Language Learning and Interactive TV

EDULEARN18 Proceedings, 2018

Multifunctional TV studio assisted language learning is based on an empirical study that examined students' perceptions of how they develop their language-specific skills. TV contests, documentaries, educational and cognitive TV programs, TV games with the students' participation serve as the teaching tool in a cooperative, creative, learner-centered environment where every participant of TV process can succeed and gain more confidence in speaking with foreigners. TV language practice, feedback and reflection aid students in improving, transforming and their speaking. They include creative work not only in front of the professional camera but mobile devices, empower students by giving them access to a wide range of web-based tools that allow them to publish work and engage with live audiences in real contexts. The telecommunication project is considered as a mutual educational, collaborative, creative activity of partner students organized based on computer and television telecommunication, having a common goal, the coordinated kinds of action and directed to the achievement of the general result. More than 1000 students from various secondary schools of Russia were involved in experiment training. They worked on the air in four educational TV projects: Jumanji Land, 4TEEN, Linguistic Planet, Virtual School. Every TV project offers the fascinating video based on a cognitive technique of training in foreign languages for students. Each level of a video course consists of eight documentary and artistic plots. Documentary plots intersperse with directions. Commentaries are shot more than ordinarily and are perceived with interest by TV audience. Students learn to listen to the children's and adult's speech, the speech of native speakers of English and German, and the speech of foreigners with various emphases and on different dialects. According to the investigation, foreign language learning and teaching through the multifunctional TV studio can provide better access to language for their learners and bring variety and flexibility, energy and motivation to the language classroom by extending the range of teaching techniques and resources. It helps participants (future TV presenters, actors, TV journalists, public figures) to develop all four communicative skills and liquidate the language barrier. Educational, developmental and educational space TV studio is just the motivational impetus for the personality formation, which is confirmed by practical results. Recommendations for practice are offered.

Advanced Technologies and Standards for Interactive Educational Television: Emerging Research and Opportunities, 2020

This chapter examines which capabilities of interactive TV can be used to enhance the foreign languages learning experience in children and adolescents. In modern English language courses, interactive whiteboard software and interactive e-books provide several multimedia capabilities, whose relative transition in their iTV version can be of great benefit for students. The possible changes that the educational process may undergo due to the use of interactive TV in the light of the blended learning model, as well as the expected benefits of this transition are discussed in this chapter. It also examines how beneficial the use of iTV functions as a support process in the traditional classroom model would be and if it is feasible to use it autonomously entirely for the learning process, considering the specificities of the age group under consideration.

Topical Issues of Science and Education, 2017

This paper explores the question of how and why to use telecommunication techniques in a competence-oriented foreign language TV studio for pupils and students. It is a useful approach that can answer questions remaining unanswered when it comes to the use of TV projects in the didactics of foreign languages. The paper gives answers to these questions – among others, it offers a definition telecommunication competence and presents competence levels – and presents a methodical framework for using telecommunication techniques in the competence-oriented teaching of foreign languages.

International Journal of Distance Education Technologies, 2015

The support of technological resources in teaching and learning has contributed to make them more efficient and enjoyable. Through this support has become quite common to use media resources before explored only for entertainment for educational purposes, among them the TV. The interactive Digital TV (iDTV) provides resources that make possible the development of a plethora of educational applications. However, since TV is a mass distribution device, an aggravating factor in the use of this media for education is the presentation of contents (learning objects) inadequate according to both the users' previous knowledge and the subject of courses in which they are enrolled. This paper tries to fill this gap by proposing an educational environment for iDTV, supported by an adequate standard for classification of learning objects for t-learning, in order to deliver educational contents for iDTV, according to users' knowledge level and suitability of contents to ongoing course.

Revista de Lenguas para Fines Específicos

Language teaching models are constantly changing. From learning based on a system of in-class, repetitive, grammar-oriented activities, we have moved to ubiquitous learning (u-learning), where the resources and tools used gain importance compared to elements such as time and space.In this scenario, TV series with integrated subtitles appear as a resource to improve listening, speaking and vocabulary skills among Spanish students of English as a Second Language (ESL). The main objective of this article is to present a case study that includes watching TV series as a continuous activity outside the classroom to motivate university students to achieve a real improvement in listening, speaking and vocabulary skills.This gives an additional boost to students’ language competences and introduces an extra motivation factor for them tocontinue using English outside the academic environment. Los modelos de enseñanza de idiomas están en constante cambio. De aprender basado en un sistema de ac...

