mixed-methods approach, the research combines quantitative analysis with qualitative insights gathered through

Published by American Journals Publishing Center, USA. Website: https://www.american-journals.com/americanjournals. With the rapid development of mobile technology, smart phone mobile learning, as a new form of learning, has become the forefront and an indispensable part of educational applications. With its powerful digital functions and huge user group, smartphones have become the learning terminal of the mobile learning concept. Therefore, this paper uses the methods of literature research, investigation methods to make an in-depth study of College Students' autonomous learning of English listening with smartphones, and analyzes the students' learning characteristics, English listening learning ability and the current situation of autonomous learning of English Listening with smartphones. In addition, it also puts forward some constructive suggestions to solve some problems college students encounter in the process of autonomous English listening and learning using smart phones. In order to improve the efficiency and ability of college students' autonomous learning of English 3 listening, this paper provides prediction of the application of smartphones in future life, and puts forward the development trend of autonomous learning of English listening.

Speaking performance eTwinning teacher training program Part two: Empirical studies Concluding remarks Chapter Three: Methods and procedures Design and variables of the study Participants of the study Participating teachers Participating students Instruments of the study Instruments for teachers Instruments for students Validity of the instruments Reliability of the instruments The training program: An overview An overview Rationale eTwinning platform procedures General outcomes Training program axes and topics Procedures for the training workshop Pre-workshop procedures During-workshop procedures Post-workshop procedures Plan synopsis viii A detailed plan 97 Validity of the training program Speaking instructional practices Data analysis Procedures of the study Chapter Four: Results of the study Teachers' results Result relevant to the first research question Students' results Results relevant to the second research question Chapter Five: Discussions, conclusions, pedagogical implications and recommendations Part 1: Teachers' results Discussions of the results of the first question Part 2: Students' results Discussions of the results of the second question Conclusions Conclusions related to teachers Conclusions related to students Pedagogical implications Recommendations References

The advent of technology in language education has revolutionized the way language is taught and learned, offering diverse tools and resources that enhance both teaching and learning experiences. This paper examines the Duolingo language learning application through the lens of Hubbard’s Computer-Assisted Language Learning (CALL) evaluation criteria to assess its suitability for improving English language proficiency among secondary school students in Eastern Nigeria. These students, predominantly Igbo speakers, require enhanced English language skills to meet university admission standards. The study evaluates Duolingo’s features, including its gamified approach, interactive exercises, and personalized learning paths, and analyzes its effectiveness in addressing specific linguistic needs such as vocabulary acquisition, grammar competence, and listening comprehension. While Duolingo offers significant benefits, including accessibility, learner engagement, and autonomy, the paper also discusses its limitations, such as the lack of contextually rich language use and reliance on AI-generated speech. Ultimately, the study concludes that, despite certain drawbacks, Duolingo is a valuable supplementary tool that can effectively support classroom instruction and improve students’ language readiness for academic advancement.

Salah satu model pembelajaran yang sesuai dengan zaman modern adalah blended learning. Blended learning merupakan model pembelajaran yang menggabungkan pembelajaran konvensional dengan pembelajaran modern. Salah satu variasi model blended learning adalah model flipped classroom. Model flipped classroom merupakan model pembelajaran yang terdiri dari dua bagian yakni kegiatan pembelajaran berbasis komputer di luar kelas dan kegiatan belajar kelompok interaktif di dalam kelas. Adapun manfaat yang diperoleh pengajar apabila menerapkan blended learning model flipped classroom adalah pengajar dapat memberikan materi pelajaran, menyelenggarakan kuis, dan memberikan umpan balik kepada siswa melalui fasilitas internet. Sedangkan manfaat untuk pelajar adalah pelajar dapat leluasa untuk mempelajari materi pelajaran secara mandiri dengan memanfaatkan media daring kapan saja dan dimana saja. Dalam pembelajaran berbicara bahasa Jepang, banyak pola kalimat dan ungkapan yang harus dipelajari serta ...

Methodological Design 2.1 Research Approach 2.2 Type of study 2.3 Context 2.4 Participants 2.5 teacher' Roles 2.6 Data Collection Instruments 2.6.1 Teachers' field notes (while exploring the question and during the implementation) 2.6.2 Semi-structured interview (while exploring the question and after the implementation) 2.6.3 Intercultural Communicative Competence test (to validate the problem) 2.6.4 External observer's sheet based on videos (during the implementation) 2.6.

