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Tasks And Language Learning by Graham Crookes

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1ERIC EJ1127341: Using Convergent And Divergent Tasks To Improve Writing And Language Learning Motivation

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This study was an attempt to investigate the comparative impact of convergent and divergent condition tasks on EFL learners' writing and motivation. Sixty female intermediate EFL learners were selected from among a total number of 90 through their performance on a sample piloted PET and further homogenized in terms of their writing and motivation. Based on the results, the students were randomly assigned to two experimental groups with 30 participants in each. Both groups underwent the same amount of teaching time during 18 sessions of treatment which included using divergent tasks for the first group and convergent tasks for the second. A posttest (the writing section of another sample PET) and Gardener's Attitude and Motivation Test Battery (used also earlier for the homogenization) were administered at the end of the treatment to both groups and their mean scores on the test were compared through independent samples t-tests. The results led to the rejection of the first null hypothesis, thereby demonstrating that the learners in the convergent group benefited significantly more than those in the divergent group in terms of improving their writing. The second null hypothesis was not rejected, however, meaning that the two treatments were not significantly different in terms of improving the learners' motivation.

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  • Title: ➤  ERIC EJ1127341: Using Convergent And Divergent Tasks To Improve Writing And Language Learning Motivation
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  • Language: English

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2ERIC ED600961: Designing Tasks For Developing Complex Language Skills And Cognitive Competence In The Distance Learning Of Slovak As A Foreign Language

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The Slovak language is one of the less commonly taught languages, and its learners worldwide have few options in terms of its study and practice. One of them, however, is the www.e-slovak.sk e-learning platform provided by the Studia Academica Slovaca Centre at the Comenius University Faculty of Arts in Bratislava, Slovakia. This article summarises a two year experience teaching Slovak in two tutored e-learning courses of e-slovak levels A1 and A2 (CEFR, 2001). The article focusses mainly on the tasks contributing to the development of productive communication skills (speaking and writing). We explored to what extent various language learning tasks are efficient in terms of developing complex language skills and engaging students' cognitive skills in accordance with Anderson et al.'s (2001) revised Bloom's taxonomy of teaching objectives. [For the complete proceedings, see ED600837.]

“ERIC ED600961: Designing Tasks For Developing Complex Language Skills And Cognitive Competence In The Distance Learning Of Slovak As A Foreign Language” Metadata:

  • Title: ➤  ERIC ED600961: Designing Tasks For Developing Complex Language Skills And Cognitive Competence In The Distance Learning Of Slovak As A Foreign Language
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  • Language: English

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3ERIC ED625222: Motivation And Reading In High-Immersion Virtual Reality Many Language Learners Lack The Motivation To Read Complex Texts. Because High-immersion Virtual Reality (VR) Is Increasingly Reported To Be Highly Motivating, The Goal Of Our Study Was To Compare English As A Second Language (ESL) Learners' (N=79) Motivation While Reading A Story With Subtitles In VR (experimental Group) Versus Reading The Same Story Screencast In Two-dimensions (2D -- Control Group). The Wilcoxon Signed-rank Test Revealed That Learners' Motivation In VR Was Significantly Higher Compared With The Control Group. Our Finding Confirmed That VR Is Highly Motivational In The Context Of Reading Foreign Texts And Can Be Useful For Computer Assisted Language Learning (CALL) Researchers, Practitioners, And Instructional Designers. This Analysis Is A Part Of A Larger Study (Kaplan-Rakowski & Gruber, 2023) On VR Facilitating Reading Tasks. [For The Complete Volume, "Intelligent CALL, Granular Systems And Learner Data: Short Papers From EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," See ED624779.]

By

Many language learners lack the motivation to read complex texts. Because high-immersion Virtual Reality (VR) is increasingly reported to be highly motivating, the goal of our study was to compare English as a Second Language (ESL) learners' (N=79) motivation while reading a story with subtitles in VR (experimental group) versus reading the same story screencast in two-dimensions (2D -- control group). The Wilcoxon signed-rank test revealed that learners' motivation in VR was significantly higher compared with the control group. Our finding confirmed that VR is highly motivational in the context of reading foreign texts and can be useful for Computer Assisted Language Learning (CALL) researchers, practitioners, and instructional designers. This analysis is a part of a larger study (Kaplan-Rakowski & Gruber, 2023) on VR facilitating reading tasks. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