This presentation lays the groundwork for establishing a project aimed at providing a means for English language learners to move from standard workbook-based cloze exercises to developing integrated language skills practice by the creation of short animations based on such in-class content. The focus lies in establishing a means to provide integrated language skills practice via scripted conversations that include drama and humor, and use of a simplified grammar which participants are encouraged to change to standard grammar in part or completely. It is envisioned that a learning by creating content type approach, combined with the use of an animation app, will best see this come to fruition. Further, to evaluate and report upon implementation, investigation will be undertaken via reflective practice. This will allow for examination of practitioner notes and student comments formed from the creation of a 'teaching diary', and interpreting these observations in light of any animations created. Project Aims The aim of this project is to see learners develop animations, using the Android/iOS-based application Scratch Jr, to solidify language learning and allow learners to review linguistic content under study. Animations will be based on realia-driven and humor-based scripted conversations from a provided learner workbook, and will be used as follow-up tasks inside the classroom. Development of animations because this is multimodal, and in development allows for the practice and integration of multiple language skills at each learner's pace, while realia-based conversations provide authenticity surrounding topic choice, humor provides engagement and an emotional link to content, and being scripted ensures that a framework for language learning and integrated skill practice is provided. Further, as linguistic development is the goal, the intent is to use animation development as a language learning activity to specifically provide increased content engagement, grammar skill practice, and speaking confidence. Project Rationale Although animation app usage has not been excessively researched in the language-learning context, there is support to show that such tools can help promote the development of literacy skills (Jacobs, 2007), and that usage of these kinds of apps is received positively by learners (Kilickaya & Krakja, 2012). This is particularly due to these apps allowing for: (i) the development of content that can be easily shared; (ii) providing enjoyment of use while engaging with content; and, (iii) integrating well when being used with grammar-based activities (which is the intended use in this project). Keeping this in mind, the use of an animation application was ultimately decided upon as these tools offer a multimodal experience and can assist, albeit indirectly, in looking at developing MCC or multimodal communicative competence among learners (Heberle, 2010). That is to say, when matched with appropriate material and activities, they have the potential to assist English language learners (ELL) in developing knowledge and use of language concerning the visual, audio, and spatial dimensions of communication. This can be achieved by promoting strategies and skills to support learners in producing oral and written texts where there is appropriate use of: (i) language forms (lexis, grammar, syntax), pragmatics, and the negotiation of meaning; (ii) the use of metafunctions that link grammar and functions of language for communication; and (iii) appropriate representation of experience, and the construction of relationships, in the textual and visual organization of a message or dialog. Learning by Creating Content (LCC) Approach An LCC type approach will be used for this project. The Learning by Creating Content approach has its foundations in the belief of the active role of the learner (Ristimaki, Koivulehto, & Viluksela, 2006), it also has links to Kolb's experiential learning theory (Thompson, 2012), and it can be tied to constructivist learning theory as well. Fundamentally, this approach sees learning " arranged around the central task of creating content " (Thompson, 2012, p.108). It has also been recognized by Norris and Soloway (2008) that such an approach can make up for the deficiencies in instructional models developed prior to the emergence of ubiquitous cyber infrastructure.

proceeding of CELDA journal, 2004

This paper proposes a pedagogical framework for informal language learning services via interactive television. We argue that mapping current language learning theories onto learners' expressed attitudes to a) their language learning and b) interactive television can provide a sound pedagogical framework for iTV based language learning services. Based on this framework, we suggest a number of possible interactive features that take into account the learning affordances of the iTV medium and that have the potential to ...

Proceeding of CELDA 2004 …, 2004

In the English as a Foreign Language (EFL) setting it may be a challenge to obtain the second language input necessary for language learning. A potential source of input may be episodes of television; however, little previous research has been done indicating whether episodes are a suitable source of aural input for EFL learning. Past research has concentrated on short videos of a type that learners might not choose to learn English from. The experimental design employed in this thesis expands upon earlier methodologies by employing full-length episodes of television intended for an English-speaking audience. The thesis is comprised of five studies investigating aspects of language learning through viewing television. The first study examines comprehension gains from the first to the tenth episode viewed, comprehension across 10 episodes viewed, and the effects of vocabulary knowledge on comprehension. The results showed significant comprehension gains from the first to the final ep...

メディア教育研究, 2007

This study investigated the effectiveness of computer assisted language learning (CALL) utilizing the Synchronized Multimedia Interactive Learning Environment for Multi-mode Education (SMILE for ME) program for improving students English skills. Based on the perspective gained from our classroom research in 2003, which involved an analytical review of student test scores and feedback and discussion among teachers, we modified the 2004 course to focus on improving listening competence. In the present study, we employed three different methods of teaching. One class used a movie but not the SMILE for ME program, one class used SMILE for ME only at home for preparation, and one class used SMILE for ME in the classroom. The group in which we combined SMILE for ME with traditional substitution drill exercises as well as dramatization activities showed the highest posttest scores in listening competence. We discuss here evaluation outcomes and the way in which we integrated CALL tasks into interactive class activities.