Language Learning with Technology: Perspectives from Asia

Language Learning with Technology
	Preface
	Contents
	Editors and Contributors
	Part I
	Chapter1 Moving Language Teaching and Learning from the Known to the Unknown
		1 Introduction
		2 Reflection: Guidance For an Unfamiliar Terrain
		3 Inquiry: Language in Emergencies and Beyond
		4 Rehearsal: Echoes of the Past
		5 Outcomes: Open to Negotiation
		6 Conclusion
		References
	Chapter2 Language Learning with Technology in the Classroom
		1 Introduction
		2 Towards an Ecological Approach to CALL
		3 Environmental Factors in Language Learning with Technology
		4 Innovation and Normalisation
		5 The Study
			5.1 Background
		6 Course Design
			6.1 Teacher’s Use of Technology
			6.2 Students’ Use of Technology
		7 Technology-Enhanced Activities in Class
			7.1 Webquest (Reading Workshop)
			7.2 PowerDirector (Video Workshop)
			7.3 Google Docs (Writing Workshop)
		8 Discussion
		Appendix 1
		References
	Chapter 3 From In-Class to Out-Of-Class Learning: Mobile-Assisted Language Learning
		1 Introduction
		2 Mobile-Assisted Language Learning Pedagogical Frameworks
		3 Technology in-Class to Out-of-Class
		4 A Revised Production-Oriented Approach
		5 Applying the Production-Oriented Approach
		6 Students’ Perceptions and Performances in a WeChat-Based POA Project
		7 Conclusion
		References
	Chapter 4 Language Learning Aboard: Extending OurUnderstanding of Language Learning and Technology
		1 Introduction
		2 Information Ecology: An Ecological Perspective
		3 Technology Use and Studying Overseas
		4 The Present Study
		5 The Stories of Two International Students in Sydney, Australia
			5.1 Lily
			5.2 Harry
		6 L1 and L2 Technology Use: The Affordances and the Context
		7 Conclusion
		References
	Chapter 5 Narrative Inquiry into Teacher Identity, Context, and Technology Integration in Low-Resource ESL Classrooms
		1 Introduction
		2 Literature Review
		3 Narrative Inquiry as a Strategy of Inquiry
		4 The Teachers’ Narrative Accounts
			4.1 Narrative Account 1: The Novice Digital Teacher
			4.2 Narrative Account 2: The Digital Immigrant Teacher
		5 Unpacking the Narratives
		6 Implications for Teacher Education and Continuing Professional Development
		7 Conclusion
		References
	Part II
	Chapter 6 Case Study 1,Thailand: “For the World to See and Learn”—Motivating Learners Through Purposeful Writing
		1 Background
		2 Case Study
			2.1 Participants
			2.2 The Academic Reading and Writing Course
			2.3 Data Collection and Analysis
		3 Results
			3.1 Writing a Wikipedia Article
			3.2 Supporting the Students’ Learning
			3.3 The Students’ Orientations
		4 Pedagogical Principles
		References
	Chapter 7 Case Study 2, Hong Kong:Oral Presentations—Stories Behind Students’ Use of PowerPoint
		1 Background
		2 Case Study
			2.1 Participants
			2.2 Project Description
			2.3 Data Collection and Analysis
		3 Results
			3.1 Pictures and Diagrams
			3.2 Use of Bullet Points
			3.3 Pictures and Texts
		4 Pedagogical Principles
		References
	Chapter 8 Case Study 3, Singapore:“To Blend or Not to Blend—That Is Not the Question”—Blended Delivery to ASEAN Teachers of English
		1 Background
		2 Case Study
			2.1 Participants
			2.2 Project Description
			2.3 Data Collection and Analysis
		3 Results
			3.1 Benefits
			3.2 Obstacles
			3.3 Recommendations
		4 Pedagogical Principles
		References
	Chapter 9 Case Study 4, Japan: Incorporating Virtual Exchange into the English Communication Classroom
		1 Background
		2 Case Study
			2.1 Participants
			2.2 Project Description
			2.3 Data Collection
		3 Results
		4 Pedagogical Principles
		References
