Sat, 19 Jul 2008 05:18:09 BST CiteULike: rickl's library [1322 articles] http://www.citeulike.org/user/rickl CiteULike.org en-gb Copyright © 2004-2008 citeulike.org http://www.citeulike.org/user/rickl/article/3020517 <i>The International Handbook of Virtual Learning Environments (2006), pp. 345-364.</i><br /><br />There is no lack of speculation and theorization on the current and future roles of virtual schools. However, when one looks at virtual schools through the prism of the role of calendars–the chronological superstructure of schools–a different, rather less theoretical picture emerges. Many e-learning institutions call themselves virtual schools, but there is a continuum from “bricks-andmortar” schools with elements of virtual schooling, to true virtual schools where all educational teaching and learning occurs in the virtual environment. At this time, more tend to have elements of virtual schooling than to be true virtual schools. Because of this situation, we will mainly refer to virtual schooling except for those situations where a true virtual school is in view. Much of the discussion of virtual schooling is ahistorical: From documents extolling virtual schools one would think virtual schooling dates from the widespread growth of personal computers and the World Wide Web in the mid- 1980s, whereas much of the structure is directly attributable to distance education which has existed for nearly two centuries. There are three main types of time structuring in modern schools: The school calendar or chronological superstructure (usually used to describe the duration of study throughout the year, but also including the number of days in the week and the number of hours in the day); attendance and absenteeism of students (the degree to which students show up to school and to classes), and the organization of the school day (into classes, lunch, study periods, etc.). Each of these topics has received a fair bit of study. The key direction at this time in current calendar research is around the advantages or disadvantages of the full-year school versus the importance of the summer vacation (Gold, 2002; Weiss & Brown, 2003). Attendance has been examined both as a sociological phenomenon and for its role in student achievement (e.g., Brown, 1999). The importance of the organization of the school day was recognized by the authors of Prisoners of Time, the 1994 report of the National Education Commission on Time and Learning (1994). However, in a virtual environment, it is difficult to differentiate time structures: Therefore, an examination of the school calendar will look at all three of these issues. Given its key role in an understanding of virtual schooling, we believe it necessary to briefly discuss the concept of the “calendar”. Time, Space, and Virtuality: The Role of Virtual Learning Environments in Time and Spatial Structuring Robert Brown Joel Weiss doi:10.1007/978-1-4020-3803-7_14 The International Handbook of Virtual Learning Environments (2006), pp. 345-364. 2008-07-19T04:16:19-00:00 2006 The International Handbook of Virtual Learning Environments 345 364 edutech space time virtuality vle http://www.citeulike.org/user/rickl/article/3020513 <i>The International Handbook of Virtual Learning Environments (2006), pp. 279-298.</i><br /><br />This chapter is in three parts. In the first, I will examine the literature on situated learning, situated cognition, and ecologies of knowledge. In the second, I will explore some significant contributions to thinking about media, science, and technology. In the third and final part, I will focus on the literature of constructionism itself, from the early 1980s to current works, and attempt to trace some trends in the thinking around it. Ultimately, I will attempt to elaborate an ecological approach to understanding educational technology and educational media, an approach that brings together the three areas covered in this chapter. By ecology, I mean a dynamic, evolving system in which actor and environment are inseparable and mutually constitutive, in which both people and cultural artifacts are considered, and in which responsibilities and ethics are emergent and situated. In looking for these qualities in approaches to knowledge, culture, learning, and technology, I believe, we can begin to develop a critical stance with respect to a confusing world. Re-situating Constructionism John Maxwell doi:10.1007/978-1-4020-3803-7_11 The International Handbook of Virtual Learning Environments (2006), pp. 279-298. 2008-07-19T04:13:54-00:00 2006 The International Handbook of Virtual Learning Environments 279 298 constructionism edutech history http://www.citeulike.org/user/rickl/article/3020508 <i>The International Handbook of Virtual Learning Environments (2006), pp. 59-94.</i><br /><br />However, the very genesis of e-learning as based on human collaboration in knowledge work and innovation, can be traced to the development of network communication in the late 1960s, with the invention of e-mail and computer conferencing over packet-switched networks in 1971. Historically, these technological innovations introduced an unprecedented opportunity whereby people could communicate and collaborate despite differences in time and place, and they became key to a social, economic, and especially educational paradigmatic shift. The telecommunications revolution both enabled and required fundamentally new forms of societal and economic activity, leading to the knowledge economy. The resultant demands and opportunities impacted and transformed education. This chapter addresses that paradigmatic shift. It begins by presenting an overviewof the history of online education as a context and framework for understanding the state of the art of e-learning today, especially the use of network technologies for collaborative learning. The chapter outlines how the early pioneers contributed to the educational paradigm change and howthe theory and practice of learning has been advanced into new learning theories and models, modes of delivery, instructional roles, instructional designs, and learning processes and outcomes. The goal of the chapter is to provide an overview of the highlights of the early days of e-learning, a sense of the accomplishments, the challenges, and the adventure. The author recognizes that there are many more dots to be added and linked into creating a comprehensive history. I apologize to the many individuals, teams, and projects omitted. Let us keep working at documenting our history. The field and its future deserve it. A History of E-learning: Shift Happened Linda Harasim doi:10.1007/978-1-4020-3803-7_2 The International Handbook of Virtual Learning Environments (2006), pp. 59-94. 2008-07-19T04:08:52-00:00 2006 The International Handbook of Virtual Learning Environments 59 94 collaboration e-learning history http://www.citeulike.org/user/rickl/article/3016224 <i>Interactive Learning Environments, Vol. 16, No. 2. (2008), pp. 117-129.</i><br /><br />Metaphor appears to be an innate tendency in human communication and can be shown to have significant potential when applied to the design of online learning environments. This paper describes and discusses an example of an online research methods learning resource that employs metaphoric navigation. Feedback from the tutors who design and populate the resource and from early pilots with student users is discussed. A particular focus for the discussion is the problem faced by sufferers of autism spectrum disorder, brain damage, and other cognitive disabilities that affect the comprehension of metaphor. Research that demonstrates that autistic tendencies also exist in members of the general population is also discussed as an important consideration in learning environment design. The paper concludes that there appears to be evidence that many people in the general population have traits associated with autism spectrum disorder that are likely to affect their engagement with online learning. This variation in approaches to learning strongly suggests that one single online environment is unlikely to facilitate learning equally in all students. Currently most learning sites and commercial and open source virtual learning environments offer some facility for customization of the interface, but no opportunity for students to choose from a range of environments in which to study. This paper argues that the creation of multiple learning environments which overlay the same learning content is a priority if we are to optimize the experience for the greatest number of learners and avoid exclusion due to disability or learning preferences. Evaluating the use of metaphor in online learning environments Liz Falconer doi:10.1080/10494820701288626 Interactive Learning Environments, Vol. 16, No. 2. (2008), pp. 117-129. 