Technology use in the language classroom

Technology use in the language classroom

  • Autor: Echávez Solano, Nelsy
  • Editor: Universitas Castellae
  • Colección: Cultura Iberoamericana
  • ISBN: 9788492315673
  • Lugar de publicación:  Valladolid , España
  • Año de publicación: 2005
  • Nº: 18
  • Páginas: 200
  • Idioma: Ingles

¿Realmente el ordenador ayuda a los estudiantes a aprender otro idioma? ¿Puede ayudarles a aprender a comunicarse en otro lenguaje? El problema es que, en general, esta cuestión no se puede investigar con suficiente validez sin la identificación e investigación de sus componentes individuales.

  • Cover
  • TABLE OF CONTENTS
  • CHAPTER 1. INTRODUCTION
    • Background of the Problem
    • Purpose of the Study
  • CHAPTER 2. REVIEW OF THE LITERATURE
    • The Use of Technology in Foreign Language Learning and Instruction
    • Early Attempts to Utilize Technology for Language Learning
    • The Advantages of Technology-Enhanced Language Learning
    • The Challenges of Technology-Enhanced Language Learning
    • Connecting CALL with Individual Learners
    • Adapting CALL to Learners' Needs
    • Theoretical Aspects Involving CALL
    • The Effects of Reduced Class Time on Student Performance
    • Individual Differences
    • Motivation
    • Language Learning Motivation
    • Motivational Factors in Computer-Mediated Communication
    • Task Motivation in CALL
    • Anxiety
    • Anxiety and Comfort in CALL
    • Risk-Taking in CALL
    • Sociability in CALL
    • Teaching Styles Associated with CALL
    • Gender and Achievement in Foreign Language Courses
    • Gender and Achievement in CALL
    • The Pilot Study
    • Research Questions Investigated in the Present Study
  • CHAPTER 3. RESEARCH DESIGN
    • Institutional Context
    • Subjects
    • The Students
    • The Instructors
    • Course Content
    • Structured Input and Mallard
    • Technology-Enhanced Language Learning at the University of Illinois at Urbana-Champaign
    • Technology-Enhanced Language Learning at the University of Minnesota
    • The University of Minnesota Mallard System
    • ¿Sabías que . . . ? Text Input Activities
    • ¿Sabías que . . . ? Workbook (Manual) Activities
    • Destinos
    • Discussion Groups
    • Instrumentation
    • Questionnaires
    • Student Pre-Questionnaires
    • Student Post-Questionnaires
    • Instructor Pre-Questionnaire
    • Instructor Post-Questionnaire
    • The SOPI
    • The CLA Entrance Listening Exam
    • Other Evaluation Tools
    • Focus Groups
    • Student Grades
    • Student Oral Interviews
    • Analysis
  • CHAPTER 4. RESULTS
    • Research Question #1
    • Research Question #2
  • CHAPTER 5. DISCUSSION AND CONCLUSION
    • Introduction
    • Motivation
    • Anxiety and Comfort with Computers
    • Risk-Taking
    • Sociability
    • Evaluation of Affective Variables
    • Limitations of the Study
    • Future Areas for Research
    • Conclusion
  • REFERENCES
  • Appendix A: Student Pre-Questionnaires
  • Appendix B: Student Post-Questionnaires
  • Appendix C: Instructor Pre-Questionnaire
  • Appendix D: Instructor Post-Questionnaire
  • Appendix E-F: Focus Groups

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