Caoimhin O Donaill

DOI: Vol.16(No.4) 11-38, 2013

This paper presents an evaluation of Clilstore, a web-based service that was designed to assist with the delivery of Content and Language Integrated Learning. Clilstore claims to be a flexible resource that facilitates the authoring and sharing of multimedia materials to suit the teaching and learning requirements of a variety of end users. The language learning requirements of students on an undergraduate Irish language programme at the University of Ulster, Northern Ireland are considered, as is the challenge facing the programme delivery team to develop materials leading to the achievement of the learning outcomes set out in the New Third Level Syllabus for Irish (see www.teagascnagaeilge.ie), a learner-centred syllabus based on the Common European Framework of Reference for Languages. The creation of a sample Clilstore unit is described, and qualitative data collected from group of students on the above programme following testing in a face to face multimedia language laboratory setting is presented. Analysis of this data suggests that using Clilstore units in a technology rich learning environment provides a very effective means of introducing and processing new content, and that the inherent emphasis placed on dictionary consultation by individual users generally leads to a productive and positive learning experience.

content and language integrated learning, dictionaries, authentic materials, communication

Myeong Gi Jeong , Jeo Yeong Lee , Jeong Ryeol Kim

DOI: Vol.16(No.4) 39-65, 2013

The purpose of this study is to explore the goal and the component of Smart learning, analyze the interaction in Smart English education and suggest a Smart learning model based on the results of the analysis. Even though the evolution of Smart learning is expected to improve the English education environment, discussions on Smart learning have just become active in Korea, and the related studies are insufficient. Therefore, it is necessary to analyze Smart learning and interaction in Smart English education. In order to extract implications in implementing Smart learning, an analysis on previous studies about Smart learning was conducted to find the target and components of Smart learning. Also, interactions occurring in Smart learning were analyzed to apply the interactions to Smart English education. These results were applied to a Smart English learning model. The major research findings are as follows: First, thanks to the development of web technology, the individual learning appearing in the learner-content interaction led to the cooperative learning in which learners and teachers interact. Second, Smart learning includes the 21st century skills as a goal, five components as a feature, and activities for interaction with web 2.0 tools.

Smart learning, interaction, 21st century core skills Applicable levels: primary education

Ro Sa Jung , Chung Hyun Lee

DOI: Vol.16(No.4) 67-96, 2013

The purposes of the study are to investigate the impact of using video clips on university students` vocabulary development via listening in blended learning and to suggest a vocabulary instructional model for the use of video clips in blended learning. Twenty one students participated in L2 listening classes at A university in Seoul. A combination of qualitative data from students` reflective journals, classroom observations, and interviews and quantitative data from pre- and post- vocabulary tests, performance assessment, and a questionnaire was collected. The major findings of the study are as follows. First, about 55% of the students guessed the meaning of the words with visual, contextual, and verbal clues from video clips. Second, the students` overall perspectives on using video clips for learning vocabulary in blended learning were very positive. Third, the students had generally positive perspectives on online and offline activities. Guessing the meaning of the words and filling out the summary were the most preferred offline and online activities, respectively. Finally, the students` vocabulary test scores increased indicating that using video clips in blended learning had positive effects on students` vocabulary development. Based on the findings, a vocabulary instructional model as well as implications are provided.

vocabulary, listening, Internet video clips, blended learning Applicable levels, tertiary education

Hiroyuki Obari

DOI: Vol.16(No.4) 97-109, 2013

Learning today takes place at any time and at any place due to of the swift development of mobile technologies. E-mobile learning technologies such as the iPhone, iPad, podcasting, video-casting, and others, are rapidly gaining popularity as an effective way to improve foreign language skills around the world. Mobile technologies have also transformed learning methodologies (Vinu, Sherimon & Krishnan, 2011). One such methodology that has received great attention in recent years is blended learning (BL). BL combines traditional face-to-face classroom methods with computer-mediated activities, resulting in a more integrated approach for both instructors and learners. Mobile (M)-learning is motivating to learners to improve foreign language skills, as it offers a rich, informal, contextual, and ubiquitous learning environment. This study reports on the results of two empirical studies which incorporated both incorporating e-learning and m-learning, to determine if a blended-learning environment can improve the TOEIC and presentation skills of native Japanese undergraduate students. The goal of the first study was to examine the effectiveness of the blended and mobile learning activities on the students` English language proficiency and oral communication skills. The second study focused on the use of an on-line TOEIC training kit in order to determine the effectiveness of the e-learning and m-learning activities.

smart learning, mobile learning, blended-learning, Coursera, Applicable levels, tertiary level

Young Sook Shim

DOI: Vol.16(No.4) 111-131, 2013

The present study examines foreign faculty members` perceptions of requestive email messages sent by Korean university students and further identifies factors contributing to each member`s positive or negative perception of the email. An analysis of 150 requestive email messages and three faculty members` evaluations on the email politeness and appropriateness reveals that the majority of student emails fail to follow politeness norms and conventions expected in academic emails, leading to negative reactions on the part of faculty. The results of the study suggest that the appropriateness of a given academic email is determined by an interplay of various factors concerning the email format (e.g., form of address, sign-off, and other genre-specific elements), language forms (e.g., request strategies, linguistic and orthographic forms, degree of formality), and the content (e.g., clarity of request, request content, and time frame). The findings are discussed further relating to possible reasons for the email inappropriateness observed in the data: students` insufficient pragmalinguistic knowledge, improper assumptions about institutional rights and obligations of the student and the faculty, transfer of text-messaging practices, and simple carelessness. Pedagogical implications are discussed regarding the findings.

academic emails, faculty perception, requests, politeness, pragmatics Applicable levels, tertiary education