2008-07-18T04:03:24-00:00 2008 Interactive Learning Environments 16 2 117 129 Routledge metaphor online_learning http://www.citeulike.org/user/rickl/article/3016223 <i>Interactive Learning Environments, Vol. 16, No. 2. (2008), pp. 183-193.</i><br /><br />This study investigated the effectiveness of different types of feedback content (elaborate versus global) and feedback timing (immediate versus delayed) for learning genetics in a web-based learning environment as a function of learners' prior knowledge. It was hypothesized that learning outcomes of students with low prior knowledge would be fostered by immediate elaborate feedback, whereas those of students with more prior knowledge would be enhanced by delayed global feedback. Students' perceptions of the feedback they received were explored. Results showed a significant positive effect of global feedback on learning outcomes for higher prior knowledge learners, although those who received elaborate feedback gave a higher appreciation rating. The findings are discussed in terms of implications for the design and delivery of feedback in web-based learning environments. Content and timing of feedback in a web-based learning environment: effects on learning as a function of prior knowledge Marieke Smits Jo Boon Dominique Sluijsmans Tamara van Gog doi:10.1080/10494820701365952 Interactive Learning Environments, Vol. 16, No. 2. (2008), pp. 183-193. 2008-07-18T04:02:31-00:00 2008 Interactive Learning Environments 16 2 183 193 Routledge feedback timing http://www.citeulike.org/user/rickl/article/3007971 <i>System, Vol. In Press, Corrected Proof</i><br /><br />Truscott [Truscott, J., 1996. The case against grammar correction in L2 writing classes. Language Learning 46, 327-369; Truscott, J., 1999. The case for "the case for grammar correction in L2 writing classes": a response to Ferris. Journal of Second Language Writing 8, 111-122] laid down the challenge to teacher educators and teachers to justify their faith in written corrective feedback (CF) with hard evidence from studies that have investigated its effects on subsequent writing. The study reported in this article set out to provide evidence that CF is effective in an EFL context. Using a pre-test-immediate post-test-delayed post-test design, it compared the effects of focused and unfocused written CF on the accuracy with which Japanese university students used the English indefinite and definite articles to denote first and anaphoric reference in written narratives. The focused group received correction of just article errors on three written narratives while the unfocused group received correction of article errors alongside corrections of other errors. Both groups gained from pre-test to post-tests on both an error correction test and on a test involving a new piece of narrative writing and also outperformed a control group, which received no correction, on the second post-test. The CF was equally effective for the focused and unfocused groups. This study, together with a few other recent studies, indicates that written CF is effective, at least where English articles are concerned, and thus strengthens the case for teachers providing written CF. The effects of focused and unfocused written corrective feedback in an English as a foreign language context Rod Ellis Younghee Sheen Mihoko Murakami Hide Takashima doi:10.1016/j.system.2008.02.001 System, Vol. In Press, Corrected Proof 2008-07-16T10:04:07-00:00 System In Press, Corrected Proof articles correction corrective_feedback feedback grammar writing http://www.citeulike.org/user/rickl/article/3007902 <i>Computers and Composition, Vol. In Press, Corrected Proof</i><br /><br />This essay focuses on how video games both highlight our traditional assumptions about reading and writing and suggest alternative paradigms that combine the new and the traditional: - Play. Video games reveal how pleasure and desire are inherent to the reading and writing process. This dimension of gaming helps explain why video games can produce resistance in terms of approaches to writing instruction grounded in maintaining the cultural distinction between play and work. - Authority. The interactivity of video games complicates questions of who authors and authorizes meaning in a discourse community. Video game players are simultaneously readers and writers whose gaming decisions are inscribed within a certain horizon of possibilities but not predictability. The video game is an inherently dialogic discursive space that problematizes the institutionalized distinction between "reading" and "writing" - Return to the visual. The case of video games not only helps restore the understanding of writing as a visual form of communication but also challenges the apparent static quality of the printed text, emphasizing the temporal quality of all communication. In so doing, the study of video games promises to fundamentally rewrite the conceptual binary of process and product in composition pedagogy. The game of reading and writing: How video games reframe our understanding of literacy John Alberti doi:10.1016/j.compcom.2008.04.004 Computers and Composition, Vol. In Press, Corrected Proof 2008-07-16T09:12:59-00:00 Computers and Composition In Press, Corrected Proof dialogicality games interactivity literacy reading writing http://www.citeulike.org/user/rickl/article/3007787 <i>System, Vol. In Press, Corrected Proof</i><br /><br />The aim of this article is to focus on the language needs of university graduates at today's workplace as seen through the eyes of their employers. Using interview data from the representatives of 15 Finnish employers, we highlight certain language-related trends at the workplace of university graduates, underline the need for a range of languages and discuss cultural aspects. This research shows that language skills are a highly valued and useful tool, and they are to be understood in a broad sense. It is evident that it is not enough to use only English, as today's workplace is plurilingual and therefore places high demands on a graduate's language skills. In these plurilingual settings, successful communication is of utmost importance. In addition to linguistic matters, cultural sensitivity plays a role at the workplace. University graduates' workplace language needs as perceived by employers Tuula Lehtonen Sinikka Karjalainen doi:10.1016/j.system.2008.01.003 System, Vol. In Press, Corrected Proof 2008-07-16T08:00:27-00:00 System In Press, Corrected Proof cultural_sensitivity employment english esp languages http://www.citeulike.org/user/rickl/article/3007738 <i>English for Specific Purposes, Vol. In Press, Corrected Proof</i><br /><br />This paper reports a corpus-based lexical study of the most frequently used medical academic vocabulary in medical research articles (RAs). A Medical Academic Word List (MAWL), a word list of the most frequently used medical academic words in medical RAs, was compiled from a corpus containing 1 093 011 running words of medical RAs from online resources. The established MAWL contains 623 word families, which accounts for 12.24% of the tokens in the medical RAs under study. The high word frequency and the wide text coverage of medical academic vocabulary throughout medical RAs confirm that medical academic vocabulary plays an important role in medical RAs. The MAWL established in this study may serve as a guide for instructors in curriculum preparation, especially in designing course-books of medical academic vocabulary, and for medical English learners in setting their vocabulary learning goals of reasonable size during a particular phase of English language learning. Establishment of a Medical Academic Word List Jing Wang Shao-Lan Liang Guang-Chun Ge doi:10.1016/j.esp.2008.05.003 English for Specific Purposes, Vol. In Press, Corrected Proof 2008-07-16T07:51:26-00:00 English for Specific Purposes In Press, Corrected Proof awl corpora esp medical_english vocabulary http://www.citeulike.org/user/rickl/article/3007265 <i>Innovative Higher Education, Vol. 33, No. 2. (2008), pp. 83-98.