Log in

Relevant bibliographies by topics / Technology-enhanced language learning / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Technology-enhanced language learning.

Dissertations / Theses on the topic 'Technology-enhanced language learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 25 dissertations / theses for your research on the topic 'Technology-enhanced language learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Stevens, Mark. "Technology Enhanced Learning for English Language Learners." Thesis, George Mason University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981068.

Full text

Abstract:

<p> This study described how 7<sup>th</sup> grade English Language Learners (ELLs) in a public middle school used the multimodal Technology Enhanced Knowledge Support System (TEKS2), to learn social studies content and vocabulary, as well as improve reading comprehension, by examining learner assessment scores, and by addressing their views of the experience. Using literature related to ELLs, social studies learning and reading comprehension, multimodal and technology enhanced learning, collaboration, and engagement the TEKS2 was developed through a Design Based Research approach. </p><p> Re

APA, Harvard, Vancouver, ISO, and other styles

2

Turk, Deborah, and n/a. "Improving the process? A study of learner autonomy, interaction & technology-enhanced language-learning environments." University of Canberra. Languages & International Education, 2005. http://erl.canberra.edu.au./public/adt-AUC20060809.131915.

Full text

Abstract:

Is it possible for technological �spaces� to be created that can provide a community atmosphere � one in which learners are not restrained by pre-determined syllabi and have the ability to direct their learning according to their own interests, pace and goals? If so, it would be notable to discover which kinds of interactions might be possible, or might eventuate, and how the participants in such a learning �space� would organize themselves. Also of interest would be the kinds of power structures that emerged through participant interaction, the direction/interactions undertaken by the partici

APA, Harvard, Vancouver, ISO, and other styles

3

Yuan, Rong. "A PROBE INTO LEARNING APPROACHES AND ATTITUDES TOWARDS TECHNOLOGY-ENHANCED LANGUAGE LEARNING (TELL) IN CHINESE INSTRUCTION." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2399.

Full text

Abstract:

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 d

APA, Harvard, Vancouver, ISO, and other styles

4

Oxford, Raquel Malia Nitta. "Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4688/.

Full text

Abstract:

Today's global culture makes communication through writing in a foreign language a most desirable tool to expand personal and professional relations. However, teaching writing is a complex, time-consuming endeavor in any language. Foreign language teachers at every level struggle to fit writing into an already full curriculum and need the most effective methods and tools with which to teach. Technology may provide a viable scaffold to support writing instruction for teachers and students. The purpose of this research was to determine any benefits of weekly/structured, in-class, computer-assis

APA, Harvard, Vancouver, ISO, and other styles

5

Renzel, D., C. Höbelt, D. Dahrendorf, et al. "Collaborative Development of a PLE for Language Learning." Kassel University Press, 2010. http://dx.doi.org/10.3991/ijet.v5s1.1196.

Full text

Abstract:

This paper provides a report on the experimental collaborative and distributed development of a prototypic Widget-based PLE. The development process is described and detailed taking into account the requirements of a language learning scenario. First results are presented, and developer experiences are discussed critically with a focus on the development process as well as problems with current Widget technologies and interoperability.

APA, Harvard, Vancouver, ISO, and other styles

6

Naeb, Rola. "Focus on form(s) and meaning in a technology-enhanced language learning environment (TELL)." Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/3928.

Full text

Abstract:

Despite decades of Instructed Second Language Acquisition research, there is still a dearth of research on the applicability of findings in different learning environments, pa1ticularly self-accessed technology-enhanced environments (TELL). In ISLA, types of input available in the classroom can be categorized as Focus on Meaning (FoM), Focus on Form (FoF) and Focus on FormS (FoS), (Doughty & Williams 1 998). In traditional classrooms, research indicates superiority of FoF and FoS (Spada & Tomita 2008, 20 I 0). The question sti II remains, though, of which type of input is most effective in TEL

APA, Harvard, Vancouver, ISO, and other styles

7

Bangou, Francis. "A situated approach to knowledge construction related to technology-enhanced foreign language teaching and learning for preservice teachers in a large midwestern master of education program." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1057776765.