The main objective of the research is to assess the significance of digital communication in ESL improvement. The objectives included determining how frequently digital communication is used to learn ESL and investigating the forms of digital communication students use to learn ESL and how they use them. Objectives also included investigating the forms of digital communication students use to learn ESL and how they use them and determine the challenges faced in using digital communication platforms for ESL learning. The study will use a descriptive analytical research design.The technique is an exploratory sequential design where both qualitative data will be collected and analytical methods used to determine how two variables relate drawing conclusions from the responses from

Using Learning Management System (LMS) is ubiquitous in higher education now, but sometimes teachers do not understand its barriers before implementing it. This research aims to explore the obstacles to using LMS-Edmodo on EFL speaking tasks based on the students' perceptions. It involved ten business college students from a private university in Yogyakarta, Indonesia, and employed a qualitative descriptive approach that applied several instruments such as observation, documentation, and interview. The data were collected by a screen capture tool to find the students' tasks on Edmodo that contained barriers indications and collaborated with an interview before they were transcribed and coded by using three stages of qualitative analysis, which were data reduction, data display, and conclusion drawing and verification. Based on the students' perceptions, the barriers to using Edmodo on EFL speaking tasks are requiring high speed of Internet connection, needing other supports for technologically backward students, lack of virtual teachers support and needing f2f meeting. Therefore, providing speaking tasks as long as paying attention to the students' characteristics can use LMS-Edmodo.

Background: Dermatotherapy is an important topic in Dermatology and Venereology module. The time allocated for dermatotherapy topic is limited, so that the development of learning method is needed to achieve the learning objectives. Blended learning is a combination of e-learning and face to face lecture session. This method is often used when there is less time available for lecturing and limited number of teachers. This learning method is expected to be more effective and efficient for the students and also the teachers. This study was conducted to examine the effectiveness of blended learning method used in dermatotherapy topic, and to identify the obstacle of using this method. Methods: This study is a cross sectional study, using quantitative and qualitative approach, involving 22 fifth-year medical students of Faculty of Medicine Universitas Indonesia who enrolled in dermatology and venereology module. We collected data from questionnaire, pre and post-test, and feedback from ...

Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs, attitudes, and emotions, has been shown to influence learners' cognitive processes, performance, and engagement considerably, and is therefore critical to promote and foster throughout the learning process. This paper defines the importance of supporting affect in MALL, sets out a theoretical perspective on supporting affective self-regulation in MALL, and elaborates on what designers and teachers can do to facilitate affective development through the use of mobile technology, learning analytics, and artificial intelligence. It examines and further delineates the role of affective computing and the role of the teacher in fully har...

Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs, attitudes, and emotions, has been shown to influence learners' cognitive processes, performance, and engagement considerably, and is therefore critical to promote and foster throughout the learning process. This paper defines the importance of supporting affect in MALL, sets out a theoretical perspective on supporting affective self-regulation in MALL, and elaborates on what designers and teachers can do to facilitate affective development through the use of mobile technology, learning analytics, and artificial intelligence. It examines and further delineates the role of affective computing and the role of the teacher in fully har...

The objective of the research is to evaluate strategies such as Wikis, Forums and Chat in the development of collaborative learning in higher education students. A collaborative experience was developed with 25 students in an asynchronous e-learning environment. The activities consisted of forum discussions, chat and project development in a wiki environment. The research method includes a quantitative analysis whose forum rating was developed by applying a rubric. The use of didactic strategies such as Wikis, Forums and Chat in the learning sessions promotes collaborative learning where the main factors for this to happen are the degree of appropriation of these technologies by students and the mastery of their use by teachers. It is not possible to affirm the superiority of one tool over another because each has its own characteristics and could be used for different purposes, besides having complementary functions, they must organize and complement each other to develop collaborative learning.

The article focuses on how foreign language teachers could use mobile learning in formal and informal learning environments. One of the key aims of the article is the focus on defining the pedagogy of mobile learning in the context of foreign language teaching and learning through the use of mobile learning tools during the foreign language lessons but also in informal learning contexts, encouraging learner autonomy and involvement in the learning task. Thus, the article presents how language teachers could try mobile learning based activities during foreign language lessons and outside the class, using students' own devices through the implementation of a Bring Your Own Device Policy (BYOD) within foreign language lessons.