</i><br /><br />Abstract  Faculty, staff, and student perceptions of high-quality learning experiences were explored using focus groups attempting to define a “learning-centered” college. Common themes emerged suggesting that a successful learning community requires faculty-student collaboration, effective communication, critical thinking skills, reciprocal respect, faculty passion for learning, high expectations of both students and faculty, a variety of teaching and assessment strategies, and student engagement in and responsibility for learning. All groups stressed the need for learning opportunities outside the classroom in both intellectual and social situations. These themes provide a conceptual framework for future campus initiatives, which has broad relevance for other institutions. Beyond Lip-service: An Operational Definition of “Learning-centered College” William Bosch Jessica Hester Virginia Macentee James Mackenzie T Morey James Nichols Patricia Pacitti Barbara Shaffer Paul Tomascak Suzanne Weber Rosalie Young doi:10.1007/s10755-008-9072-1 Innovative Higher Education, Vol. 33, No. 2. (2008), pp. 83-98. 2008-07-16T03:55:33-00:00 2008 Innovative Higher Education 33 2 83 98 action_research faculty higher_education learning_centered http://www.citeulike.org/user/rickl/article/3007264 <i>Innovative Higher Education, Vol. 33, No. 2. (2008), pp. 99-109.</i><br /><br />Abstract  In this article we address the implementation of sustainable technological change among the faculty, staff, and students in the College of Education and Human Services at a mid-western urban institution. We examine cultural factors common to institutions of higher education and then describe particular planning and implementation processes employed at one institution to move faculty and staff from a state of minimal technology use to one of substantial technological competence over a period of years. The process turns out to be robust and stable despite growth over time. We conclude with recommendations for other educational institutions facing similar needs for cultural change in the use of technology. Transforming the College through Technology: A Change of Culture James Mcloughlin Lih-Ching Wang William Beasley doi:10.1007/s10755-008-9065-0 Innovative Higher Education, Vol. 33, No. 2. (2008), pp. 99-109. 2008-07-16T03:54:11-00:00 2008 Innovative Higher Education 33 2 99 109 academic_culture edutech faculty higher_education http://www.citeulike.org/user/rickl/article/3007263 <i>Innovative Higher Education, Vol. 33, No. 2. (2008), pp. 111-124.</i><br /><br />Abstract  Innovation and reform are crucial to progress, but higher education institutions are by nature highly resistant to change. This article describes long-term strategic incrementalism, an approach to change advocated by L. Cuban, How scholars trumped teachers: Change without reform in university curriculum, teaching, and research, 1890–1990, Teachers College Press, New York, NY, 1999, and proposes a model based on this approach as a proven way of successfully carrying out change within higher education. The approach and model are illustrated through two cases involving reforms—one at the department level and another at the institutional level. Long-term Strategic Incrementalism: An Approach and a Model for Bringing About Change in Higher Education Norman Evans Lynn Henrichsen doi:10.1007/s10755-008-9067-y Innovative Higher Education, Vol. 33, No. 2. (2008), pp. 111-124. 2008-07-16T03:52:20-00:00 2008 Innovative Higher Education 33 2 111 124 higher_education innovation strategic_incrementalism http://www.citeulike.org/user/rickl/article/2983804 <i>The International Handbook of Virtual Learning Environments (2006), pp. 441-467.</i><br /><br />In this chapter, we examine the relationships between pedagogy and the use of information technology (IT) in schools. IT refers not only to computers (hardware and software), but also to the full range of multimedia technological tools that are potentially available to support learning and communication of knowledge (e.g., digital and video cameras, DVD players, etc.). Specifically, we address questions such as: What pedagogical options are available for use of IT in schools? To what extent can IT amplify the impact of different approaches to pedagogy? Is the impact of IT potentially more powerful as a catalyst and support for learningwhen harnessed to certain forms of pedagogy as compared with others? These questions reflect the fact that despite the increase in access to IT in schools, it is not clear what educational problems IT is supposed to solve. Policy-makers assume that IT will promote student achievement but, as documented below, there is still no large-scale support for such an assumption. Furthermore, there is no consensus as to how computers and other new technologies should be used to support learning. In the United States, for example, schools in affluent middle-class areas increasingly tend to use computers to support higher-order thinking through creative project work while those in low-income inner city areas still use computers predominantly to reinforce students’ mastery of basic skills through drill and practice activities (Education Week, 2001). Designing Virtual Learning Environments for Academic Language Development Eleni Skourtou Vasilia Kourtis-Kazoullis Jim Cummins doi:10.1007/978-1-4020-3803-7_18 The International Handbook of Virtual Learning Environments (2006), pp. 441-467. 2008-07-10T03:43:54-00:00 2006 The International Handbook of Virtual Learning Environments 441 467 academic vle http://www.citeulike.org/user/rickl/article/2983668 <i>The Challenges of Educating People to Lead in a Challenging World (2007), pp. 423-436.</i><br /><br />Grenoble Ecole de Management (GEM) was created in 1984. Since its creation, considerable focus has been placed on the use of Information and Communication Technologies (ICT), which now is an integral part of the “culture” of most faculty members and students. As a matter of fact, laptops became mandatory for students 18 years ago. ADOPTION OF BLENDED LEARNING BY FACULTY Marc Humbert doi:10.1007/978-1-4020-5612-3_21 The Challenges of Educating People to Lead in a Challenging World (2007), pp. 423-436. 2008-07-10T03:22:19-00:00 2007 The Challenges of Educating People to Lead in a Challenging World 423 436 blended_learning http://www.citeulike.org/user/rickl/article/2983667 <i>The Challenges of Educating People to Lead in a Challenging World (2007), pp. 401-421.</i><br /><br />Web-based education is very popular. Research of the American Ministry of Education revealed that 56 percent of American universities offer their education (partly) by means of distance education via the Internet. Students seem to be very enthusiastic about e-learning; at least the number of students applying for online lectures is growing explosively (Tabs, 2003). LMS, LCMS, AND E-LEARNING ENVIRONMENTS Marjolein Caniëls Anke Smeets-Verstraeten Herman van den Bosch doi:10.1007/978-1-4020-5612-3_20 The Challenges of Educating People to Lead in a Challenging World (2007), pp. 401-421. 2008-07-10T03:21:44-00:00 2007 The Challenges of Educating People to Lead in a Challenging World 401 421 cms lcms lms http://www.citeulike.org/user/rickl/article/2983665 <i>Advances in Web Based Learning – ICWL 2007 (2008), pp. 630-640.</i><br /><br />This paper proposes a structured blended learning for providing E-Learning strategies adopted by the Open University of Hong Kong (OUHK). The paper identified the factors that are likely to impact on the use of learning technologies in future. By introducing the structured blended learning with the concept of learning cycle, the problem of being lost in hypermedia environment can then be solved. Knowledge can be delivered more effectively and efficiently to meet student learning needs. A scenario example on the use of E-Learning technologies and user interface are illustrated. The implications of the learning strategy adopted at OUHK will also be discussed. Structured Blended Learning Implementation for an Open Learning Environment Jason Chan Ken Law doi:10.1007/978-3-540-78139-4_55 Advances in Web Based Learning – ICWL 2007 (2008), pp. 630-640. 