“ERIC ED625222: Motivation And Reading In High-Immersion Virtual Reality Many Language Learners Lack The Motivation To Read Complex Texts. Because High-immersion Virtual Reality (VR) Is Increasingly Reported To Be Highly Motivating, The Goal Of Our Study Was To Compare English As A Second Language (ESL) Learners' (N=79) Motivation While Reading A Story With Subtitles In VR (experimental Group) Versus Reading The Same Story Screencast In Two-dimensions (2D -- Control Group). The Wilcoxon Signed-rank Test Revealed That Learners' Motivation In VR Was Significantly Higher Compared With The Control Group. Our Finding Confirmed That VR Is Highly Motivational In The Context Of Reading Foreign Texts And Can Be Useful For Computer Assisted Language Learning (CALL) Researchers, Practitioners, And Instructional Designers. This Analysis Is A Part Of A Larger Study (Kaplan-Rakowski & Gruber, 2023) On VR Facilitating Reading Tasks. [For The Complete Volume, "Intelligent CALL, Granular Systems And Learner Data: Short Papers From EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," See ED624779.]” Metadata:

  • Title: ➤  ERIC ED625222: Motivation And Reading In High-Immersion Virtual Reality Many Language Learners Lack The Motivation To Read Complex Texts. Because High-immersion Virtual Reality (VR) Is Increasingly Reported To Be Highly Motivating, The Goal Of Our Study Was To Compare English As A Second Language (ESL) Learners' (N=79) Motivation While Reading A Story With Subtitles In VR (experimental Group) Versus Reading The Same Story Screencast In Two-dimensions (2D -- Control Group). The Wilcoxon Signed-rank Test Revealed That Learners' Motivation In VR Was Significantly Higher Compared With The Control Group. Our Finding Confirmed That VR Is Highly Motivational In The Context Of Reading Foreign Texts And Can Be Useful For Computer Assisted Language Learning (CALL) Researchers, Practitioners, And Instructional Designers. This Analysis Is A Part Of A Larger Study (Kaplan-Rakowski & Gruber, 2023) On VR Facilitating Reading Tasks. [For The Complete Volume, "Intelligent CALL, Granular Systems And Learner Data: Short Papers From EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," See ED624779.]
  • Author:
  • Language: English

“ERIC ED625222: Motivation And Reading In High-Immersion Virtual Reality Many Language Learners Lack The Motivation To Read Complex Texts. Because High-immersion Virtual Reality (VR) Is Increasingly Reported To Be Highly Motivating, The Goal Of Our Study Was To Compare English As A Second Language (ESL) Learners' (N=79) Motivation While Reading A Story With Subtitles In VR (experimental Group) Versus Reading The Same Story Screencast In Two-dimensions (2D -- Control Group). The Wilcoxon Signed-rank Test Revealed That Learners' Motivation In VR Was Significantly Higher Compared With The Control Group. Our Finding Confirmed That VR Is Highly Motivational In The Context Of Reading Foreign Texts And Can Be Useful For Computer Assisted Language Learning (CALL) Researchers, Practitioners, And Instructional Designers. This Analysis Is A Part Of A Larger Study (Kaplan-Rakowski & Gruber, 2023) On VR Facilitating Reading Tasks. [For The Complete Volume, "Intelligent CALL, Granular Systems And Learner Data: Short Papers From EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," See ED624779.]” Subjects and Themes:

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The book is available for download in "texts" format, the size of the file-s is: 3.73 Mbs, the file-s for this book were downloaded 2 times, the file-s went public at Wed Jan 22 2025.

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Find ERIC ED625222: Motivation And Reading In High-Immersion Virtual Reality Many Language Learners Lack The Motivation To Read Complex Texts. Because High-immersion Virtual Reality (VR) Is Increasingly Reported To Be Highly Motivating, The Goal Of Our Study Was To Compare English As A Second Language (ESL) Learners' (N=79) Motivation While Reading A Story With Subtitles In VR (experimental Group) Versus Reading The Same Story Screencast In Two-dimensions (2D -- Control Group). The Wilcoxon Signed-rank Test Revealed That Learners' Motivation In VR Was Significantly Higher Compared With The Control Group. Our Finding Confirmed That VR Is Highly Motivational In The Context Of Reading Foreign Texts And Can Be Useful For Computer Assisted Language Learning (CALL) Researchers, Practitioners, And Instructional Designers. This Analysis Is A Part Of A Larger Study (Kaplan-Rakowski & Gruber, 2023) On VR Facilitating Reading Tasks. [For The Complete Volume, "Intelligent CALL, Granular Systems And Learner Data: Short Papers From EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," See ED624779.] at online marketplaces:


4Natural Language Understanding Challenges For Sentiment Analysis Tasks And Deep Learning Solutions

When it comes to purchasing a product or attending an event, most people want to know what others think about it first. To construct a recommendation system, a user's likeness of a product can be measured numerically, such as a five-star rating or a binary like or dislike rating. If you don't have a numerical rating system, the product review text can still be used to make recommendations. Natural language comprehension is a branch of computer science that aims to make machines capable of natural language understanding (NLU). Negative, neutral, or positive sentiment analysis (SA) or opinion mining (OM) is an algorithmic method for automatically determining the polarity of comments and reviews based on their content. Emotional intelligence relies on text categorization to work. In the age of big data, there are countless ways to use sentiment analysis, yet SA remains a challenge. As a result of its enormous importance, sentiment analysis is a hotly debated topic in the commercial world as well as academic circles. When it comes to sentiment analysis tasks and text categorization, classical machine learning and newer deep learning algorithms are at the cutting edge of current technology.

“Natural Language Understanding Challenges For Sentiment Analysis Tasks And Deep Learning Solutions” Metadata:

  • Title: ➤  Natural Language Understanding Challenges For Sentiment Analysis Tasks And Deep Learning Solutions

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5Ollendorff's New Method Of Learning To Read, Write, And Speak The French Language; With The Lessons Divided Into Sections Of A Proper Length For Daily Tasks, And Numerous Corrections, Additions, And Improvements, Suitable For This Country

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Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

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  • Title: ➤  Ollendorff's New Method Of Learning To Read, Write, And Speak The French Language; With The Lessons Divided Into Sections Of A Proper Length For Daily Tasks, And Numerous Corrections, Additions, And Improvements, Suitable For This Country
  • Author: ➤  
  • Language: English

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6Researching Pedagogic Tasks : Second Language Learning, Teaching, And Testing

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  • Title: ➤  Researching Pedagogic Tasks : Second Language Learning, Teaching, And Testing
  • Language: English

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7ERIC EJ1079499: Facilitating Autonomy And Creativity In Second Language Learning Through Cyber-Tasks, Hyperlinks And Net-Surfing

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The digitalization of academic interactions and collaborations in this present technologically conscious world is making collaborations between technology and pedagogy in the teaching and learning processes to display logical and systematic reasoning rather than the usual stereotyped informed decisions. This simply means, pedagogically, learning is being revolutionized with visible transformation from quantity to higher quality. Through independent, self-paced learning; students interact with technologies to review, construct, analyze, and make submissions. It is to be noted that the inclusion of information and communication technology (ICT) into Language education gives vent to new learning paradigms in language education and this in a way concomitantly redefines the role of the teacher as well as repositions the cognition level of the learners. This paper therefore intents to beam searchlight on possible strategy for achieving autonomy in second language learning through digitalization. It is to be noted that the challenges of second language learners may not be resolved totally in the language classroom, hence there is the need for the teacher to become a facilitator thereby paving way for students' self- discovery through different cyber-tasks and navigating system inherent in this computer infested world. This paper therefore displays a phase of digitalized pedagogy in the language classroom.

“ERIC EJ1079499: Facilitating Autonomy And Creativity In Second Language Learning Through Cyber-Tasks, Hyperlinks And Net-Surfing” Metadata:

  • Title: ➤  ERIC EJ1079499: Facilitating Autonomy And Creativity In Second Language Learning Through Cyber-Tasks, Hyperlinks And Net-Surfing
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  • Language: English

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8ERIC ED598299: Fostering Connections, Empowering Communities, Celebrating The World. Selected Papers From The 2016 Central States Conference On The Teaching Of Foreign Languages The 2016 Central States Conference On The Teaching Of Foreign Languages (CSC), A Joint Conference With The Ohio Foreign Language Association, Focused On Fostering Language And Culture Connections Within And Outside The Language Classroom And Across The Curriculum At All Levels. A Variety Of Approaches Aimed At Improving Skills In Language, Literacy, And Critical Thinking Were Highlighted In Order To Engage Students And Prepare Them For Global Citizenship In The 21st Century. This 2016 Report Entitled "Fostering Connections, Empowering Communities, Celebrating The World," Contains 12 Articles That Focus On Fostering Connections Between And Among Language Students And Teachers, Language, Culture And Content, The Language Classroom And The World And Between K-12 And Higher Education. Through The Integration Of Meaningful Curricula, Engaging Learning Tasks, Media And Technology, Authentic Materials, And Cultural Products In The Language Classroom, Teachers Can Connect Their Language Classrooms With The Authentic Lives Of Their Learners. All Of These Articles Underscore The Important Role Of Connecting Learners With The Target Language And Culture Through A Variety Of Means Aimed At Improving Language Skills, Knowledge And Attitudes Of Language Learners In Order To Prepare Them For Global Citizenship In The 21st Century.