Although many studies on blended have been done, very few have studied what linguists advise about teaching English as a foreign language using blended learning-based teaching methods and systems. So, we have collected as much data as possible and began to study it with a phenomenological approach. We get the data by searching electronic engines in well-known journals that discuss the issue of Learning English with a blended teaching system. Because this is a data review study, we focus on the field data evidence published between 2010 and 2021. The data sources include Elsevier journal publications, Google Books, Sage, ERIC, and other national publications. After a series of studies involving in-depth evaluation and coding systems, we can finally conclude our findings with valid and reliable principles, which include, among other things, that mixed teaching allows students to learn all English skills, including writing, listening, speaking, and reading. It is divided into face-to-face and online stages, and both practices listening well to each other, and they can balance the two learning models.

Recent changes in Higher Education (HE) approaches to content delivery, coupled with breakthroughs in the Information and Communications Technology field, have led to a whole new multimodal approach to teaching (Jewitt, C. 2009). In: Jewitt, C. (Ed.), The Routledge handbook of multimodal analysis. Routledge, London & New York; Jewitt, C. (2013). Multimodal methods for researching digital technologies. In: Jewitt, C. and Brown, B. (Eds.), The SAGE handbook of digital technology research. Sage, London, pp. 250–265; Kress, G. and van Leeuwen, T. (2001). Multimodal discourse. Bloomsbury Academic, London). Multimodality in language teaching increasingly draws on multiple channels of communication and not simply text on a page. Multimodal awareness and competence are also paramount in intercultural and interpersonal communication, which has become increasingly common in today’s global workplace. Through the description of the activities implemented in the English for Professional Purposes...

This study employed Course-of-Action methodology in a mixed-methods approach to examine the impact of screen distractions on Memrise MALL experience in an EFL flipped classroom setting. An Exploratory Sequential Design was utilized to analyze the two-week Memrise MALL experience and its impact on the screen behaviors of 46 Indonesian first-year university students. Descriptive and nonparametric inferential statistics were employed to analyze the quantitative data, while confrontative interview data were transcribed and encoded using in vivo coding to mark key phrases in the participants' comments. Results of the study indicated that social media and entertainment apps were the most common type of distraction and that these distractions had a detrimental effect on task performance. The participants expressed their appreciation for the customizable learning experience and found the app layouts and gamification features were encouraging; however, they found it challenging to switch...

While bilingual and non-dominant language programs in different languages have been seen in many museums for some time, a new and emerging trend is blended language programming. This paper defines the concept of blended language programming, shows how they are beginning to develop in several California institutions, and discusses two early case studies at the San Diego Natural History Museum and the Monterey Bay Aquarium. It highlights the processes they have gone through to create an innovative wy to engage audiences who speak English, Spanish or both languages; and the promising future of the emerging blended language programming.

Co-authored with Amparo Lyman Pino and Vicki Wawechak

Learner-oriented diagnosis of language learning needs has been in the limelight for at least three decades in curriculum design or language programme development schemes (Munby, 1978; Brown, 2009). Following a similar route, in the present study 81 tourism vocational high school students’ perceptions of English language learning needs are scrutinized. These students’ ‘real’ wants and lacks are also given consideration under the theoretical foundations laid by Dudley-Evans and St. John (1998). Through a multi-layered needs analysis, an appropriate and stimulating mobile language learning platform is aimed to be constructed whereby learners’ positive attitudes, language proficiency and technological literacy will be boosted in lieu of the traditional time-and place-constrained learning practices. To this end, students’ internal subjective needs were determined through questionnaires while hotel managers/academics/teachers’ views on students’ objective needs were explored through semi-...

