Kooperativer Bibliotheksverbund

UID:

Format: XV, 245 p. 34 illus., 32 illus. in color. , online resource.

Edition: 1st ed. 2024.

ISBN: 9783031634475

Series Statement: Studies in Computational Intelligence, 1159

Content: This edited book discusses the current issues and reports research conducted around the world. The advent of technology has changed the landscape of language education. The chapter topics are quite diverse, targeting the needs of undergraduate and graduate students and researchers. It views the mosaic of the field from cognitive, affective, educational, and educational perspectives. All the chapters give implications for further advances in technology and education.

Note: Captioned viewing for language learning: A cognitive and affective model -- Extended reality in computer-assisted language learning -- Pedagogical Use of Video Clips During The COVID-19 Pandemic Lockdown: Educators' Perceptions at a Bilingual Education Preschool in Vietnam -- The role of supportive environments in shaping EFL teachers' adoption of AI-powered ChatGPT -- EFL writing teachers' agency in response to AI emergence from an ecological perspective.

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9783031634468

Additional Edition: Printed edition: ISBN 9783031634482

Additional Edition: Printed edition: ISBN 9783031634499

Language: English

DOI: 10.1007/978-3-031-63447-5

URL: https://doi.org/10.1007/978-3-031-63447-5

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 Online-Ressource (xx, 322 Seiten) , Illustrationen, Diagramme

ISBN: 9781668470367

Series Statement: Advances in wireless technologies and telecommunication (AWTT)

Content: Multidisciplinary applications of computer-mediated communication considers the future use of CMC and recent applications of CMC in different contexts in the world with implications for further development. Covering key topics such as learning environments, business communication, and social media, this reference work is ideal for industry professionals, researchers, scholars, academicians, practitioners, instructors, and students.

Language: English

DOI: 10.4018/978-1-6684-7034-3

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 online resource (254 pages)

Edition: 1st ed.

