CALL for Openness

Table Of Contents

• Cover
• Title
• Copyright
• About the editors
• About the book
• This eBook can be cited
• Table of Contents
• Introduction (Mariusz Marczak / Jarosław Krajka)
• The Impact of Self-Paced Memrise-Based Homework Assignments on Enhancing Course Content Acquisition (Maria Chojnacka)
• 1. Introduction
• 2. Literature review
• 2.1 Mobile-assisted (language) learning
• 2.2 Research on mobile-assisted language learning
• 2.3 Mobile vocabulary trainers
• 2.4 Mobile technology in teaching English for Medical Purposes
• 3. The study
• 3.1 Aim of the research
• 3.2 Participants
• 3.3 Design and procedure
• 3.4 Results and discussion
• 3.4.1 Acquisition of course content
• 3.4.2 Memrise usage
• 3.4.3 Attitudes towards MALL
• 3.5 Limitations of the study
• 3.6 Directions for the future
• References
• Opening the Moodle Platformto Digital Natives – Towards More Effective Motivation in the Academic Context (Agnieszka Gadomska)
• 1. Introduction
• 2. The philosophy behind Moodle
• 3. Teacher authoring as an effective policy enhancing student motivation
• 3.1 Moodle demotivators
• 3.2 Student authoring on the Moodle
• 3.3 Moodle’s compatibility with IWB technology
• 3.4 Moodle goes mobile
• 5. The case study
• 5.1 Aims and design
• 5.2 Findings
• 4 Conclusions
• References
• Translation Revisited in Audiovisual Teaching and Learning Contexts on the Example of Clipflair Project (Elżbieta Gajek)
• 1. Introduction
• 2. Review of literature
• 2.1. Translation in foreign language teaching and learning
• 2.2. Audiovisual translation in teaching and learning
• 2.3. Captioning
• 2.3.1. Reception of the subtitled audiovisual input
• 2.3.2. Learner subtitling
• 2.4. Revoicing
• 2.4.1. Audio description
• 2.4.2. Learner revoicing
• 3. Projects in audiovisual translation for language learning
• 3.1. ClipFlair project
• 3.1.1. ClipFlair tasks
• 3.1.2. ClipFlair outcomes
• 3.2. Students’ participation in the project work – the Polish experience
• 3.3. Students’ attitudes towards the concept
• 3.4. Openness as a feature of audiovisual digital learning environments
• 3.4.1. Openness in audiovisual language learning contexts
• 3.4.2. The role of technology in teaching and learning with AV materials, as illustrated by the ClipFlair project
• 4. Conclusions
• References
• Use of Screencasting for Delivering Lectures and Providing Feedback in Educational Contexts: Issues and Implications (Ferit Kılıçkaya)
• 1. Introduction
• 2. Ways of providing feedback
• 3. Screencasting
• 4. Studies on the use of screencasting in educational contexts
• 4.1. Screencast lectures and student academic achievement
• 4.2. Screencast lectures and student perceptions
• 4.3. Screencast feedback
• 5. Pedagogical implications
• References
• Promoting Self-reflection in Assessment of Intercultural Communicative Competence in Professional Contexts via the Web (Przemysław Krakowian)
• 1. Introduction
• 2. Building scenarios and tasks in fostering intercultural awareness
• 3. Rationale behind CEFR and INCA assessment scales
• 4. Assessing communication using scenarios
• 5. Community of practice
• 6. Reflection in developing strategic competence in communication in professional settings via the Web
• 7. Concluding remarks
• References
• The Impact of Using Internet Resources and Browser-based Virtual Worlds on the Level of Foreign Language Anxiety (Mariusz Kruk)
• 1. Introduction
• 2. Review of literature
• 2.1. Language anxiety
• 2.2. Empirical research into language anxiety
• 3. Study
• 3.1. Research questions
• 3.2. Participants
• 3.3. Research schedule
• 3.4. Treatment
• 3.5. Instruments of data collection
• 3.6. Data analyses
• 3.7. Results and discussion
• 4. Conclusions
• References
• Appendix
• Why Online Dictionaries (Plural) Make You More Open When Developing English Pronunciation Skills – Users’ Self-reports (Anita Buczek-Zawiła)
• 1. Introduction
• 2. What do we know about online dictionary use?
• 3. Openness in education – education for openness
• 4. Study: method, data presentation and discussion
• 4.1. The method
• 4.2. Data presentation
• 4.3. Discussion
• 5. Conclusions
• References
• University Education in the Digital Age –Are We Open? (Anna Turula)
• 1. Introduction
• 1. Delineating the context
• 1.1 The trap of the modern
• 1.1.1 Limited by dichotomies
• 1.1.2 Blinded by new technologies
• 2. Balanced between the modern and the timeless
• 2.1 The study
• 2.2 Student satisfaction and learning
• 2.3 What the teacher learned
• Conclusions
• References