This article describes the design and implementation of a training model on Multimodal Mobile-Assisted Language Learning (M-MALL) for EFL pre-service (PSTs) teachers. Albeit EFL teachers' positive attitude towards technology integration into language teaching, they may still lack guidance and support on how to implement mobile technologies in their teaching contexts. Based on these, a training model to integrate M-MALL into PST education was suggested. An M-MALL training program was developed for the purposes of the study based on the needs, related literature, and the gap stemming from the lack of training opportunities in PST education. 16 PSTs studying in an ELT Department in Turkey participated. Following the implementation of a systematic eight-week training, participants were asked to write reflections on the training they received. The PSTs, in general, reported positive views on receiving training. Receiving such thorough training resulted in many gains for the participants such as improvement in teaching skills, expanding perspective on effective mobile technology integration, and being up to date as a teacher. The results have implications for language teachers and curriculum designers, and the suggested model provides a guideline for PST educators and language practitioners who would like to improve teaching competencies in a digital world.

Ethnographic Research in Blended Environments Ethnography is another research approach suited to the study of blended language learning ecologies. Although classroom researchers may presume their own environments have little relevance to other situations, Richards (2003) criticizes research that seeks broad generalizations, and instead affirms the value of case studies in second language learning: In a field as broad geographically, socially, and intellectually as TESOL, where generalizations are likely to be blandly true, suffocatingly narrow, or irresponsibly cavalier, the power of a particular case to resonate across cultures should not be underestimated. (p. 21) Comprehensive Longitudinal Ecological Features of a Blended Ethnographic Approach Fig. 9.1 Features of a blended ethnographic approach Ethnographic Research in Blended Environments

As blended language learning environments evolve within tertiary foreign language institutions, issues of power with regards to the privileging of electronic technologies come to the fore. Blended learning, or the principled mix of online and classroom-based activities, challenges the practices of traditional CALL and face-to-face teaching within newly emerging, hybrid learning environments. The aim of this study is to examine the role of power in relation to the design of these environments. To achieve this aim, a research team conducted a longitudinal study at two Japanese universities which employed blended learning practices in their EFL programs. We analyzed ethnographic and action research data using postmodern, critical, and ecological perspectives on technology, to explore hegemony in facility planning (online vs. face-to-face), control of materials development (publisher-based vs. teacher-based authorship), and development of software designs (proprietary ownership vs. distributed teacher initiatives). Results of the study reveal three significant changes in power: (a) the construction of classrooms shifted from single-purpose CALL laboratories to blended face-to-face/online spaces, (b) the production of teaching materials emphasized locally authored multimedia materials with a decreasing reliance on mass-market course books, and (c) the design of software modules was controlled by teaching teams for rapid customization. Overall, the process of innovation in institutional programs requires a collaborative management culture to be appropriate and sustainable in university contexts.

'Didattica della lingua straniera e nuovi spazi di apprendimento: il Blended Language Learning' intende offrire uno sguardo approfondito sulle dinamiche del Blended Language Learning, il metodo che combina l’interazione formativa tradizionale con le opportunità offerte dalle nuove tecnologie. Glottodidattica e glottodidassi si confrontano costantemente con le nuove tecnologie didattiche per accogliere le possibilità che queste possono offrire in classe di lingua. L’introduzione della multimedialità cambia tempi e spazi della didattica, obbligando i protagonisti dell’insegnamento e apprendimento a confrontarsi con modelli differenti rispetto a quelli tradizionali. In questa atmosfera, il testo si configura come una guida teorica e pratica per gli insegnanti di lingua, offrendo strumenti e strategie per la progettazione e la pianificazione di unità didattiche BLL, coerenti e bilanciate nelle due componenti con attività integrate e complementari. Dalla progettazione di un intero corso e di singole attività blended alla valutazione delle competenze attraverso metodi mirati, il libro si rivolge a coloro che cercano un approccio efficace nell’ottimizzare le potenzialità dell’insegnamento e apprendimento misto in classe di lingua, sia nella componente didattica in presenza sia in quella distanza.

Didattica della lingua straniera e nuovi spazi di apprendimento: il Blended Language Learning aims to provide an in-depth exploration of its dynamics, a method that combines traditional formative interaction with the opportunities offered by new technologies. Glottodidactics and language teaching constantly engage with new educational technologies to embrace the possibilities they can offer in the language classroom. The introduction of multimedia changes the timing and spaces of teaching, compelling those involved in teaching and learning to confront different models than traditional ones. In this atmosphere, the text positions itself as a theoretical and practical guide for language teachers, offering tools and strategies for the design and planning of Blended Language Learning (BLL) units, coherent and balanced in both integrated and complementary components. From designing an entire course to individual blended learning activities and assessing skills through targeted methods, the book addresses those seeking an effective approach to optimising the potential of blended teaching and learning in the language classroom, both in face-to-face and distance learning scenarios.

