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Technology and the Psychology of Second Language Learners and Users 2020 ed. [Kõva köide]

Edited by Nourollah Zarrinabadi, Edited by Mark R. Freiermuth

Formaat: Hardback, 620 pages, kõrgus x laius: 210x148 mm, kaal: 1203 g, 11 Illustrations, color; 48 Illustrations, black and white; XXXII, 620 p. 59 illus., 11 illus. in color., 1 Hardback
Sari: New Language Learning and Teaching Environments
Ilmumisaeg: 26-Mar-2020
Kirjastus: Springer Nature Switzerland AG
ISBN-10: 3030342115
ISBN-13: 9783030342111

Teised raamatud teemal:

Language teaching & learning (other than ELT) - (Hetkel poes: 64 nimetust)
Educational psychology - (Hetkel poes: 2 nimetust)
Educational equipment & technology, computer-aided learning (CAL)

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Formaat: Hardback, 620 pages, kõrgus x laius: 210x148 mm, kaal: 1203 g, 11 Illustrations, color; 48 Illustrations, black and white; XXXII, 620 p. 59 illus., 11 illus. in color., 1 Hardback
Sari: New Language Learning and Teaching Environments
Ilmumisaeg: 26-Mar-2020
Kirjastus: Springer Nature Switzerland AG
ISBN-10: 3030342115
ISBN-13: 9783030342111

Teised raamatud teemal:

Language teaching & learning (other than ELT) - (Hetkel poes: 64 nimetust)
Educational psychology - (Hetkel poes: 2 nimetust)
Educational equipment & technology, computer-aided learning (CAL)

Püsilink: https://www.kriso.ee/db/9783030342111.html

Märksõnad:

This edited volume brings together large-scale research as well as case studies from a range of geographical contexts and represents a variety of educational settings involving second language learners and users. Its aim is to explore the interrelated issues of psychology and technology use in second language learning settings as well as in more autonomous environments. As language learning professionals continue to devote more time and attention to making various technological tools an integral part of the classroom, it is just as important to understand the influences that these tools have on the psychological state of the learners who use them. In consideration of this objective, the volume examines factors such as learner attitudes and motivation, emotion and behaviour, and the cognitive processes that are at play in the minds of the language users. This volume will be of interest not only to language teachers but also to researchers working in second language acquisition (SLA), applied linguistics, and educational psychology. 

Arvustused

The groundbreaking and innovative volume fills a significant gap in exploring the ways in which technology affects the psychological state of second-language learners and users. The book is of pedagogical value for language teachers. It will attract a large audience among postgraduates, researchers, and language teachers who are interested in educational technology, language learning, and teaching and learner psychology. (Yang Chunhong, Frontiers in Psychology, frontiersin.org, March 30, 2021)

This book clearly targets language teachers and researchers, providing a myriad of examples of technologies being used as well as language learning situations. This volume is a helpful stepping-stone toward greater understanding of these issues and will be a volume educators and researchers draw from for years to come. (Alyssa Wolfe, Language Learning & Technology, Vol. 25 (1), February, 2021)

Part I Introduction

(32)

1 Introduction and Overview: The Inescapable Confluence of Technology, Psychology and Second Language Learners and Users

(30)

Mark R. Freiermuth

Introduction

(1)

Language Learner Psychology

(2)

Fixed Assets

(1)

Semi-fixed Assets

(1)

Ephemeral Assets

(5)

The Influences of Technology

(6)

Processing and Pragmatics

(1)

Emotional and Behavioral Constructs

(2)

Language Learner Identity

(2)

Attitudes and Perceptions

(1)

Motivation and Willingness to Communicate

(2)

Concluding Remarks

(1)

References

(6)

Part II Processing and Pragmatics

(80)

2 The Acquisition of Pragmatically Appropriate Requests by Second Language Learners of Spanish Using an Input-Based Virtual Environment

(28)

Karina Collentine

Introduction and Background

(5)

Method and Materials

(7)

Analysis

(2)

Results

(7)

Conclusions

(3)

References

(4)

