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Insights into Technology Enhanced Language Pedagogy


Anna Turula, Beata Mikołajewska and Danuta Stanulewicz

The new media have long become an essential part of the foreign language classroom, and computer enhanced language pedagogy is now becoming a standard in schools. What follows is a growing interest in the research into the effectiveness of such a practice as well as building bridges between the new media and traditional language teaching methodology. Insights into Technology Enhanced Language Pedagogy does that by bringing together the results of a number of recent studies, most of which have been carried out in Poland.
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Teaching articles to ESL learners with GBL and scaffolding


Edward Gillian, Adam Mickiewicz University, Poznań, Poland

Abstract Teaching the use of the English articles a, an, and the in written sentences to teenage Polish students is a very difficult teaching task as the Polish language expresses these concepts in very different ways to English (Arabski 1979, Ekiert 2005, Zabor 2011). The aim of current research is to employ the Game Based Learning (GBL) approach combined with the cognitive-based approach of scaffolding (Vygotsky 1978), to ameliorate these difficulties and aid the students’ learning of these concepts. In this paper, the development of an e-learning tool (Gillian 2012-2014) will be outlined. The paper will discuss how the Adaptive and Reusable Educational Game (AREG model) (Zarraonandia et al. 2012) and Vygotsky’s cognitive approach will be utilised in this tool. Through the use of these components and this tool, a more individualised, effective, and motivating game experience will be designed for a wider range of English as Second Language (ESL) learners.

Keywords: articles; GBL; Vygotsky; scaffolding; e-learning

1. Introduction

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