By

The 2016 Central States Conference on the Teaching of Foreign Languages (CSC), a joint conference with the Ohio Foreign Language Association, focused on fostering language and culture connections within and outside the language classroom and across the curriculum at all levels. A variety of approaches aimed at improving skills in language, literacy, and critical thinking were highlighted in order to engage students and prepare them for global citizenship in the 21st century. This 2016 report entitled "Fostering Connections, Empowering Communities, Celebrating the World," contains 12 articles that focus on fostering connections between and among language students and teachers, language, culture and content, the language classroom and the world and between K-12 and higher education. Through the integration of meaningful curricula, engaging learning tasks, media and technology, authentic materials, and cultural products in the language classroom, teachers can connect their language classrooms with the authentic lives of their learners. All of these articles underscore the important role of connecting learners with the target language and culture through a variety of means aimed at improving language skills, knowledge and attitudes of language learners in order to prepare them for global citizenship in the 21st century.

“ERIC ED598299: Fostering Connections, Empowering Communities, Celebrating The World. Selected Papers From The 2016 Central States Conference On The Teaching Of Foreign Languages The 2016 Central States Conference On The Teaching Of Foreign Languages (CSC), A Joint Conference With The Ohio Foreign Language Association, Focused On Fostering Language And Culture Connections Within And Outside The Language Classroom And Across The Curriculum At All Levels. A Variety Of Approaches Aimed At Improving Skills In Language, Literacy, And Critical Thinking Were Highlighted In Order To Engage Students And Prepare Them For Global Citizenship In The 21st Century. This 2016 Report Entitled "Fostering Connections, Empowering Communities, Celebrating The World," Contains 12 Articles That Focus On Fostering Connections Between And Among Language Students And Teachers, Language, Culture And Content, The Language Classroom And The World And Between K-12 And Higher Education. Through The Integration Of Meaningful Curricula, Engaging Learning Tasks, Media And Technology, Authentic Materials, And Cultural Products In The Language Classroom, Teachers Can Connect Their Language Classrooms With The Authentic Lives Of Their Learners. All Of These Articles Underscore The Important Role Of Connecting Learners With The Target Language And Culture Through A Variety Of Means Aimed At Improving Language Skills, Knowledge And Attitudes Of Language Learners In Order To Prepare Them For Global Citizenship In The 21st Century.” Metadata:

  • Title: ➤  ERIC ED598299: Fostering Connections, Empowering Communities, Celebrating The World. Selected Papers From The 2016 Central States Conference On The Teaching Of Foreign Languages The 2016 Central States Conference On The Teaching Of Foreign Languages (CSC), A Joint Conference With The Ohio Foreign Language Association, Focused On Fostering Language And Culture Connections Within And Outside The Language Classroom And Across The Curriculum At All Levels. A Variety Of Approaches Aimed At Improving Skills In Language, Literacy, And Critical Thinking Were Highlighted In Order To Engage Students And Prepare Them For Global Citizenship In The 21st Century. This 2016 Report Entitled "Fostering Connections, Empowering Communities, Celebrating The World," Contains 12 Articles That Focus On Fostering Connections Between And Among Language Students And Teachers, Language, Culture And Content, The Language Classroom And The World And Between K-12 And Higher Education. Through The Integration Of Meaningful Curricula, Engaging Learning Tasks, Media And Technology, Authentic Materials, And Cultural Products In The Language Classroom, Teachers Can Connect Their Language Classrooms With The Authentic Lives Of Their Learners. All Of These Articles Underscore The Important Role Of Connecting Learners With The Target Language And Culture Through A Variety Of Means Aimed At Improving Language Skills, Knowledge And Attitudes Of Language Learners In Order To Prepare Them For Global Citizenship In The 21st Century.
  • Author:
  • Language: English