Full text

Abstract:

Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 286 p. : ill. Includes abstract and vita. Advisor: Shelley D. Wong, College of Education. Includes bibliographical references (p. 232-238).

APA, Harvard, Vancouver, ISO, and other styles

8

Nel, Charl. "Content-based strategic reading instruction within a distributed learning environment / Charl Nel." Thesis, North-West University, 2003. http://hdl.handle.net/10394/353.

Full text

Abstract:

Research conducted in South Africa indicates that many South African students who register for undergraduate study each year are under-prepared for university education and that many of these English Second Language students also have low levels of reading ability. This has an adverse effect on their chances of academic success. These students very often become part of the "revolving door syndrome". In order to meet the reading needs of students in the 21" century, educators are pressed to develop effective instructional means for teaching strategic reading at tertiary level. In order to help

APA, Harvard, Vancouver, ISO, and other styles

9

Boulter, Carmen Henriette. "EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16525/1/Carmen_Boulter_Thesis.pdf.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

10

Boulter, Carmen Henriette. "EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16525/.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

11

Vlado, Simeunović. "Informacioni model i softverska podrška za predviđanje uspješnosti studiranja." Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=99997&source=NDLTD&language=en.

Full text

Abstract:

U radu je prikazan model podataka koji omogućavapredviđanje uspje&scaron;nosti studiranja na visoko&scaron;kolskimustanovama, kao i analizu vi&scaron;e tehnika predikcije.Pored toga, prikazuje i prototipsku implementacijuinformacionog sistema za upravljanje obrazovnimprocesom koji omogućava kori&scaron;ćenje predikcije urealnim informacionim sistemima.<br>The paper presents a data model that facilitatesprediction of students success in studying, as well asa review of prediction techniques. It also presents aprototype implementation of a learning managementinformation system that enables the us

APA, Harvard, Vancouver, ISO, and other styles

12

Dorina, Dibra. "Real-time interactive visualization aiding pronunciation of English as a second language." Thesis, Linnéuniversitetet, Institutionen för medieteknik (ME), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40264.

Full text

Abstract:

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 v

APA, Harvard, Vancouver, ISO, and other styles

13

Zareekbatani, Alireza. "Technology and L2 writing : EFL student perspectives on electronic feedback using online learning logs." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/17297.

Full text

Abstract:

The use of instructional technology has opened up new avenues in education with broad implications in the foreign or additional language (L2) learning context. One of the research priorities is to explore student perceptions of the use of such modern means in their education which otherwise might not be anticipated. The present study aimed to determine (a) the perceived affordances as well as limitations of the information and communication technology (ICT) pedagogical application in coded corrective feedback (e-feedback) provision on L2 writing, (b) English as a foreign language (EFL) learner

APA, Harvard, Vancouver, ISO, and other styles

14

Ivan, Stojšić. "Могућности примене проширене и виртуелне реалности у настави и учењу географије". Phd thesis, Univerzitet u Novom Sadu, Prirodno-matematički fakultet u Novom Sadu, 2020. https://www.cris.uns.ac.rs/record.jsf?recordId=114428&source=NDLTD&language=en.

Full text

Abstract:

Развој  проширене  и  виртуелне  реалности  у  последњих неколико година створио је могућности за укључивање и примену ових технологија на свим нивоима образовања. Бројна истраживања истичу да  имерзивне  технологије  могу  позитивно  утицати  на исходе  учења  и  мотивисаност  ученика.  Такође, географија  се  често  издваја  као  предмет  који посебно  може  да  искористи  те  потенцијале  за унапређење  и  осавремењавање  наставне&nb

APA, Harvard, Vancouver, ISO, and other styles

15

Silvestre, Cerdà Joan Albert. "Different Contributions to Cost-Effective Transcription and Translation of Video Lectures." Doctoral thesis, Universitat Politècnica de València, 2016. http://hdl.handle.net/10251/62194.

