This quantitative research, carried out at the military environment at the Defense Language Institute investigated whether learning approaches could predict learners' language proficiency and learners' attitude towards technology-enhanced language learning (TELL). In addition, it also examined whether learners' demographic factors, such as age, educational backgrounds, prior experience in foreign language learning and in TELL as well as their ability to use PC and the World Wide Web could predict the above mentioned language proficiency and attitude. A cluster sampling method was adopted and data was collected in four Chinese departments at the institute. Both the learning approaches inventory ASSIST and the attitudes towards TELL survey were administered to 158 Chinese language learners. 137 valid responses were obtained. All data were input into SPSS for regression and correlation analyses. Conclusions of the study are as follows: 1. The surface and apathetic approach (p<.01) was a significant predictor for both learners' measured language proficiency and their self-perception of academic performance. 2. The strategic approach was a positive predictor for learners' attitudes towards TELL; whereas, surface and apathetic approach was a negative predictor for learners' attitudes towards TELL. 3. None of the learners' demographic variables could not predict either learners' language proficiency or their attitudes towards TELL. Implications for instructional design, curriculum development, teacher education, as well as relevant research issues were discussed.

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No. of bitstreams: 2 Dissertação - Mariana Santana Ofugi - 2016.pdf: 2631956 bytes, checksum: 06c0223f8ff61564ab064ddb7b50f6c2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-04-08 / This study aims at investigating in what ways the work with the flipped classroom (a procedure through which students should study specific parts of the course content at home, through videos, for example, before they are discussed in the classroom) can help English as a foreign language students become more autonomous in their learning process. It also aims at analyzing the perceptions of the students and the teacher-researcher after they have worked under the flipped classroom model. This qualitative case study research was carried out at the Language Center at the Federal University of Goiás. 14 learners, mostly university students, and the teacher-researcher participated in the research. The data collection instruments were a questionnaire applied to students before they started working with the flipped classroom, an interview with the learners which was conducted by the end of the term, three video recorded classes and the field notes created by the teacher-researcher. The results showed that the learners displayed various signs of developing autonomy and a high level of cooperation throughout the classes. Their perceptions regarding the work with the flipped classroom were, for the most part, positive: many of them said they benefitted from being able to access the class content beforehand, and other learners stated that they preferred the flipped classes, since they were more dynamic. Some of the negative perceptions regard the fact that oftentimes they would forget to watch the videos, since they were not used to working under this technique. The teacher-researcher also benefitted from the work with the flipped classroom, mostly because it proved to be challenging and stimulating. In the final thoughts section, we discuss aspects such as the necessity of the teacher carefully performing an evaluation of their class before starting the work with the flipped classroom. This should be done in order to ensure all students have access to the materials and that they know what is expected from them in this way of having classes, which is probably new to them. / O presente trabalho tem como principais objetivos verificar de que formas o trabalho com a sala de aula invertida (SAI), um procedimento pelo qual os alunos devem estudar o material em casa, por meio de vídeos, por exemplo, antes de ele ser abordado em sala de aula, pode auxiliar os aprendizes de inglês como LE a se tornarem mais autônomos em seu processo de aprendizagem, além de investigar quais são as percepções desses aprendizes e da professorapesquisadora ao trabalharem sob esse modelo. Trata-se de um estudo de caso qualitativo realizado no Centro de Línguas da Universidade Federal de Goiás. Participaram da pesquisa 14 alunos, em sua maioria universitários, e a professora-pesquisadora. Os instrumentos de coleta de dados utilizados foram um questionário aplicado aos alunos antes do início do trabalho com a sala de aula invertida, uma entrevista com os aprendizes realizada ao fim do semestre, três aulas gravadas em vídeo e as notas de campo da professora-pesquisadora. Os resultados mostram que os aprendizes demonstraram diversos sinais de desenvolvimento de autonomia e uma maior cooperação entre si ao longo das aulas. Suas percepções a respeito do trabalho com a sala de aula invertida foram, em sua maioria, positivas: muitos alegaram terem se beficiado de poder ter acesso ao conteúdo da aula de antemão, e outros disseram que preferiram as aulas sob a SAI por elas apresentarem uma dinamicidade maior. A professorapesquisadora também se beneficiou do trabalho com a sala de aula invertida, que se mostrou desafiador e estimulante. As percepções negativas envolvem o fato de que muitas vezes eles se esqueceram de assistir aos vídeos, pois não estavam acostumados com essa técnica. Nas considerações finais, são discutidos aspectos como a necessidade de uma avaliação atenta do professor antes de iniciar o trabalho com a SAI, para que se tenha certeza de que todos os alunos terão acesso ao material e de que eles saibam exatamente o que se espera deles em um ambiente que provavelmente trará diferentes desafios para os aprendizes.