2008-07-10T03:20:46-00:00 2008 Advances in Web Based Learning – ICWL 2007 630 640 blended_learning http://www.citeulike.org/user/rickl/article/1656391 <i>Education and Information Technologies, Vol. 12, No. 3. (September 2007), pp. 111-122.</i> Applying educational models in technological education Cantu Evandro Farines Jean doi:10.1007/s10639-007-9038-4 Education and Information Technologies, Vol. 12, No. 3. (September 2007), pp. 111-122. 2007-09-14T14:39:45-00:00 2007 Education and Information Technologies 1360-2357 12 3 111 122 Springer edutech models http://www.citeulike.org/user/rickl/article/1035468 <i>Education and Information Technologies, Vol. 11, No. 3-4. (October 2006), pp. 293-303.</i> Educational transformation: Is it, like beauty, in the eye of the beholder, or will we know it when we see it? Fisher Tony doi:10.1007/s10639-006-9009-1 Education and Information Technologies, Vol. 11, No. 3-4. (October 2006), pp. 293-303. 2007-01-11T07:31:17-00:00 2006 Education and Information Technologies 1360-2357 11 3-4 293 303 Springer edutech transformation http://www.citeulike.org/user/rickl/article/1035474 <i>Education and Information Technologies, Vol. 11, No. 3-4. (October 2006), pp. 199-216.</i> Understanding the relationship between ICT and education means exploring innovation and change Watson Deryn doi:10.1007/s10639-006-9016-2 Education and Information Technologies, Vol. 11, No. 3-4. (October 2006), pp. 199-216. 2007-01-11T07:31:19-00:00 2006 Education and Information Technologies 1360-2357 11 3-4 199 216 Springer education ict innovation http://www.citeulike.org/user/rickl/article/1656387 <i>Education and Information Technologies, Vol. 12, No. 3. (September 2007), pp. 165-174.</i> Teaching for blended learningResearch perspectives from on-campus and distance students Stacey Elizabeth Gerbic Philippa doi:10.1007/s10639-007-9037-5 Education and Information Technologies, Vol. 12, No. 3. (September 2007), pp. 165-174. 2007-09-14T14:39:45-00:00 2007 Education and Information Technologies 1360-2357 12 3 165 174 Springer blended_learning http://www.citeulike.org/user/rickl/article/2750003 <i>ELT Journal, Vol. 62, No. 1. (January 2008), pp. 86-88.</i> Corpora and grammar: how much "Well, it depends" can we take? Christoph Rhlemann doi:10.1093/elt/ccm081 ELT Journal, Vol. 62, No. 1. (January 2008), pp. 86-88. 2008-05-03T19:50:12-00:00 2008 ELT Journal 0951-0893 62 1 86 88 Oxford University Press corpora grammar http://www.citeulike.org/user/rickl/article/2983354 <i>Educational Media International, Vol. 45, No. 2. (2008), pp. 93-106.</i><br /><br />A major change has occurred in the way Web technology is being used in society. The change is grounded in user empowerment using Web 2.0 tools and processes. Students are already sophisticated users of these tools and processes, but outside of the mainstream instructional practices in higher education. In this reflection, the educational potential of Web 2.0 tools and processes is discussed, followed by three sets of perspectives relating to the potential quality of such practices in higher education course settings. For each perspective an analysis of key factors affecting the perceived value of Web 2.0 tools and processes is given, followed by suggestions for overcoming predictable barriers to uptake in mainstream instructional practice. <b>Les outils et les processus dInternet 2.0 dans lenseignement supérieur : une perspective de qualité</b> Un changement très important sest produit dans la façon dutiliser les technologies du Web dans la société. Ce changement repose sur la capacité quont les utilisateurs demployer les outils et les processus de Web 2.0. Les étudiants sont déjà des utilisateurs avertis de ces outils et processus, mais cela, en dehors des pratiques éducatives habituelles dans lenseignement supérieur. La réflexion menée ici examine le potentiel éducatif des outils et processus dInternet 2, le tout accompagné de trois ensembles de perspectives liées à la qualité potentielle de ces pratiques dans le cadre de cours universitaires. Dans chacune de ces perspectives on offre une analyse des facteurs principaux qui affectent la perception de la valeur des outils et processus du Web 2.0, le tout suivi de suggestions pour surmonter les obstacles prévisibles à ladoption dans la pratique éducative courante. <b>Web 2.0 Hilfsprogramme und Prozesse in der Hochschulbildung: Qualitäts-Aspekte</b> Ein bedeutender Wandel ist in der Art erfolgt, wie die Webtechnologie in der Gesellschaft benutzt wird. Dieser Wandel beruht darauf, dass die Nutzer höhere Handlungskompetenz für Web 2.0 Hilfsprogramme und Prozesse besitzen. Studenten sind schon fortgeschrittene Anwender dieser Werkzeuge und Prozesse, allerdings außerhalb der gängigen Lehrpraktiken im Hochschulbereich. In dieser Betrachtung werden die pädagogischen Möglichkeiten von Web 2.0 Programmen und Prozessen diskutiert, gefolgt von drei Anlagen mit Perspektiven der potentiellen Qualitäten dieser Techniken in Hochschulkursen. Für jede Perspektive wird eine Analyse von Schlüsselfaktoren bezüglich der erwarteten Werte von Web 2.0 Werkzeugen und Prozessen angeboten, gekoppelt mit Vorschlägen zur Überwindung von Denkhindernissen bei der Umsetzung in die durchschnittliche Lehrpraxis. <b>Las herramientas y los procesos de Internet 2.0 en la enseñanza superior: una perspectiva de calidad</b> Un cambio muy importante ha ocurrido en la manera de aprovechar la tecnología de la Web en la sociedad. Este cambio está basado en la toma de control por parte de los usuarios para el uso de las herramientas y procesos del Web 2.0. Los estudiantes ya son usuarios expertos de esas herramientas y procesos pero esto ocurre fuera de las prácticas educativas habituales en la enseñanza superior. La presente reflexión examina el potencial educativo de las herramientas y procesos del Web 2.0 seguido por tres conjuntos de perspectivas relacionadas con la calidad potencial de esas prácticas dentro del marco de cursos universitarios. En cada una de esas perspectivas se ofrece un análisis de los factores claves que afectan la percepción del valor de las herramientas y procesos del Web 2.0, esto siendo seguido por sugerencias para superar los obstáculos a una adopción dentro de la práctica educativa habitual. Web 2.0 tools and processes in higher education: quality perspectives Betty Collis Jef Moonen doi:10.1080/09523980802107179 Educational Media International, Vol. 45, No. 2. (2008), pp. 93-106. 2008-07-10T00:19:34-00:00 2008 Educational Media International 45 2 93 106 Routledge higher_education quality web2 http://www.citeulike.org/user/rickl/article/2983334 <i>International Journal of Learning Technology, Vol. 2, No. 1. (2006), pp. 92-104.</i><br /><br />The increasing investment in developing high quality systems for online learning has focused more on technology with little regard for learners' readiness to learn through such systems. One of the reasons for this was an assumption that most students have the necessary capacity (technical and attitudinal) to deal with online learning. This assumption is increasingly being challenged in recent years. This paper explores the difficulties experienced by online learners and develops a diagnostic survey instrument to ascertain learner readiness to participate in online learning environments. Through confirmatory factor analysis, four factors were identified: Technical skills, Learner self-efficacy, Learning preference and Learner attitude. This paper reports on the design and development of the survey instrument. Developing a diagnostic tool for assessing tertiary students' readiness for online learning Hitendra Pillay Kym Irving Andrea Mccrindle International Journal of Learning Technology, Vol. 2, No. 1. (2006), pp. 92-104. 2008-07-09T23:45:48-00:00 2006 International Journal of Learning Technology 2 1 92 104 attitude edutech online_learning readiness self-efficacy http://www.citeulike.org/user/rickl/article/2983328 <i>International Journal of Learning Technology, Vol. 3, No. 4. (2008), pp. 388-403.