“ERIC ED598299: Fostering Connections, Empowering Communities, Celebrating The World. Selected Papers From The 2016 Central States Conference On The Teaching Of Foreign Languages The 2016 Central States Conference On The Teaching Of Foreign Languages (CSC), A Joint Conference With The Ohio Foreign Language Association, Focused On Fostering Language And Culture Connections Within And Outside The Language Classroom And Across The Curriculum At All Levels. A Variety Of Approaches Aimed At Improving Skills In Language, Literacy, And Critical Thinking Were Highlighted In Order To Engage Students And Prepare Them For Global Citizenship In The 21st Century. This 2016 Report Entitled "Fostering Connections, Empowering Communities, Celebrating The World," Contains 12 Articles That Focus On Fostering Connections Between And Among Language Students And Teachers, Language, Culture And Content, The Language Classroom And The World And Between K-12 And Higher Education. Through The Integration Of Meaningful Curricula, Engaging Learning Tasks, Media And Technology, Authentic Materials, And Cultural Products In The Language Classroom, Teachers Can Connect Their Language Classrooms With The Authentic Lives Of Their Learners. All Of These Articles Underscore The Important Role Of Connecting Learners With The Target Language And Culture Through A Variety Of Means Aimed At Improving Language Skills, Knowledge And Attitudes Of Language Learners In Order To Prepare Them For Global Citizenship In The 21st Century.” Subjects and Themes:

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Find ERIC ED598299: Fostering Connections, Empowering Communities, Celebrating The World. Selected Papers From The 2016 Central States Conference On The Teaching Of Foreign Languages The 2016 Central States Conference On The Teaching Of Foreign Languages (CSC), A Joint Conference With The Ohio Foreign Language Association, Focused On Fostering Language And Culture Connections Within And Outside The Language Classroom And Across The Curriculum At All Levels. A Variety Of Approaches Aimed At Improving Skills In Language, Literacy, And Critical Thinking Were Highlighted In Order To Engage Students And Prepare Them For Global Citizenship In The 21st Century. This 2016 Report Entitled "Fostering Connections, Empowering Communities, Celebrating The World," Contains 12 Articles That Focus On Fostering Connections Between And Among Language Students And Teachers, Language, Culture And Content, The Language Classroom And The World And Between K-12 And Higher Education. Through The Integration Of Meaningful Curricula, Engaging Learning Tasks, Media And Technology, Authentic Materials, And Cultural Products In The Language Classroom, Teachers Can Connect Their Language Classrooms With The Authentic Lives Of Their Learners. All Of These Articles Underscore The Important Role Of Connecting Learners With The Target Language And Culture Through A Variety Of Means Aimed At Improving Language Skills, Knowledge And Attitudes Of Language Learners In Order To Prepare Them For Global Citizenship In The 21st Century. at online marketplaces:


9ERIC EJ914925: Participant Structures As Professional Learning Tasks And The Development Of Pedagogical Language Knowledge Among Preservice Teachers

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English-Language Learners (ELLs, English-Learners, ELs) are a particularly challenging sector of the student population in United States schools. They constitute an increasingly larger presence in most school districts, growing 51 percent in ten years to 5.1 million in 2006. Despite becoming more common, schools have yet to figure out ways to meet the needs of these students, who continue to lag behind in most academic achievement measures. Although "English-Language-Learner" is an important demographic category, the designation is problematic as a reference point for teaching practice among teachers and teacher educators. In this article the author argues for a shift in the definition of teaching practice for teachers and teacher educators away from "English learners" toward "language use for academic purposes" as a perspective from which to examine their practice. This self-study is an instance of a teacher educator interested in experiential, hands-on pedagogy to foster critical language awareness among preservice teachers. The author begins by proposing a re-conceptualization of teaching and teacher preparation in terms of learning outcomes, not student types. He argues that "English-Language-Learners" is (a) both too broad and not inclusive enough, (b) likely to elicit views of students as deficient, (c) not conducive to "one-size-fits-all" approaches (Reyes, 1992), and (d) lacking a widely-accepted theory or model to explain the relationship between teaching and learning. He then analyzes his students' developing awareness of academic language after completing two PLTs, one in English, the other in Spanish. After discussing findings, the author closes with conclusions and recommendations regarding academic language use as another form of pedagogical content knowledge. (Contains 1 table and 3 notes.)

“ERIC EJ914925: Participant Structures As Professional Learning Tasks And The Development Of Pedagogical Language Knowledge Among Preservice Teachers” Metadata:

  • Title: ➤  ERIC EJ914925: Participant Structures As Professional Learning Tasks And The Development Of Pedagogical Language Knowledge Among Preservice Teachers
  • Author:
  • Language: English

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