3 Exploiting Vocabulary CALL Interventions to Operationalize and Test the Depth Levels of the Processing Model

(20)

Saad Alzahrani

Leah Roberts

Introduction

(1)

Literature Review

(3)

Research Purpose

(1)

Methodology

(6)

Analysis

(1)

Results

(4)

Discussion and Conclusions

(1)

References

(3)

4 The Cognitive and Psychological Effects of YouTube Video Captions and Subtitles on Higher-Level German Language Learners

(30)

Peter Yang

Introduction

(1)

Literature Review

(10)

Methodology

(6)

Results and Discussion

100

(4)

Conclusions

104

(3)

References

107

(6)

Part III Emotional and Behavioral Constructs

113

(112)

5 Computer-Assisted Language Testing and Learner Behavior

115

(30)

Brett Milliner

Blair Barr

Introduction

115

(9)

Method

124

(2)

Results

126

(10)

Discussion

136

(5)

Conclusions

141

(1)

References

142

(3)

6 Blogging in an Autonomous, Constructivist and Blended Learning Environment: A Case Study of Turkish EFL Pre-service Teachers

145

(30)

Isil Gunseli Kacar

Introduction

145

(5)

Methodology

150

(6)

Results and Discussion

156

(10)

Conclusions

166

(2)

References

168

(7)

7 EFL Student Engagement in an English for Specific Purposes Tourism Class: Flipping the Class with Facebook

175

(28)

Quyen Thi Thanh Tran

Loi Van Nguyen

Introduction

175

(8)

Methodology

183

(2)

Results

185

(7)

Discussion

192

(3)

Conclusions

195

(2)

References

197

(6)

8 Learner Autonomy and Responsibility: Self-learning Through a Flipped Online EFL Course

203

(22)

Hsin-chou Huang

Introduction

203

(2)

Literature Review

205

(8)

Methodology

213

(4)

Results and Discussion

217

(4)

Conclusions

221

(1)

References

221

(4)

Part IV Language Learner Identity

225

(128)

9 A Spanish Speaker and a Friend: Identity Transformation in Foreign Language Chat

227

(24)

Adam Mendelson

Introduction

227

(6)

The Study

233

(9)

Discussion

242

(1)

Conclusions

243

(1)

Appendix: Fractal Segment from Chat Session 9

244

(2)

References

246

(5)

10 Catalan Teenagers' Identity, Literacy and Language Practices on YouTube

251

(28)

Boris Vazquez-Calvo

Nikolaj Elf

Adriana Gewerc

Introduction

251

(3)

Methodology

254

(3)

Findings

257

(15)

Discussion

272

(4)

References

276

(3)

11 The Phenomenology of Experiencing Oneself Online: Critical Dimensions of Identity and Language Use in Virtual Spaces

279

(30)

Liudmila Klimanova

Introduction

279

(3)

The Context: Meet the 3As

282

(2)

Qualitative Data

284

(19)

Discussion

303

(3)

Conclusions

306

(1)

References

307

(2)

12 Leveraging Multilingual Identities in Computer Science Education

309

(24)

Sharin Jacob

Leiny Garcia

Mark Warschauer

Introduction

309

(7)

Methodology

316

(3)

Findings

319

(7)

Discussion and Conclusions

326

(2)

References

328

(5)

13 The Implications of Using Online Social Networks for EFL Learner Self-Concept

333

(20)

Nourollah Zarrinabadi

Ensieh Khodarahmi

Introduction

333

(5)

Methodology

338

(1)

Data Collection and Analysis

339

(2)

Results and Discussion

341

(4)

Conclusions

345

(1)

Appendix 1 The Interview Protocol Before the Intervention

346

(1)

Appendix 2 The Interview Protocol After the Intervention

346

(1)

References

347

(6)

Part V Attitudes and Perceptions

353

(112)

14 EFL Blogging in the Greek Secondary School Classroom: The Effects on Student Participation and Attitude

355

(26)

Gina Paschalidou

Introduction

355

(5)

Research Objectives

360

(1)

Methodology

360

(2)