</i><br /><br />Drawing on the work of Maturana and Varela, we distinguish 'Persona' and 'Identity' and relate the presentation of persona to the concept of competence. We map these concepts onto the emerging world of personal technology and the conception of the Personal Learning Environment (PLE). Using Maturana's theory, we argue that the concept of 'persona' is inseparable from that of 'competence'. This theory is explored by considering the differences between instances of professional enculturation, and we report on a case study where professional online enculturation was attempted by empowering learners with personal technology. Using a retroductive approach, we model the outcomes of this case study and consider the extent to which this reflects the theoretical arguments. Our model suggests that the enculturation situation involves different levels of communicative acts, and that technology frames these acts in such a way as to present opportunities both to understand them better and to exploit them more effectively. Persona, identity and competence: issues of control in teaching and learning with personal technology Mark Johnson International Journal of Learning Technology, Vol. 3, No. 4. (2008), pp. 388-403. 2008-07-09T23:38:41-00:00 2008 International Journal of Learning Technology 3 4 388 403 identity persona ple http://www.citeulike.org/user/rickl/article/2983326 <i>International Journal of Learning Technology, Vol. 3, No. 4. (2008), pp. 443-458.</i><br /><br />To enhance users' social embedding within learning networks, we propose to establish ad hoc transient communities. These communities serve a particular goal, exist for a limited period of time and operate according to specific social exchange policies that foster knowledge sharing. This paper explores the theoretical underpinnings of such communities. To this end, it identifies five theories that explain how group interaction affects community behaviour and argues that these can shed light on the expected behaviour of ad hoc transient communities. The paper also examines three conditions which community policies should adhere to in order to foster knowledge sharing and it suggests that ad hoc transient communities should be designed accordingly. Finally, it analyses how ad hoc transient communities can be implemented in an Information Technology (IT) platform which is currently under development, the TenCompetence Personal Competence Manager (PCM), and discusses the current practices in communities outside the learning arena. Finally, the paper explores the avenues for further work. Ad hoc transient communities: towards fostering knowledge sharing in learning networks Adriana Berlanga Peter Sloep Liesbeth Kester Francis Brouns Peter Van Rosmalen Rob Koper International Journal of Learning Technology, Vol. 3, No. 4. (2008), pp. 443-458. 2008-07-09T23:36:05-00:00 2008 International Journal of Learning Technology 3 4 443 458 communities learning_networks personal_competence transient_communities http://www.citeulike.org/user/rickl/article/2976336 <i>International Journal on E-Learning, Vol. 7, No. 3. (July 2008), pp. 427-447.</i><br /><br />In recent years, tertiary institutions in developed countries have made extensive use of Course Management Systems (CMSs), software packages designed to help educators create online learning communities. To date, however, such packages have been little used in higher education institutions (HEIs) in China. In this article, we describe the implementation of an e-learning project on a campus in China and seek to determine the benefits, if any, of using e-Learning systems such as CMSs, while implementing a non-traditional approach to the delivery of an IT course, Student Centered Teaching with e-Learning (SCeT). The investigation leads to some consideration of e-Learning as the possible supplement to on-campus education in China HEIs. An Evaluation of the Learning of Undergraduates Using E-Learning in a Tertiary Institution in China James Liu Xiangqian Cheng International Journal on E-Learning, Vol. 7, No. 3. (July 2008), pp. 427-447. 2008-07-09T11:56:15-00:00 2008 International Journal on E-Learning 1537-2456 7 3 427 447 AACE china edutech elearning evaluation http://www.citeulike.org/user/rickl/article/2976332 <i>International Journal on E-Learning, Vol. 7, No. 3. (July 2008), pp. 449-461.</i><br /><br />Distance education has dramatically increased the educational opportunities for underserved populations. This is evidenced by the fairly recent proliferation and success of online universities, and it is happening in spite of criticism of e-learning and online degree programs among academia and the popular press. As a result, many institutions, including traditional and respected universities across the country – who were once among the harshest critics – are now offering distance education courses. However, not all students who wish to enroll in online courses are ready or prepared to be successful completing online coursework. Research suggests that at least half of all students enrolled in online courses are not course completers. Obviously, increasing the percentage of program completers in the distance learning environment is essential. This article details a proven and comprehensive system to achieve this objective, using the authors’ experiences at Purdue University Calumet in Hammond, Indiana, as a framework. Assessing Students for Online Learning Anastasia Milligan Janet Buckenmeyer International Journal on E-Learning, Vol. 7, No. 3. (July 2008), pp. 449-461. 2008-07-09T11:55:29-00:00 2008 International Journal on E-Learning 1537-2456 7 3 449 461 AACE assessment distance_learning edutech http://www.citeulike.org/user/rickl/article/2976329 <i>International Journal on E-Learning, Vol. 7, No. 3. (July 2008), pp. 499-522.</i><br /><br />This article is a formative evaluation of a course in which a blended learning environment was created and a good balance in dimensions of blended learning was sought. Blended learning is defined as the total mix of pedagogical methods, using a combination of different learning strategies, both with and without the use of technology. The evaluation is based on a model of blended learning that has four dimensions: structured/unstructured, individual/group, face-to-face/at-a-distance, and self/teacher directed. These dimensions are used for the evaluation of a module entitled Society and Technology that is taught at Delft University of Technology. We describe how the module evolved in terms of these four dimensions of blended learning. We then use this case as the basis for a discussion about an effective balance in blended learning and further research in this field. Finding a Balance in Dimensions of Blended Learning Marie Verkroost Leonie Meijerink Harry Lintsen Wim Veen International Journal on E-Learning, Vol. 7, No. 3. (July 2008), pp. 499-522. 2008-07-09T11:54:39-00:00 2008 International Journal on E-Learning 1537-2456 7 3 499 522 AACE blended_learning http://www.citeulike.org/user/rickl/article/2976305 <i>English for Specific Purposes, Vol. 27, No. 3. (2008), pp. 361-363.</i> Technologies in the second language composition classroom, Joel Bloch, Ann Arbor, MI, University of Michigan Press, 260pp. $24.00, ISBN: 978-0-472-03210-5. John Bunting doi:10.1016/j.esp.2008.03.001 English for Specific Purposes, Vol. 27, No. 3. (2008), pp. 361-363. 2008-07-09T11:42:08-00:00 2008 English for Specific Purposes 27 3 361 363 book_reviews books composition edutech writing http://www.citeulike.org/user/rickl/article/2976293 <i>English for Specific Purposes, Vol. 27, No. 3. (2008), pp. 363-367.</i> An introduction to applied linguistics. From practice to theory (2nd edition), Alan Davies, Edinburgh, Edinburgh University Press, 2007, 199pp. $31.00, ISBN: 978-0-7486-3355-5. Cate Crosby doi:10.1016/j.esp.2008.03.002 English for Specific Purposes, Vol. 27, No. 3. (2008), pp. 363-367. 2008-07-09T11:37:49-00:00 2008 English for Specific Purposes 27 3 363 367 applied_linguistics book_reviews books sla http://www.citeulike.org/user/rickl/article/2846067 <i>(2007)</i> Social Networking, the "Third Place," and the Evolution of Communication New Media Consortium (2007) 2008-05-30T00:39:23-00:00 2007 communication networks social_networks third_place http://www.citeulike.org/user/rickl/article/2965728 <i>Journal of Computer Assisted Learning, Vol. 19, No. 1. (2003), pp. 70-79.