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Technology enhanced language learning : connecting theory and practice

Author: Aisha Walker; Goodith White
Publisher: Oxford : Oxford University Press, 2013.
Series: Oxford handbooks for language teachers.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
This book brings together theory and practice, giving you a better understanding of why and how technology can enhance language learning. It helps you become more familiar with technology tools you can use in class, and gives you a better understanding of how to use them for language learning. Practical tasks help you reflect on their use.--From back cover.
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Details

Document Type: Book
All Authors / Contributors: Aisha Walker; Goodith White
ISBN: 9780194423687 0194423689
OCLC Number: 851540581
Description: xvi, 208 pages : illustrations ; 26 cm.
Contents: Machine generated contents note: 1. Learning --
Introduction --
Computer assisted language learning --
Tutor, tutee, tool ...? --
Communicative and digital competence --
From CALL to TELL --
Summary --
Further reading --
2. Communication --
Introduction --
Communication and context --
Emotion --
Digital contexts and communication --
The voice of authority (Web 1.0) --
Multiple voices (Web 2.0) --
Language choice and language change in digital communication --
`Digital natives' and `digital immigrants' --
The role of hardware --
Summary --
Further reading --
3. Listening and speaking skills --
Introduction --
Spoken language on the internet --
Second language (L2) listening skills --
Listening strategies --
Using technology to teach listening skills --
Task 1 Designing your own video listening tasks --
Task 2 Lean on me --
Using lyrics and music --
Task 3 Making listening materials using Audacity --
Speaking skills --
Task 4 ChatBots --
Task 5 Speech to text --
Task 6 A Voki webpage for learning to speak Spanish --
Task 7 Speaking and listening practice in a virtual space --
Summary --
Further reading --
4. Reading skills --
Introduction --
Reading in a first language (L1) and second language (L2) --
How is reading in a second language different? --
Skills and strategies in second language (L2) reading --
How technology has changed the ways in which we read --
Task 1 New reading communities --
Reading, motivation, and `community' --
Using technology to learn and teach reading skills --
Task 2 Scrible --
Using digital texts for second language (L2) reading --
Task 3 Inanimate Alice --
Using digital fiction --
Task 4 Interactive fiction --
Connections between second language (L2) reading and writing --
Task 5 Using graphic organizers --
Summary --
Further reading --
5. Writing skills --
Introduction --
What skills do second language (L2) writers need to learn? --
Task 1 How second language (L2) writers feel --
Current approaches to the teaching of writing --
Product approaches --
Task 2 OWLs --
Process approaches --
Task 3 Maps and plans --
Task 4 Writing tutorial --
Social practice approach --
Task 5 News tweetment --
New challenges for teaching second language (L2) writing --
Task 6 Why I sent Oxford a rejection letter --
How technology is changing the way we write --
Wikis --
Task 7 Public wikis or Wikipedia --
Blogs --
Task 8 Blog for a week --
Summary --
Further reading --
6. Multimodal literacies: learning through visuals --
Introduction --
The role of visuals in language learning --
Task 1 Words and pictures --
Computer technology as a resource for visuals --
Task 2 Video dictionary --
What role do visuals play in the `new' literacies? --
Task 3 Reading a webpage --
Multimodality and learning --
The teacher's role in supporting the new `literacies' --
Classroom activities --
Task 4 Finding and being critical about online video --
Task 5 Finding and evaluating images --
Task 6 Making a digital guidebook --
Task 7 Comic-strip story (static images) --
Task 8 Animated dialogue (moving images) --
Task 9 House-racing video --
Summary --
Further reading --
7. Study skills and EAP --
Introduction --
How has technology changed the way we study? --
What do learners need to know? --
Virtual Learning Environments (VLEs) --
Reading --
Task 1 Ingenta Connect --
Task 2 Mark Warschauer and Papyrus News --
Task 3 Saltwiki --
From reading to writing --
Task 4 CiteULike --
Writing --
Listening --
Task 5 Slideshare --
Speaking and group work --
Task 6 Virtual classroom --
Productivity --
Task 7 Notes and productivity --
Summary --
Further reading --
8. Young learners --
Introduction --
Defining young learners --
Children and technology --
Tactile interfaces --
Task 1 Handwriting games --
Children learning language --
Engaging young learners --
Task 2 Manchester United --
Task 3 Club Penguin --
Immersion --
Task 4 Scratch programming --
Stories --
Task 5 The Enormous Turnip --
Task 6 Storybook making --
Safety and protecting children --
Task 7 Edmodo --
Summary --
Further reading --
9. Assessment --
Introduction --
The different purposes of assessment --
How does technology affect assessment? --
Argument one: technology is part of real life --
Task 1 Assessing digital literacy --
Argument two: technology can make assessment more efficient --
Argument three: technology creates new possibilities --
Task 2 Adaptive testing --
Types of assessment --
Task 3 Traditional or electronic? --
Reliability and validity --
Washback --
Task 4 Washback and technology --
Technology in the process of assessment --
Task 5 Authoring --
Task 6 Foliospaces --
Task 7 Questions and answers --
Task 8 Audio feedback --
Drawbacks of technology for assessment --
Summary --
Further reading --
10. Teachers using technology --
Introduction --
What skills do language teachers need in order to use technology for language teaching? --
Task 1 Forming a learning community --
Teacher resistance --
VLEs and IWBs --
Task 2 Technologically-damaged learning? --
Teachers' roles --
Educating teachers to use technology --
Task 3 Polling and voting software --
Continuing professional development --
Task 4 E-portfolios for professional development --
Summary --
Further reading --
11. Choosing and using materials --
Introduction --
How can TELL materials support language learning? --
Providing the conditions for language learning to take place --
Providing for different kinds of language learner --
Task 1 Adapting a coursebook --
What does TELL mean for the future of coursebooks? --
Evaluating language learning software --
Task 2 Software reviews --
Task 3 Digital tools and thinking skills --
Evaluating language --
Task 4 Learner language in a chat room --
Encouraging autonomous learning --
Task 5 Using computer games --
Summary --
Further reading --
12. Summary and future gazing --
Introduction --
Technology in society --
Looking to the future --
Games --
Mobile devices --
Tablets and e-readers --
Cloud computing --
`The internet of things' --
Summary: Techn-ecology --
Further reading.
Series Title: Oxford handbooks for language teachers.
Responsibility: Aisha Walker, Goodith White.

Abstract:

Understand why and how you can use technology to enhance learning in the language classroom.  Read more...

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