ISBN: 9783031634475

Series Statement: Studies in Computational Intelligence Series ; v.1159

Note: Intro -- Preface -- About This Book -- Contents -- Editors and Contributors -- Captioned Viewing for Language Learning: A Cognitive and Affective Model -- 1 Introduction -- 1.1 The Background to the Study -- 1.2 Benefits of Captioned Viewing -- 1.3 Factors that Influence Captioned Viewing -- 2 The Present Study -- 2.1 Participants -- 2.2 Captioned Videos -- 2.3 Data Collection -- 2.4 Data Analysis -- 3 Results -- 3.1 Cognitive Development -- 3.2 Affective Enrichment -- 4 Discussion -- 5 Concluding Remarks -- References -- Extended Reality in Computer-Assisted Language Learning -- 1 Introduction -- 2 Methods -- 2.1 Identification of Data Sources and Search Strategies -- 2.2 Search Results and Eligibility Criteria -- 2.3 Data Coding and Data Analysis -- 3 Results -- 3.1 Research Trends in XR -- 4 Target Language -- 5 Types of XR -- 5.1 Affordances of XR in CALL -- 6 Conclusion -- Appendix A: Included Articles in the Review -- Appendix B: Coding Template (Adapted from Tafazoli [27]) -- References -- Pedagogical Use of Video Clips During the COVID-19 Pandemic Lockdown: Educators' Perceptions at a Bilingual Education Preschool in Vietnam -- 1 Introduction -- 2 Literature Review -- 2.1 Benefits and Challenges of Using Video in Teaching Young Learners -- 2.2 Developing Videos for Teaching Young Leaners -- 2.3 How to Engage Children When Using Video Clips and Related Learning Activities -- 3 Research Methodology -- 4 Findings -- 4.1 Active, Guided, Constructive and Individual -- 4.2 Contextual, Constructive and Individual -- 4.3 Collaborative and Conversational, Emotionally Involving and Motivating -- 5 Discussion -- 6 Conclusion -- References -- The Role of Supportive Environments in Shaping EFL Teachers' Adoption of ChatGPT -- 1 Introduction -- 2 Literature Review -- 2.1 Teachers' Perception of Using AI -- 2.2 ChatGPT in Language Teaching. , 2.3 Theoretical Framework -- 2.4 Hypotheses Development -- 3 Method -- 3.1 Sampling and Data Collection -- 3.2 Instrument -- 3.3 Data Analysis -- 4 Findings -- 4.1 Descriptive Statistics -- 4.2 Common Method Variation -- 4.3 Measurement Model -- 4.4 Structural Model -- 5 Discussion and Implications -- 5.1 Implications -- 5.2 Limitations and Future Research -- 6 Conclusion -- References -- EFL Writing Teachers' Agency in Response to AI Emergence from an Ecological Perspective -- 1 Introduction -- 2 Literature Review -- 2.1 Language Teacher Agency -- 2.2 Language Teacher Agency in the Context of Emerging AI -- 3 The Present Study -- 3.1 Context -- 3.2 The Framework -- 3.3 Participant Recruitment -- 3.4 Data Collection -- 3.5 Data Analysis -- 4 Findings -- 4.1 AI as Useful Resources and a Helpful Assistant, but not a Complete Replacement -- 4.2 Independent Formation of Agency -- 5 Discussion -- 6 Conclusion -- References -- EFL Learners' Perceptions of Pronunciation Corrective Feedback: Insights from Synchronous High Variability Phonetic Training -- 1 Introduction -- 2 Literature Review -- 2.1 Theoretical Framework -- 2.2 Corrective Feedback -- 2.3 Oral Corrective Feedback -- 2.4 Learners' Perceptions of Pronunciation Corrective Feedback -- 2.5 Pronunciation Teaching, Feedback, and Technology -- 3 Methodology -- 3.1 Participants -- 3.2 Instruction Procedure -- 3.3 Data Collection Procedure -- 3.4 Data Analysis Procedure -- 4 Results -- 4.1 Perceptions and Impact of Online Oral Corrective Feedback on Kurdish EFL Learners' Self-Monitoring and Oral Production in English -- 4.2 Exploring Opportunities and Challenges: Online Oral Corrective Feedback in Kurdish EFL Learners' Language Learning Experience -- 5 Discussion -- 6 Conclusion -- References -- Mobile-Assisted Language Learning (MALL): A Socioculturual Theory (SCT) Perspective -- 1 Introduction. , 2 Literature Review -- 2.1 Mobile Learning -- 2.2 Mobile Assisted Language Learning (MALL) -- 2.3 Previous Studies on MALL -- 2.4 Sociocultural Theory -- 2.5 MALL in SCT Perspectives -- 3 Research Methodology -- 4 Findings -- 4.1 The Design of the Ten Studies on MALL -- 4.2 Findings on the Effects of MALL on Language Learning -- 4.3 Studies on MALL in SCT Perspective -- 5 Discussion and Conclusion -- References -- Teachers' Experiences with Generative AI as Co-Pilots in High School L2 Writing Instruction: A Case in Vietnam -- 1 Introduction -- 2 Literature Review -- 2.1 The Integration of AI in Education -- 2.2 Generative AI in L2 Writing Instruction -- 2.3 Teachers' Role and Perspectives -- 2.4 Ethical Considerations -- 2.5 Impacts on Learning -- 2.6 Gaps in the Literature and Future Directions -- 3 Methodology -- 3.1 Participants -- 3.2 Rationale for Choosing Phenomenology -- 3.3 Data Collection -- 3.4 Data Analysis -- 4 Findings -- 4.1 How Do L2 Writing Teachers in High School Perceive the Integration of Generative AI Tools in their Teaching Practices, and How Do They Believe it Affects their Roles and Responsibilities? -- 4.2 What Are the Beliefs and Concerns of These Teachers Regarding the Ethical and Responsible Use of Generative AI in L2 Writing Instruction? -- 4.3 How Do These Teachers Believe Generative AI Influences Their Students' Development of Writing Skills in a Second Language? -- 5 Discussion -- 6 Conclusion -- Appendix -- References -- Vietnamese Graduate Students' Perspectives on the Use of ChatGPT -- 1 Introduction -- 2 Literature Review -- 3 Research Methodology -- 3.1 Context and Participants -- 3.2 Data Collection and Analysis -- 4 Results and Discussion -- 4.1 RQ1 -- 4.2 RQ2 -- 5 Conclusion -- References -- Generative AI and Second/Foreign Language Education from Vygotsky's Cultural-Historical Perspective -- 1 Introduction. , 2 Vygotsky's Cultural-Historical Theory -- 2.1 Perezhivanie -- 2.2 Speech Development -- 2.3 Zone of Proximal Development -- 3 Second/Foreign Language Learning as Informed by Vygotsky's Theory -- 4 ChatGPT and Language Learning as Informed by a Vygotsky's Perspective on L2 Learning -- 4.1 ChatGPT's Affordances for L2 Learning -- 4.2 How ChatGPT Enhances L2 Learning: A Theoretical Discussion Drawing on Vygotsky's Perspective -- 5 Considerations for An Effective Integration of Generative AI in Foreign Language Education from a Vygotskian Perspective -- 5.1 Implications for Relevant Stakeholders -- 5.2 Potential Legal, Ethical and Privacy Issues in Using ChatGPT -- 5.3 Future Research Directions -- 6 Conclusion -- References -- Building a Corpus for Teaching and Learning a Second Language by Using Sketch Engine -- 1 Introduction -- 2 Type of Corpora -- 2.1 Written Corpora -- 2.2 Spoken Corpora -- 2.3 General Corpora -- 2.4 Specialized Corpora -- 2.5 Parallel Corpora -- 2.6 Comparable Corpora -- 2.7 Monolingual Corpora -- 2.8 Bilingual Corpora -- 2.9 Multilingual Corpora -- 2.10 Native Speaker Corpora and Non-native Speaker Corpora -- 3 Benefits of Using Corpora in Teaching and Learning a Second Language -- 4 How to Build a Corpus? -- 4.1 Size -- 4.2 Sampling -- 4.3 Balance -- 4.4 Representativeness -- 4.5 Procedures of Building a Corpus for Teaching or Learning a Second Language -- 5 Corpus Application in a Second Language Lesson -- 5.1 Vocabulary Building and Development -- 5.2 Grammar and Syntax -- 5.3 Language Skills -- 5.4 Cultural Knowledge and Linguistic Competence -- 5.5 Autonomous Learning Skills -- 6 Practical Tasks of Building and Applying a Corpus in Learning and Teaching English -- 7 Conclusion -- References -- Using Corpora in Translation Studies and Translation Education -- 1 Introduction. , 2 A Brief History of Corpus Linguistics: From Antipathy to Popularity -- 3 Corpus-Based Approaches to Translation Studies -- 4 Building Corpora for Translation Studies -- 4.1 Parallel Corpora -- 4.2 Comparable Corpora -- 5 Pros and Cons of Using Corpora in Translation Studies -- 5.1 Strengths of Using Corpora in Translation Studies -- 5.2 Limitations of Using Corpora in Translation Studies -- 6 Exploring Aspects of Translation Through Corpora -- 6.1 Descriptive Translation Studies -- 6.2 Applied Translation Studies -- 7 Conclusion -- References -- Technological Advancements and L2 Motivational Self System -- 1 Introduction -- 2 L2 Motivational Self System and Technological Advancements in Second Language Acquisition -- 2.1 The L2 Motivational Self System -- 2.2 Technological Advancements in Language Learning -- 2.3 Alignment of Technology with L2 Motivational Self System -- 3 Implications for Language Education -- 4 Conclusion -- References.