</i><br /><br />Abstract Web-based collaborative learning has a large potential for knowledge acquisition. However, it has different characteristics compared with conventional learning scenarios; especially with respect to the social communication situation, message exchange, cognitive load and participation of the learners. To cope with possible problems resulting from these characteristics suitable instructional means have to be considered, like collaborative learning methods, on-line moderation, appropriate learning tasks or computer-based visualisation tools. A review of web-based collaborative learning: factors beyond technology A Hron HF Friedrich doi:10.1046/j.0266-4909.2002.00007.x Journal of Computer Assisted Learning, Vol. 19, No. 1. (2003), pp. 70-79. 2008-07-05T08:25:40-00:00 2003 Journal of Computer Assisted Learning 19 1 70 79 collaboration cscl elearning kumadai kyudai review_articles http://www.citeulike.org/user/rickl/article/2954679 <i>RELC Journal, Vol. 31, No. 2. (1 December 2000), pp. 120-133.</i><br /><br />While terms and their relation to the practices they supposedly represent continue to be loosely defined in SLA, the theoretical debates and empirical comparisons surrounding them will have limited consequence. The purpose of this paper is to identify the range of differing linguistic behaviours included under POSITIVE and NEGATIVE EVIDENCE with a view to offering a greater clarification of the two terms from a learner's perspective. Unfortunately, evidence can be potentially enlightening just as it can be potentially misleading, and an attempt is made to identify both the former and the latter cases. If we can understand the evidences and situations that can lead to potential confusion we may be closer to offering students actual evidence that can lead them nearer to the truth. 10.1177/003368820003100206 What Exactly Are Positive and Negative Evidence in Sla? Anthony Bruton doi:10.1177/003368820003100206 RELC Journal, Vol. 31, No. 2. (1 December 2000), pp. 120-133. 2008-07-02T23:53:00-00:00 2000 RELC Journal 31 2 120 133 negative_evidence positive_evidence sla http://www.citeulike.org/user/rickl/article/2954676 <i>Second Language Research, Vol. 7, No. 2. (1 June 1991), pp. 118-132.</i><br /><br />This paper re-analyses the notion of consciousness raising in language learning. The process by which language input becomes salient to the learner is termed 'input enhancement'. This process can come about as a result of deliberate manipulation, or it can be the natural outcome of some internal learning strategy. It can vary quantitatively and qualitatively, not necessarily involv ing conscious analysis of rules. Externally induced salience may not neces sarily be registered by the learner and even when it is registered, it may not affect the learning mechanisms per se. Certain inferences are made about the interpretation of learner performance and ways of measuring it. 10.1177/026765839100700204 Speaking to many minds: on the relevance of different types of language information for the L2 learner Michael Smith Second Language Research, Vol. 7, No. 2. (1 June 1991), pp. 118-132. 2008-07-02T23:52:04-00:00 1991 Second Language Research 7 2 118 132 consciousness_raising input input_enhancement http://www.citeulike.org/user/rickl/article/2954674 <i>Applied Linguistics, Vol. 8, No. 2. (1 February 1987), pp. 137-161.</i><br /><br />This article reports on the results of a process-product study investigating possible relationships between instructional differences and learning outcomes in a communicatively-based ESL programme. To investigate instructional differences, sixty hours of classroom observation data were collected from three classes of adult intermediate-level learners using an observation scheme which was particularly sensitive to the communicative orientation of second language instruction. Both quantitative and qualitative analyses of these data revealed that there were differences in the ways in which this instructional methodology was implemented. To determine whether these instructional differences contributed to variation in improvement, learners' pre- and post-test scores on seven proficiency measures were examined in an analysis of co-variance. The results indicated that some learners improved more than others on particular measures (e.g. speaking, listening and discourse test) and this difference appeared to be related to variation in classroom instruction. The results are discussed in terms of the need to include both a process and a product component in classroom-centred research. 10.1093/applin/8.2.137 Relationships Between Instructional Differences and Learning Outcomes: A Process-Product Study of Communicative Language Teaching Nina Spada doi:10.1093/applin/8.2.137 Applied Linguistics, Vol. 8, No. 2. (1 February 1987), pp. 137-161. 2008-07-02T23:50:45-00:00 1987 Applied Linguistics 8 2 137 161 comparative_experiments comparisons efl methodology sla http://www.citeulike.org/user/rickl/article/2954673 <i>Second Language Research, Vol. 12, No. 2. (1 April 1996), pp. 111-139.</i><br /><br />It has been proposed (Krashen, 1981; 1982; 1985; Schwartz and Gubala- Ryzak, 1992; Schwartz, 1986; 1988; 1993) that L2 acquisition proceeds in essentially the same manner as L1 acquisition (the L1 = L2 position). That is, learners acquire underlying unconscious knowledge of a language (called lin guistic competence) simply by being exposed to the linguistic input (called primary linguistic data) in the environment. Instruction and error correction play no role in the development of competence in the L2. This article reports the long-term results of a study investigating the role of primary linguistic data in the acquisition of linguistic competence - in par ticular, the rules of adverb placement in English. This study examines the knowledge of adverb placement of 52 grade-6 francophone students (aver age age: 12 years, 2 months) learning English as a second language (ESL) in Quebec schools. A year earlier, these subjects had been exposed over a two- week period to a flood of primary linguistic data on adverb placement in English. Immediately after the input flood, it was found that while the sub jects had learnt which adverb positions were grammatical in English, they still used positions which were ungrammatical in English but grammatical in the L1. The results of the follow-up test reported in this article reveal that one year after the input flood, the subjects' knowledge of adverb placement has not changed. They still use both the grammatical and the ungrammatical adverb positions, indicating that exposure to an abundance of primary lin guistic data on adverb placement did not lead to mastery of this structure. Possible explanations for these results and their implications for the L1 = L2 position are discussed. 10.1177/026765839601200201 Positive evidence in second language acquisition: some long-term effects Martha Trahey Second Language Research, Vol. 12, No. 2. (1 April 1996), pp. 111-139. 2008-07-02T23:49:34-00:00 1996 Second Language Research 12 2 111 139 input input_flood positive_evidence sla http://www.citeulike.org/user/rickl/article/2954670 <i>Second Language Research, Vol. 14, No. 3. (1 July 1998), pp. 257-291.</i><br /><br />This article considers the possibility of applying instance theory to the study of language, second language in particular. Instance theory de-emphasizes the role of abstract principles in knowledge and its acquisition and use, focusing instead on the storage and retrieval of specific experiences, or instances. I argue that the application is feasible only if one also adopts a restrictive theory of Universal Grammar. I then present a sketch of a combined UG-instance theory approach, in which invariant aspects of UG are maintained and variability is allowed in exactly the same areas as in standard theories, but the variation occurs in pools of stored instances, not in abstract parameter values. This approach can be productively applied to various problems in language learning research, including noisy input to learners, undoing of errors during the learning process, transfer and fossilization, and the nondiscrete character of learning. 