Distance learning offers a unique opportunity to individualize and personalize instruction and establish inclusive learning environments for the range of diverse learners in every district, school, and virtual classroom. Applying high-leverage practices (HLPs) to lesson design and delivery, both in-person and virtually, empowers educators to provide the enabling conditions that ensure diverse learners are provided equitable access to highquality instruction, across all grade levels and in all content areas. Taking advantage of digital technologies can increase and improve opportunities for building in supports and scaffolds to help all students understand, navigate, and engage in distance learning environments. HLPs, often referred to as the fundamentals of teaching when used intentionally to meet students' needs, provide a solid foundation for students' access to the curriculum and learning new content in any learning context. DISTANCE LEARNING In the context of this brief, the term "distance learning" addresses variations of teaching and learning models that include any form of online learning: blended learning, e-learning, virtual classroom, remote digital instruction, as well as any hybrid models that entail students learning at school part time and from home part time. This special issues brief from the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR Center) and the National Center for Systemic Improvement (NCSI) outlines how HLPs can be employed to strengthen distance learning instruction for a diverse range of students by providing strategies to address common challenges students experience. This brief is designed to support all teachers who are striving to ensure students of all backgrounds and abilities are provided equitable access to high-quality instruction in distance learning environments by: identifying several common barriers that impede effective distance learning;

This research profiles L2 interviews from a variationist perspective by using native speaker data in order to gain insight into the characteristics of three different speaking tasks in the framework of the LINDSEI learner language corpus tradition: Personal Narrative Component, an Interaction Component and a Picture Description. This way, we set out to research one area of the assessment of proficiency that is usually neglected: that of the linguistic nature of the tasks used to assess general "proficiency" in a given language. Our corpus was part-of-speech (POS) tagged and analysed using Multidimensional Analysis (MDA). We found that the different speaking tasks determine the range of linguistic features that are more likely to be generated by the communicative potential of the task itself. This profiling is of interest in areas such as language assessment, where the interview is widely used to evaluate the speakers' communicative competence, but also in the field of learner language research.

Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs, attitudes, and emotions, has been shown to influence learners' cognitive processes, performance, and engagement considerably, and is therefore critical to promote and foster throughout the learning process. This paper defines the importance of supporting affect in MALL, sets out a theoretical perspective on supporting affective self-regulation in MALL, and elaborates on what designers and teachers can do to facilitate affective development through the use of mobile technology, learning analytics, and artificial intelligence. It examines and further delineates the role of affective computing and the role of the teacher in fully har...

El presente estudio tiene como objetivo evaluar las oportunidades y limitaciones que la realidad
virtual puede aportar en la enseñanza lingüística a los inmigrantes empleando situaciones de la
vida cotidiana donde se trabaja también, de manera transversal, significados de los contextos
culturales. Para el desarrollo de esta herramienta de realidad virtual se ha contando con una
metodología de co-creación en la que se ha involucrado a usuarios finales de dos tipos,
inmigrantes y refugiados y profesores y facilitadores que harán uso de la misma de tres lugares
diferentes de Europa: Cataluña, Alemania y Grecia.
Para la evaluación de las oportunidades y limitaciones se empleará una metodología mixta
cualitativa y cuantitativa en la que se harán entrevistas a los usuarios finales y se realizará un
cuestionario con el objetivo de recoger su valoración. En esta metodología, el análisis de las
respuestas desde la perspectiva de los usuarios es fundamental para poder ir mejorando de
manera constante.
La presente investigación forma parte del proyecto europeo WELCOME, (Mutiple Intelligence
Conversation Agent Services for Reception, Management and Integration of Third Country
Nationals in the EU), que busca emplear la tecnología para apoyar en la recepción e integración
de los inmigrantes en Europa. Los resultados obtenidos en el presente estudio servirá a los
desarrolladores vinculados al proyecto para ir mejorando la tecnología y la realidad virtual
haciéndola más accesible y amigable para los inmigrantes y que pueda servir como herramienta
de adquisición del idioma en situaciones reales.