Additional Edition: ISBN 9783031634468

Language: English

UID:

Format: 1 online resource (254 pages)

Edition: 1st ed. 2024.

ISBN: 9783031634475

Series Statement: Studies in Computational Intelligence, 1159

Content: This edited book discusses the current issues and reports research conducted around the world. The advent of technology has changed the landscape of language education. The chapter topics are quite diverse, targeting the needs of undergraduate and graduate students and researchers. It views the mosaic of the field from cognitive, affective, educational, and educational perspectives. All the chapters give implications for further advances in technology and education.

Note: Captioned viewing for language learning: A cognitive and affective model -- Extended reality in computer-assisted language learning -- Pedagogical Use of Video Clips During The COVID-19 Pandemic Lockdown: Educators' Perceptions at a Bilingual Education Preschool in Vietnam -- The role of supportive environments in shaping EFL teachers’ adoption of AI-powered ChatGPT -- EFL writing teachers’ agency in response to AI emergence from an ecological perspective.

Additional Edition: ISBN 9783031634468

Language: English

DOI: 10.1007/978-3-031-63447-5

UID:

Format: xv, 245 Seiten : , Illustrationen, Diagramme (farbig).

ISBN: 978-3-031-63446-8

Series Statement: Studies in computational intelligence volume 1159

Additional Edition: Erscheint auch als Online-Ausgabe ISBN 978-3-031-63447-5

Language: English

Subjects: Computer Science