10.1191/026765898670205199 Instance theory and Universal Grammar in second language research John Truscott Second Language Research, Vol. 14, No. 3. (1 July 1998), pp. 257-291. 2008-07-02T23:47:44-00:00 1998 Second Language Research 14 3 257 291 fossilization input instance_theory transfer ug http://www.citeulike.org/user/rickl/article/689554 <i>Language Teaching Research, Vol. 10, No. 3. (July 2006), pp. 297-327.</i><br /><br />This paper investigates the effect of explicit grammar instruction on grammatical knowledge and writing proficiency in first-year students of French at a UK university. Previous research suggests that explicit grammar instruction results in gains in explicit knowledge and its application in specific grammar-related tasks, but there is less evidence that it results in gains in production tasks. A cohort of 12 students received a course in French grammar immediately prior to their university studies in order to determine whether a short but intensive burst of explicit instruction, a pedagogical approach hitherto unexamined in the literature, was sufficiently powerful to bring about an improvement in their grammatical knowledge and performance in production tasks. Participants were tested at three points over five months, and the results were compared with a group which did not receive the intervention. Our results support previous findings that explicit instruction leads to gains in some aspects of grammar tests but not gains in accuracy in either translation or free composition. Reasons for these findings are discussed in relation to theories of language development and the limitations of working memory. Does intensive explicit grammar instruction make all the difference? Ernesto Macaro Liz Masterman doi:10.1191/1362168806lr197oa Language Teaching Research, Vol. 10, No. 3. (July 2006), pp. 297-327. 2006-06-08T07:57:11-00:00 2006 Language Teaching Research 1362-1688 10 3 297 327 Hodder Arnold Journals form_focused_instruction grammar sla syntax http://www.citeulike.org/user/rickl/article/2954658 <i>Language Teaching Research, Vol. 11, No. 3. (1 July 2007), pp. 319-346.</i><br /><br />Arguing that the introduction of corpus linguistics in teaching materials and the language classroom should be informed by theories and principles of SLA, this paper presents a case study illustrating how corpus-based findings on reported speech can be integrated into a form-focused model of instruction. After overviewing previous work which compares ESL grammar textbooks descriptions and real language use, and promotes the use of corpus-based findings to inform L2 textbook descriptions, we outline the results of a survey of the presentation of reported speech in current popular textbooks. The survey findings are contrasted with the patterns of use found in two corpus-based cross-register studies of reported speech, showing how textbooks neglect important information on the use of this structure in real language. The frequency patterns of use that emerged in the corpus studies are then used to identify 10 principles that should inform the design of L2 materials and classroom instruction of reported speech. In the second part of the paper we illustrate how corpus-based findings can be fruitfully implemented in a form-focused model of instruction through the use of structure-based tasks and selected principles of focus-on-form. 10.1177/1362168807077563 Applying corpus-based findings to form-focused instruction: The case of reported speech Federica Barbieri Suzanne Eckhardt doi:10.1177/1362168807077563 Language Teaching Research, Vol. 11, No. 3. (1 July 2007), pp. 319-346. 2008-07-02T23:42:22-00:00 2007 Language Teaching Research 11 3 319 346 corpora form_focused_instruction grammar http://www.citeulike.org/user/rickl/article/2954656 <i>RELC Journal, Vol. 23, No. 1. (1 June 1992), pp. 103-110.</i><br /><br />This study contrasts the effects of two distinct ways of respon ding to a student essay: discrete-item attention to form and holistic feedback on meaning. In examining the before- and after-essays of a linguistically diverse group of 26 college freshmen, it shows that the use of a holistic response is likely to increase a student's awareness of sentence boundaries more than the alternative. In other words, responding to content results in improvements in grammatical accu racy. General implications are also addressed. 10.1177/003368829202300107 Two Feedback Types: Do They Make A Difference? Ken Sheppard doi:10.1177/003368829202300107 RELC Journal, Vol. 23, No. 1. (1 June 1992), pp. 103-110. 2008-07-02T23:39:51-00:00 1992 RELC Journal 23 1 103 110 corrective_feedback feedback http://www.citeulike.org/user/rickl/article/2954652 <i>Science, Vol. 253, No. 5019. (2 August 1991), pp. 530-535.</i><br /><br />Language and cognition have been explained as the products of a homogeneous associative memory structure or alternatively, of a set of genetically determined computational modules in which rules manipulate symbolic representations. Intensive study of one phenomenon of English grammar and how it is processed and acquired suggest that both theories are partly right. Regular verbs (walk-walked) are computed by a suffixation rule in a neural system for grammatical processing; irregular verbs (run-ran) are retrieved from an associative memory. 10.1126/science.1857983 Rules of language S Pinker doi:10.1126/science.1857983 Science, Vol. 253, No. 5019. (2 August 1991), pp. 530-535. 2008-07-02T23:37:15-00:00 1991 Science 253 5019 530 535 cognition grammar syntax http://www.citeulike.org/user/rickl/article/2954649 <i>ELT J (11 March 2008), ccn014.</i><br /><br />It is now generally agreed that some form of focus on the target code is necessary in adult L2 instruction. One question that remains to be answered is whether all aspects of L2 grammar are equally amenable to pedagogic intervention. A number of researchers have examined the effectiveness of instruction with regard to simple vs. difficult grammar rules. To address this question specifically from the learner's perspective, a questionnaire was administered to two groups of Polish adult learners of English. The first group was asked to assess the difficulty of a number of key areas of English grammar. The second was asked to assess the usefulness of instruction in the same areas. The results indicate that there is a considerable overlap between the judgements of both groups: that is, learners feel they benefit the most from instruction in difficult areas. 10.1093/elt/ccn014 Rule difficulty and the usefulness of instruction Pawel Scheffler doi:10.1093/elt/ccn014 ELT J (11 March 2008), ccn014. 2008-07-02T23:36:00-00:00 2008 ELT J ccn014 explicit_grammar_instruction grammar implicit_grammar_instruction syntax http://www.citeulike.org/user/rickl/article/2954644 <i>Applied Linguistics, Vol. 13, No. 2. (1 June 1992), pp. 168-184.</i><br /><br />Foreign language learners are commonly taught explicit rules of grammar, but often fail to apply them when confronted with communicative tasks. How well ha ve they learnt the rules? Do they recognize where they are to be applied? A re they better at some rules than others? Above all, how is getting the language right related to explicit rule knowledge? Twelve errors commonly committed by German pupils performing com-municative tasks in English were put before 300 German learners of English at different levels. They were asked to state the rules they believed had been trans-gressed and to correct the errors. A peer group of 50 native speakers of English was given the same test. The learners' ability to state relevant rules and supply appropriate corrections for the errors is examined with reference to some of the assumptions and expectations that lie behind explicit grammar teaching. 10.1093/applin/13.2.168 Implicit and Explicit Grammar: An Empirical Study Peter Green Karlheinz Hecht doi:10.1093/applin/13.2.168 Applied Linguistics, Vol. 13, No. 2. (1 June 1992), pp. 168-184. 2008-07-02T23:34:37-00:00 1992 Applied Linguistics 13 2 168 184 explicit_grammar_instruction grammar implicit_grammar_instruction http://www.citeulike.org/user/rickl/article/2954642 <i>Applied Linguistics, Vol. 14, No. 4. (1 December 1993), pp. 385-407.