Virtual Reality (VR) and Augmented Reality (AR) is technology used to create an environment that does not actually exist. Such technology nowadays receives much attention and has been widely applied to various industries. However, the applications of VR/AR in education, especially in the language learning fields, are rarely, comprehensively and academically reported and reviewed. In this paper, the authors first review the newest developments of VR/AR technology, list the scattered experiences of using VR and AR seen from different sources, and then propose the possible use of the technology for language learning. Finally, the paper will state the problems in integrating AR/VR with language learning scenarios.

This study attempted to evaluate and compare language learning apps and the related traditional books on the same subject. The apps included Murphy’s English Grammar and Cambridge Discovery Readers and the traditional materials were English Grammar in Use and Developing Reading Skills. The study, thus, aimed to do a comparative analysis between traditional ELT materials and the digital versions. In doing so, it aimed to evaluate ELT mobile apps and consider their effectiveness for English language learning. The analysis was conducted based on the frameworks adapted from Hubbard (2006) and Reinders and Pegrum (2015). Based on these frameworks, the overall features and functions of the selected applications were analyzed in terms of three categories: ‘content and design’, ‘L2 approaches’ and ‘technology’. The analysis demonstrated that these ELT apps seemed to be effective in that they could provide a personal and learner-centered learning opportunity for learners as they would make t...

Presentation of Theses My Lord, increase me in knowledge-The Holy Qu'ran (20.114) Primarily, I want to give thanks to the Almighty God for keeping me on the right direction, and arming me with power and will to complete this work. I owe everything to him. My gratitude turns to King Abdullah Bin Abdul-Aziz (may his soul rest in peace) for providing me with this sponsorship. I would also like to lengthen my thankfulness to King Salman bin Abdul-Aziz, for the maintenance of the scholarship and support. The deepest heartfelt is extended for my supervisor Dr. Gary Motteram, thank you for your invaluable guidance and support which lightening my road to complete this work. My sincere appreciation is also extended to Dr. Pauline Prevett for her support. This work would not be possible, nor completed without the participation of my research participants, who gave me the time and invested their efforts to participate in my research, my sincerest thanks and appreciation to them. My sincere gratitude to people who work at the University of Manchester for their unfailing support at all stages of this work.

The present research is integrated within the framework of second language and blended learning modality, developed with the aim of presenting participants' perception about the effectiveness of online quizzes to improve their level of English, as well as the possibilities that they offered to carry out continuous assessment and self-assessment. Based on these goals, a descriptive study with a qualitative approach was developed, following the process of the Grounded Theory for the categorization of dimensions. The research included a total of 91 participants, studying the last year of the Degree in Primary Education (English) at the Pontifical University of Salamanca. An individual guided interview was used as the data collection instrument. The literature review and the finding of this study suggested the possibilities offered by quizzes to support continuous assessment, as well as to allow participants to self-assess their progress in the second language. It was also highlighted the possibilities offered by these e-activities to promote the autonomous learning and facilitate an immediate formative feedback to guide students in the process of acquiring a second language. The findings clearly demonstrated that quizzes granted participants to take an active role in their learning, and also revealed the importance of teachers' role as guides of this process. In conclusion, this research showed participants' positive perceptions of the use of quizzes in the hypermedia modular model implemented in the blended learning modality for the subject English I.

Many language learners need to be supported in acquiring a second or foreign language quickly and effectively across learning environments beyond the classroom. The chapter argues that support should focus on the development of two vital learning skills, namely being able to selfregulate and to collaborate effectively in the learning process. We base our argumentation on the theoretical lenses of self-regulated learning (SRL) and collaborative learning in the context of mobile situated learning that can take place in a variety of settings. The chapter examines a sample of selected empirical studies within the field of mobile-assisted language learning with a twofold aim. Firstly, the studies are analyzed in order to understand the role of learner selfregulation and collaboration while acquiring a new language beyond the classroom. Secondly, we aim to provide a deeper understanding of any mechanisms provided to develop or support language learners' self-regulated and collaborative learning skills. Finally, we propose that fostering SRL and collaborative learning skills and strategies will benefit from recent advances in the fields of learning analytics and artificial intelligence, coupled with the use of mobile technologies and self-monitoring mechanisms. The ultimate aim is to enable the provision of individual adaptive learning paths to facilitate language learning beyond the classroom.