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Educators who teach international students English as a second language (ESL) or English speakers teaching English as a foreign language (EFL) in universities in non- English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was to assess to what extent teachers use multimedia in EFL/ESL university classrooms in relation to the theoretical underpinnings of constructivism as well as Rogers' (1995) theory of diffusion of innovations and adopter categories. Further, the study aimed to ascertain what factors contribute to or discourage teachers' use of multimedia in tertiary level English language teaching classrooms. A mixed- method research design was used and both quantitative and qualitative data were collected. One hundred and seventy-nine English-language teachers from five universities in the Asia-Pacific region were interviewed and data were collected on their use of multimedia. Complex relationships were found among teacher-held educational and cultural values, teaching experience, formal computer professional learning, nationality, institution, region, age, gender, and collaboration with colleagues. Results showed that even with adequate access to hardware, software, technical support and computer professional learning, most teachers in the study made limited use of multimedia in the EFL/ESL classroom. As well, the results indicated that teachers in all three universities in Taiwan used multimedia in the EFL/ESL classroom less than teachers in Australia and in Thailand. Teachers who endorsed constructivist teaching methodologies tended to use multimedia more. Also, teachers with fewer than ten years teaching experience tended to use technology in teaching more. Data showed the use of integrated technology by teachers usually diminished as teachers got older. However, results showed that teachers who engaged in professional learning tended to use multimedia more regardless of age. Future directions in technology integration and recommendations for creating and sustaining a culture of technology at educational institutions are offered. Suggestions for professional development to encourage the integrated use of technology in English language teaching programs are outlined.

Computer assisted language learning (CALL) comprises a wide range of information technologies that aim to broaden the context of teaching by getting advantages of IT. For example, a few efforts have been put on including a combination of voice and its visual representation for language learning, and some studies are reporting positive outcomes. However, more research is needed in order to assess the impact caused by specific visualization styles such as: highlighting syllables and/or wave of sound. In order to explore this issue, we focused at measuring the potential impact that two distinct visualization styles and its combination can have on teaching children the pronunciation of English as a second language. We built a prototype which was designed to assist students while learning pronunciation of syllables. This system was employing two different real-time interactive visualization styles. One of these visualization styles utilizes audio capturing and processing, using a recent technology development: Web Audio API.We evaluated the effect of our prototype with an experiment with children aged from 9 to 11years old. We followed an experimental approach with a control group and three experimental groups. We tested our hypothesis that states that the use of a combined visualization style can have greater impact at learning pronunciation in comparison with traditional learning approach.Initial descriptive analyses were suggesting promising results for the group that used the combined visualization prototype. However, additional statistical analyses were carried out in order to measure the effect of prototype as accurately as possible within the constraints of our study. Further analyses provided evidence that our combined visualizations prototype has positively affected the learning of pronunciation. Nonetheless, the difference was not big comparing to the system that employed only wave of sound visualization. Ability to perceive visual information differs among individuals. Therefore, further research with different sample division is needed to determine whether is the combination of visualizations that does the effect, or is the wave in itself. Slitting groups based on this characteristic and perform the testing will be considered for the future research.Eventually, we can be confident to continue exploring further the possibility of integrating our proposed combination of two visualization styles in teaching practices of second language learning, due to positive outcomes that our current research outlined. In addition, from a technological perspective, our work is at the forefront of exploring the use of tools such as Web Audio API for CALL.