</i><br /><br />The view that formal instruction is important for raising learner consciousness of grammatical structures has become prominent recently. One component of this view is the critical role in language processing assigned to noticing the target structures in subsequent communicative input. The research presented here investigates the amount of learner noticing produced by two types of grammar consciousness-raising treatments designed to develop formal knowledge of problematical grammar structures: teacher-fronted grammar lessons and interactive, grammar problem-solving tasks. The frequencies of noticing the target structure in communicative input one and two weeks after the grammar consciousness-raising treatments are compared with the noticing frequencies of a control group which was not exposed to any type of grammar consciousness-raising activity. The results indicate that task performance was as effective as formal instruction in the promotion of subsequent significant amounts of noticing, as compared with the noticing produced by the control group. It is demonstrated that a number of learners who developed knowledge about grammar structures went on to notice those structures in communicative input after their consciousness had been raised. 14.4.385 Consciousness Raising and Noticing through Focus on Form: Grammar Task Performance versus Formal Instruction Sandra Fotos doi:14.4.385 Applied Linguistics, Vol. 14, No. 4. (1 December 1993), pp. 385-407. 2008-07-02T23:32:57-00:00 1993 Applied Linguistics 14 4 385 407 focus_on_form grammar syntax http://www.citeulike.org/user/rickl/article/2954632 <i>RELC Journal, Vol. 38, No. 2. (1 August 2007), pp. 133-149.</i><br /><br />My goal in this article is to discuss the empirical support for extensive reading and explore its pedagogical applications in L2/FL learning. I argue that the benefits derived from diverse studies on extensive reading in many different contexts are so compelling that it will be inconceivable for teachers not to make it an important feature of their teaching. 10.1177/0033688207079578 The Power of Extensive Reading Willy Renandya doi:10.1177/0033688207079578 RELC Journal, Vol. 38, No. 2. (1 August 2007), pp. 133-149. 2008-07-02T23:26:52-00:00 2007 RELC Journal 38 2 133 149 er metaanalyses http://www.citeulike.org/user/rickl/article/2954625 <i>RELC Journal, Vol. 38, No. 2. (1 August 2007), pp. 150-170.</i><br /><br />This paper presents three consecutive studies on the effect of extensive reading on the development of reading and vocabulary for Taiwanese university non-English majors. Each study used a different approach, with subsequent studies adjusting the methodology in response to the results of the previous year. These results confirm other findings, using different subjects in other countries, that (1) extensive reading can be integrated into an EFL curriculum, termed in-class sustained silent reading, at the university level; (2) extensive reading is at least as effective and efficient as traditional instruction in acquiring English as a foreign language and is more effective than traditional instruction when the treatment duration is longer; (3) book access and self-selection of reading are two keys to the success of a sustained silent reading program. 10.1177/0033688207079730 Revelations from Three Consecutive Studies on Extensive Reading Sy-Ying Lee doi:10.1177/0033688207079730 RELC Journal, Vol. 38, No. 2. (1 August 2007), pp. 150-170. 2008-07-02T23:21:10-00:00 2007 RELC Journal 38 2 150 170 er self_selected_reading sla http://www.citeulike.org/user/rickl/article/2951795 <i></i> Book Review: BRUCE, Ian, Academic Writing and Genre: A Systematic Analysis (London: Continuum, 2008), pp. 194. ISBN 978026498441 -- Lewis 39 (2): 275 -- RELC Journal 2008-07-02T10:47:42-00:00 book_reviews books eap genre writing http://www.citeulike.org/user/rickl/article/2951791 <i>RELC Journal, Vol. 39, No. 2. (1 August 2008), pp. 262-273.</i><br /><br />Judicious training in the use of learning strategies can be very valuable for language students. However, the notion of `strategy' is not always well defined in the literature. For pedagogic purposes strategies need to meet certain criteria: they should be problem-oriented, subject to choice among alternatives, under conscious control, clearly describable and plausibly effective. The teaching of reading skills, in particular, commonly involves strategies which are of doubtful value; this is especially the case for training in `guessing unknown words'. Classification of strategies is notoriously problematic: taxonomies tend to be based on questionable psycholinguistic analyses and not well targeted pedagogically. While training in strategy use can contribute usefully to learner independence, this can be taken to unconstructive extremes; and such training is no substitute for basic language teaching. 10.1177/0033688208092188 Talking Sense about Learning Strategies Michael Swan doi:10.1177/0033688208092188 RELC Journal, Vol. 39, No. 2. (1 August 2008), pp. 262-273. 2008-07-02T10:45:45-00:00 2008 RELC Journal 39 2 262 273 language_learning language_teaching learning_strategies reading http://www.citeulike.org/user/rickl/article/2951788 <i>RELC Journal, Vol. 39, No. 2. (1 August 2008), pp. 214-225.</i><br /><br />Teachers' informal discussions of learner motivation often emphasize the need to find ways to motivate learners, most usually through `fun' or `dynamic' activities. This paper starts from the assumption, however, that part of the work of the teacher is to avoid the demotivation of learners, and that there is a need to consider the overall structural organization of teaching and learning, not just the kinds of activities which learners do. The paper reviews four factors significant in affecting learner motivation: the locus of control, a sense of value and purpose, self-esteem, and feelings of success. These concepts are then used to interpret interview data from two school-aged learners. The causes of their apathetic reaction to English classes are explained by reference to these factors, as evidenced by how they describe the nature and purposes of the activities they do. They appear to see their classes as mainly consisting of `exercises', free of any memorable content. It is suggested that they experience their classes as `endlessly contemporary', with no clear sense of a past, present or future and that that, combined with a lack of involvement in classroom decisions, conspires to produce learners who simply comply because they are required to do so. 10.1177/0033688208092185 The Tip of the Iceberg: Factors Affecting Learner Motivation Andrew Littlejohn doi:10.1177/0033688208092185 RELC Journal, Vol. 39, No. 2. (1 August 2008), pp. 214-225. 2008-07-02T10:44:15-00:00 2008 RELC Journal 39 2 214 225 control esteem motivation purpose success http://www.citeulike.org/user/rickl/article/2951782 <i>RELC Journal, Vol. 39, No. 2. (1 August 2008), pp. 226-241.</i><br /><br />The English language teaching (ELT) practicum has come to be recognized as one of the most important aspects of a learner teacher's education during their language teacher training program. During the practicum, learner English language teachers need lots of support and cooperating teachers are seen as the main source of this support because they are one of the most influential people in a learner teacher's time during teaching practice. However, within English language teaching (ELT) there is a paucity of research that specifically examines the perceptions and experiences of learner English language teachers concerning the role of support they expect, need and obtain during their practicum experiences. This paper presents one such study that explores the perceptions of 60 learner English language teachers' experiences in Singapore during the period of their school placement for teaching practice. The paper also outlines a detailed case study of eight of these teachers with respect to specific problems they experienced during their teaching practice. 10.1177/0033688208092186 `Here's the Book, Go Teach the Class': ELT Practicum Support Thomas Farrell doi:10.1177/0033688208092186 RELC Journal, Vol. 39, No. 2. (1 August 2008), pp. 226-241. 2008-07-02T10:42:39-00:00 2008 RELC Journal 39 2 226 241 case_studies practicum teacher_support