Mobile Assisted Language Learning through Learning Analytics (MALLAS) is a conceptual framework to aid learning designers in developing effective support for secondand foreign language (L2) learners through the application of learning analytics to facilitate self-regulated language learning across learning settings. Designing sound support mechanisms to develop adult L2 learners' ability to self-regulate their language learning process is important since many of them have limited opportunities to participate in language classes. MALLAS can be used to assist in design choices when developing theoretically underpinned mobile assisted language learning applications and/or services.

Mobile technologies exist in a wide spectrum and have a great impact on today’s world. One of the reasons of mobile technologies’ becoming a vital part of everyday life may be various features they possess such as easy access to content with no time and limit boundaries. This has brought up the question whether they may assist language learning.  Considering Web 2.0 tools in the context of mobile technologies, for this study a well-known Web 2.0 tool has been chosen to investigate its effects, Duolingo, on students’ academic performance when used in blended learning settings to support formal language education. The academic performance levels of students are determined before and after the intervention in a high school in accordance with an instructional design prepared to support students in and out of school hours.  Data were analyzed by using descriptive analyses techniques. The results of the study are discussed considering the significant difference in students’ academic perfo...

Since the first appearance of Information and Communication Technologies (ICT) in English as Foreign Language (EFL) classrooms, the perspective of teachers and students on the utilization of technology for language learning has been largely discussed in the academic field, from its onset as Computer-Assisted Language Learning (CALL) to its latest evolution towards Mobile-Assisted Language Learning (MALL). MALL has been considered by many researchers as a potential as well as an effective tool for language learning that provides numerous advantages. The aim of this paper is to investigate university students' perspectives on using mobile applications along with social media for EFL learning purposes, as the understanding of learners' perceptions and their experiences may assist teachers to promote the educational uses of MALL in English courses (Tri & Nguyen, 2014). After providing a brief history of CALL and its transition into MALL, previous studies on MALL's use in EFL classrooms and students' views regarding it are revised. Then, a small-scale research carried out by the author is presented. The study consisted of a questionnaire filled in by first-grade students of the University of the Basque Country in order to identify which mobile applications or activities are the most used for learning English, as well as to investigate their perspective about whether its utilization may be beneficial in a regular EFL course. The findings indicate that although learners tend to use social media more than mobile applications for EFL learning, the majority of them considered that both of them may be beneficial in English classes, which is believed to point at pedagogical implications to be taken into account by English language teachers at university.

Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs, attitudes, and emotions, has been shown to influence learners' cognitive processes, performance, and engagement considerably, and is therefore critical to promote and foster throughout the learning process. This paper defines the importance of supporting affect in MALL, sets out a theoretical perspective on supporting affective self-regulation in MALL, and elaborates on what designers and teachers can do to facilitate affective development through the use of mobile technology, learning analytics, and artificial intelligence. It examines and further delineates the role of affective computing and the role of the teacher in fully har...

The flipped classroom model (FCM) is considered to be one of the most noteworthy current discussions in education. Positive effects of FCM have been recently discussed, but literature provides few empirical clues about whether FCM can actually enhance adult English as a foreign language (EFL) learners' oral proficiency. The researcher utilized FCM and Output-driven/Input-enabled model (Wen, 2008) in order to explore the advantages of FCM in terms of improving speaking skills. A pre-and posttest quasi-experimental design was utilized to examine the impact of FCM on speaking skills. The sample consisted of 22 non-English major voluntary academicians from different departments of a Turkish state university. There were 11 learners in class A (study group) where the course was flipped while the rest were in class B (control group) in which the courses were conducted in the traditional way. The researcher applied both qualitative and quantitative research methods and used multiple sources of data collection, including a speaking rubric, the teachers' inclass observations, two sets of questionnaires (-Satisfaction of FCM Experience‖ and-Opinions of Speaking‖), and semistructured focus-group interviews. Findings revealed that the use of flipped learning approach not only enhanced the

This research focused on the educational context of social media in a South Pacific regional university – USP (University of the South Pacific). This paper looks at how Facebook can be used for knowledge sharing, collaboration and interaction and learner-centered activities with students of different gender, age, country of origin and time spent on social networking sites. This study is useful in setting the premise for future large scale empirical research. Tertiary institutes, scholars and educators will benefit from this research