	Chapter 10 Case Study 5, Macao: Using Google Docs for Peer Review
		1 Background
		2 Case Study
			2.1 Participants
			2.2 Project Description
			2.3 Data Collection and Analysis
			2.4 Results
		3 Pedagogical Principles
		References
	Chapter 11 Case Study 6, Korea: Flipped Content Courses in the Korean Higher Education Context: Benefits and Challenges
		1 Background
		2 Case Study
			2.1 Participants
			2.2 Project Description
			2.3 Data Collection and Analysis
		3 Results
			3.1 Benefits of Flipped Learning
			3.2 Problems of Flipped Learning and Suggestions for Successful FL
		4 Pedagogical Principles
		References
	Chapter 12 Case Study 7, Brunei: Learners as Educators in the Virtual Absence of Authority
		1 Background
			1.1 Introduction
			1.2 Framework for Analysis
		2 Case Study
			2.1 Participants
			2.2 Task Description
			2.3 Data Collection and Analysis
		3 Results
			3.1 Dimension 1: Self-Management
			3.2 Dimension 2: Self-Monitoring
			3.3 Dimension 3: Motivation
		4 Pedagogical Principles
		References
	Chapter 13 Case Study 8, Bangladesh: Ubiquitous Learning Through Technology—A Bangladeshi Story
		1 Background
		2 Case Study
			2.1 Participants
			2.2 Project Description
			2.3 Data Collection and Analysis
			2.4 Results
		3 Pedagogical Principles
		References
	Chapter 14 Case Study 9, Japan: Influence of Tasks on Student’s Interaction and Learning in a Telecollaboration Project Between Japan and Spain
		1 Background
		2 Case Study
			2.1 Participants
			2.2 Project Description
		3 Results
			3.1 Participation and Interaction in the Forums
			3.2 Types of Learning in the Forums
		4 Pedagogical Principles
		Appendices
		References
	Part III
	Chapter 15 Using Eye Tracking to Investigate Strategies Used by ESL Learners in Readinga Scientific Text with Diagram
		1 Introduction
		2 Related Literature
		3 The Present Study
		4 Method
			4.1 Participants
			4.2 Materials
			4.3 Procedures
			4.4 Apparatus
		5 Findings
			5.1 Comparing the Findings of the Present Study with Jian and Wu’s Studies
			5.2 Examining the Relationship Between Reading Strategies and Comprehension Performance
		6 Discussion
		7 Implications and Conclusion
		Appendix A
		Appendix B
		References
	Chapter 16 Exploring Chinese EFL Teachers’ Perceptions of Augmented Reality in English Language Education
		1 Introduction
		2 AR and Language Education in China
		3 The Study
			3.1 Participants
			3.2 Research Design
			3.3 Data Collection and Analysis
		4 Results and Discussion
			4.1 Theme 1: Learning Experience and Motivation
			4.2 Theme 2: Effectiveness
			4.3 Theme 3: Content
			4.4 Theme 4: Curriculum and Pedagogy
			4.5 Theme 5: Future Use
		5 Conclusions and Suggestions for Future Research
		References
	Chapter 17 Case Study 10, Japan: Smartphone Virtual Reality for Tourism Education—A Case Study
		1 Background
		2 Case Study
			2.1 Participants
			2.2 Project Description
			2.3 Data Collection and Analysis
			2.4 Results
		3 Pedagogical Principles
		Appendix 1
		References
	Chapter 18 Case Study 11, Mainland China: The Impact of Pronunciation and Accentsin Artificial Intelligence Speech Evaluation Systems
		1 Background
		2 Case Study
			2.1 Participants
			2.2 Apps and Tasks
			2.3 Data Collection
			2.4 Data Collection and Analysis
		3 Results
			3.1 Question 1: To What Extent are the Selected AI-EFL Apps Perceived to Accurately Identify Clear Pronunciation in Non-Native English Accents?
			3.2 Question 2: To What Extent are the Selected AI Apps Perceived to Score Non-Native, yet Clear Speaking Task Performance Accurately?
		4 Pedagogical Implications
		5 Conclusion
		References