Teacher and student roles in multimedia language learning
This article discusses characteristics associated with access and self-directed learning as demonstrated by learners who make use of technology in the language learning process. Focus was specifically on two groups of learners, those following traditional language classes with access to some compute...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
The Irish Association for Applied Linguistics
2020-10-01
|
| Series: | Teanga: The Journal of the Irish Association for Applied Linguistics |
| Subjects: | |
| Online Access: | https://journal.iraal.ie/index.php/teanga/article/view/505 |
| _version_ | 1811284062119133184 |
|---|---|
| author | Thomas W. Ihde |
| author_facet | Thomas W. Ihde |
| author_sort | Thomas W. Ihde |
| collection | DOAJ |
| description | This article discusses characteristics associated with access and self-directed learning as demonstrated by learners who make use of technology in the language learning process. Focus was specifically on two groups of learners, those following traditional language classes with access to some computer applications and those using such technology exclusively without the guidance of a teacher. Forty-nine questionnaires completed by Irish language learners provided data which led to the findings reported in this article. Data was collected through correspondence with participants, open-ended responses to questionnaire items, and Likert-scale responses. Individuals subscribing to GAEILGE-B, an asynchronous discussion group on the Internet, participated in the project. In terms of self access and technology, participants did not seem as highly motivated about the existing technological tools as one might expect. Either they lacked the training to access the materials or the body of materials was limited as a result of the language being less commonly used. As regards self direction, the data indicates that the quantity and quality of self direction preferred by the participants varied. It appears that this variation is related to their previous Irish language learning experiences |
| first_indexed | 2024-04-13T02:22:55Z |
| format | Article |
| id | doaj.art-4e2bf755fd19473a9221cefab99c7322 |
| institution | Directory Open Access Journal |
| issn | 0332-205X 2565-6325 |
| language | English |
| last_indexed | 2024-04-13T02:22:55Z |
| publishDate | 2020-10-01 |
| publisher | The Irish Association for Applied Linguistics |
| record_format | Article |
| series | Teanga: The Journal of the Irish Association for Applied Linguistics |
| spelling | doaj.art-4e2bf755fd19473a9221cefab99c73222022-12-22T03:06:54ZengThe Irish Association for Applied LinguisticsTeanga: The Journal of the Irish Association for Applied Linguistics0332-205X2565-63252020-10-0120Teacher and student roles in multimedia language learningThomas W. Ihde0Lehman College, The City University of New YorkThis article discusses characteristics associated with access and self-directed learning as demonstrated by learners who make use of technology in the language learning process. Focus was specifically on two groups of learners, those following traditional language classes with access to some computer applications and those using such technology exclusively without the guidance of a teacher. Forty-nine questionnaires completed by Irish language learners provided data which led to the findings reported in this article. Data was collected through correspondence with participants, open-ended responses to questionnaire items, and Likert-scale responses. Individuals subscribing to GAEILGE-B, an asynchronous discussion group on the Internet, participated in the project. In terms of self access and technology, participants did not seem as highly motivated about the existing technological tools as one might expect. Either they lacked the training to access the materials or the body of materials was limited as a result of the language being less commonly used. As regards self direction, the data indicates that the quantity and quality of self direction preferred by the participants varied. It appears that this variation is related to their previous Irish language learning experienceshttps://journal.iraal.ie/index.php/teanga/article/view/505Irish-language learningself-directed learningmultimedia language learningListserv |
| spellingShingle | Thomas W. Ihde Teacher and student roles in multimedia language learning Teanga: The Journal of the Irish Association for Applied Linguistics Irish-language learning self-directed learning multimedia language learning Listserv |
| title | Teacher and student roles in multimedia language learning |
| title_full | Teacher and student roles in multimedia language learning |
| title_fullStr | Teacher and student roles in multimedia language learning |
| title_full_unstemmed | Teacher and student roles in multimedia language learning |
| title_short | Teacher and student roles in multimedia language learning |
| title_sort | teacher and student roles in multimedia language learning |
| topic | Irish-language learning self-directed learning multimedia language learning Listserv |
| url | https://journal.iraal.ie/index.php/teanga/article/view/505 |
| work_keys_str_mv | AT thomaswihde teacherandstudentrolesinmultimedialanguagelearning |