Cross-Cultural Perspectives on Technology-Enhanced Language Learning. Advances in Educational Technologies and Instructional Design (AETID) Book Series

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Sonst. Personen	Tafazoli, Dara (Hrsg.); Gomez Parra, M. Elena (Hrsg.); Huertas-Abril, Cristina A. (Hrsg.)
Titel	Cross-Cultural Perspectives on Technology-Enhanced Language Learning. Advances in Educational Technologies and Instructional Design (AETID) Book Series
Quelle	(2018), (403 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-52255-463-9
DOI	10.4018/978-1-5225-5463-9
Schlagwörter	Cultural Differences; Cultural Awareness; Culturally Relevant Education; Educational Technology; Technology Uses in Education; Audiovisual Aids; Internet; Competence; Standards; Social Behavior; Second Language Learning; Intercultural Communication; Global Approach; Social Networks; Second Language Instruction; Teaching Methods; Video Games; Web Sites; Higher Education; Telecommunications; Developing Nations; Simulated Environment; English (Second Language); Urban Areas; Rural Areas; Sustainable Development; Environmental Education; Story Telling; Art Education; College Students; Videoconferencing; Student Attitudes; Foreign Countries; Collaborative Writing; Student Projects; Language Teachers; Teacher Education Programs; Spain; Finland; United States + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Cultural identity; Kulturelle Identität; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Audiovisuelles Medium; Kompetenz; Standard; Social behaviour; Soziales Verhalten; Zweitsprachenerwerb; Interkulturelle Kommunikation; Globales Denken; Social network; Soziales Netzwerk; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Video game; Videospiel; Videospiele; Web-Design; Hochschulbildung; Hochschulsystem; Hochschulwesen; Telekommunikationstechnik; Developing country; Developing countries; Entwicklungsland; Künstliche Umwelt; English as second language; English; Second Language; Englisch als Zweitsprache; Urban area; Stadtregion; Rural area; Ländlicher Raum; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Collegestudent; Schülerverhalten; Ausland; Schulprojekt; Language teacher; Sprachunterricht; Spanien; Finnland; USA
Abstract	The ability to effectively communicate with individuals from different linguistic and cultural backgrounds is an invaluable asset. Learning a second language proves useful as students navigate the culturally diverse world; however, studying a second language can be difficult for learners who are not immersed in the real and natural environment of the foreign language. Also, changes in education and advancements in information and communication technologies pose a number of challenges for implementing and maintaining sound practices within technology-enhanced language learning (TELL). "Cross-Cultural Perspectives on Technology-Enhanced Language Learning" provides information on educational technologies that enable language learners to have access to authentic and useful language resources. Readers will explore themes such as language pedagogy, how specific and universal cultural contexts influence audio-visual media used in technology-enhanced language learning (TELL), and the use of English video games to promote foreign language learning. This book is a valuable resource for academicians, education practitioners, advanced-level students, and school administrators seeking to improve language learning through technology-based resources. This book contains the following chapters: (1) Cross-Cultural Perspectives on Technology-Enhanced Language Learning: A Review of Research (Somaye Piri and Sahar Riahi); (2) Cross-Cultural Languages Behind Technology-Enhanced Language Learning (John Alexander Roberto); (3) Marking Community Identity Through Languaging: Authentic Norms in TELL (Jonathan R. White); (4) Universal and Specific Codes of Cultural Context in Audio-Visual Media: Collision and Mutual Enrichment in International Technology-Enhanced Language Learning (Mykola Borysovych Yeromin and Igor Charskykh); (5) Connected Learners: Online and Off-Line Learning With a Focus on Politeness Intercultural Competences (Carmen Santamaría-García); (6) Issues of Cross-Cultural Communications in a Globalizing Era (Ai-Ling Wang); (7) Social Networking Sites: Cross-Cultural Perspectives, Implications, and Applicable Frameworks for L2 Teaching and Learning (Osman Solmaz); (8) Effect of GI and Glogster on Improving the Intercultural Communication Skills in Higher Education (Ghada M. Awada, Hassan B. Diab, and Kawthar H. Faour); (9) The Foreign Language Learning Potential of Video Games: FL Games as Cross-Cultural Texts, Narratives, and Artifacts (Karim Hesham Shaker Ibrahim); (10) Mobile-Assisted Language Learning: Challenges and Setbacks in Developing Countries (Elham Mohammadi and Zahra Sadat Shirkamar); (11) Mixed Reality Environments in Teaching and Learning English (Nooshan Ashtari); (12) It's All in the Numbers: Enhancing Technology Use in Urban and Rural Environments (Kevin Balchin and Carol Wild); (13) A Conceptual Reference Framework for Sustainability Education in Multilingual and Cross-Cultural Settings: Applied Technology, Transmedia, and Digital Storytelling (M. Dolores Ramírez-Verdugo and Alfonso García de la Vega); (14) Fostering Intercultural Competence Through Art and ICT Among University Students in Spain and Finland (Josué Llull, Alfredo Palacios, and Seija Ulkuniemi); (15) Intercultural Learning via Videoconferencing: Students' Attitudes and Experiences (Ruby Vurdien and Pasi Puranen); (16) Collaborative Writing 2.0: Socializing Critical, Cross-Cultural Agents Through Online, Project-Based Methodology (Robert Martínez-Carrasco); (17) Using Telecollaboration 2.0 to Build Intercultural Communicative Competence: A Spanish-American Exchange (Lina Lee); and (18) Examining International Telecollaboration in Language Teacher Education (Geoff Lawrence and Elana Spector-Cohen). (Individual chapters contain references.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01