Findings

362

(8)

Discussion

370

(3)

Conclusions

373

(1)

Appendix

374

(1)

References

375

(6)

15 Chinese Language Learners' Intrapersonal and Interpersonal Perceptions of a Pinyin Text-to-Speech System

381

(22)

Goh Ying Soon

Saiful Nizam Warris

Rasaya Al Marimuthu

Introduction

381

(1)

Literature Review

382

(4)

Methodology

386

(3)

Results

389

(5)

Discussion

394

(3)

Conclusions

397

(1)

References

397

(6)

16 Gliding Across the Digital Divide with High Anxiety: Electronic Resource Selection Toward Self-Directed Writing Practice in a South African EAP Context

403

(30)

Jako Olivier

Introduction

403

(5)

Objectives

408

(1)

Methodology

408

(3)

Results

411

(13)

Discussion

424

(2)

Limitations

426

(1)

Conclusions

426

(1)

References

427

(6)

17 Artificial Intelligence Technology for EAP Speaking Skills: Student Perceptions of Opportunities and Challenges

433

(32)

Bin Zou

Sara Liviero

Mengyuan Hao

Chaoyang Wei

Introduction

433

(3)

Literature Review

436

(4)

Methodology

440

(7)

Findings

447

(8)

Discussion

455

(1)

Conclusions

456

(2)

Glossary

458

(1)

References

458

(7)

Part VI Motivation and Willingness to Communicate

465

(130)

18 A Need to Communicate: An Inter cultural Story of Motivation Generated in Disrupted Text-Based Electronic Chat

467

(24)

Thi Ha Do

Mark R. Freiermuth

Introduction

467

(1)

Background

468

(4)

Methodology

472

(3)

Data Analysis

475

(4)

Discussion and Implications

479

(5)

Conclusions

484

(1)

Appendix: Survey Description

485

(1)

References

485

(6)

19 A Motivational Story in Hong Kong: Generating Goals for Language Learners and Blended Learning Designers from a Mixed-Method Learning Analytics Approach in English for Academic Purposes

491

(26)

Julia Chen

Dennis Foung

Introduction and Background

491

(2)

Literature Review

493

(5)

Methodology

498

(2)

Data Analysis

500

(1)

Results and Discussion

501

(11)

Conclusions

512

(2)

References

514

(3)

20 The Impact of Digital Storytelling on the Motivation and Engagement of Young Foreign Language Learners

517

(26)

Lizzie Abderrahim

David Navarro Gonzalez

Introduction

517

(8)

Methodology

525

(4)

Results from the Motivational Surveys

529

(3)

Results from the Reflective Diaries

532

(5)

Conclusions

537

(1)

References

538

(5)

21 The Impact of Online Lower-Level Courses on World Language Learners' Self-Perceptions, Mindset and Willingness to Communicate

543

(1)

Rebecca L. Chism

Carine Graff

Introduction

543

(6)

Methods

549

(1)

Results

550

(4)

Discussion

554

(2)

Conclusions

556

(2)

Appendix

558

(7)

References

565

(6)

22 Criteria for Motivational Technology-Enhanced Language Learning Activities

571

(1)

Pinelopi Krystalli

Panagiotis Panagiotidis

Panagiotis Arvanitis

Introduction

571

(5)

Criteria for Motivational and Engaging E-Learning Activities

576

(6)

Methodology

582

(1)

Results and Discussion

583

(4)

Conclusions

587

(2)

References

589

(6)

Part VII Concluding Remarks

595

(10)

23 Future Considerations Concerning Technology and the Psychology of Second Language Learners and Users

597

(8)

Nourollah Zarrinabadi

Mark R. Freiermuth

Introduction

597

(7)

References

604

(1)

Index

605

Mark R. Freiermuth is Professor of Applied Linguistics at Gunma Prefectural Women's University, Japan.

Nourollah Zarrinabadi is Adjunct Lecturer at the University of Isfahan, Iran.

Technology and the Psychology of Second Language Learners and Users 2020 ed. [Kõva köide]

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