Full text

Abstract:

[EN] In recent years, on-line multimedia repositories have experiencied a strong growth that have made them consolidated as essential knowledge assets, especially in the area of education, where large repositories of video lectures have been built in order to complement or even replace traditional teaching methods. However, most of these video lectures are neither transcribed nor translated due to a lack of cost-effective solutions to do so in a way that gives accurate enough results. Solutions of this kind are clearly necessary in order to make these lectures accessible to speakers of differ

APA, Harvard, Vancouver, ISO, and other styles

16

Sobreira, Péricles de Lima. "T2/ediT2 : un modèle / système flexible et facile à utiliser pour l'édition et mise en oeuvre de scénarios d'apprentissage." Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENM081/document.

Full text

Abstract:

La question générale envisagée dans cette recherche est le développement d'une représentation de scénarios d'apprentissage adaptable et facile à utiliser sous la forme d'une table (considéré comme un artefact de facile manipulation par les enseignants), associée à un modèle informatique sous la forme d'en arbre (comme un moyen d'intégrer des services avancés). Cette représentation permet à des enseignants sans entraînement méthodologique et ayant des compétences technologiques de base d'éditer et mettre en œuvre des scénarios d'apprentissage à partir d'une interface graphique intuitive et flex

APA, Harvard, Vancouver, ISO, and other styles

17

Aram, Michael, and Gustaf Neumann. "Multilayered analysis of co-development of business information systems." Springer London, 2015. http://dx.doi.org/10.1186/s13174-015-0030-8.

Full text

Abstract:

Business information systems (BIS) comprise technological (e.g. programs), informational (e.g. content) and social artifacts (e.g. collaboration structures). Typically, such systems are constantly and collectively developed (co-developed) further by a variety of individuals within the organization. By recognizing these varying types of actors (concerning their goals, technical expertise and language means) and their predominantly developed artifact type, one can distinguish two types of subsystems: technical subsystems wherein the development of the system behavior is conducted by software dev

APA, Harvard, Vancouver, ISO, and other styles

18

Capshaw, Riley. "Relation Classification using Semantically-Enhanced Syntactic Dependency Paths : Combining Semantic and Syntactic Dependencies for Relation Classification using Long Short-Term Memory Networks." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-153877.

Full text

Abstract:

Many approaches to solving tasks in the field of Natural Language Processing (NLP) use syntactic dependency trees (SDTs) as a feature to represent the latent nonlinear structure within sentences. Recently, work in parsing sentences to graph-based structures which encode semantic relationships between words—called semantic dependency graphs (SDGs)—has gained interest. This thesis seeks to explore the use of SDGs in place of and alongside SDTs within a relation classification system based on long short-term memory (LSTM) neural networks. Two methods for handling the information in these graphs a

APA, Harvard, Vancouver, ISO, and other styles

19

Fassbinder, Aracele Garcia de Oliveira. "A contribution to the process of designing for learning in Massive Open Online Courses (MOOCs)." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-23102018-113518/.

Full text

Abstract:

Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities and learning experiences to a global audience by combining recent technological advances with technology-enhanced learning. In general, MOOCs are considered online courses that require no prior qualifications for entry, can be accessed by anyone, and attract a diverse audience from a variety of learning and professional backgrounds. However, MOOC teams (including instructors and learning designers, among others) face several challenges when designing for learning in this context. In this work, two main

APA, Harvard, Vancouver, ISO, and other styles

20

Settouti, Lotfi. "Systèmes à base de traces modélisées : modèles et langages pour l'exploitation des traces d'interactions." Thesis, Lyon 1, 2011. http://www.theses.fr/2011LYO10019.

Full text

Abstract:

Ce travail de thèse s'inscrit dans le cadre du projet < personnalisation des environnements informatiques pour l'apprentissage humain (EIAH) > financé par la Région Rhône-Alpes. La personnalisation des EIAH est essentiellement dépendante de la capacité à produire des traces pertinentes et exploitables des activités des apprenants interagissant avec un EIAH. Dans ce domaine, l'exploitation des traces relève explicitement plusieurs problématiques allant de sa représentation de manière normalisée et intelligible à son traitement et interprétation en temps différé ou en temps réel au moment

APA, Harvard, Vancouver, ISO, and other styles

21

Graham, Leah Sharice. "English language learning in Mexico : a case study of implementing problem based learning into a technology enhanced writing curriculum." Thesis, 2006. http://hdl.handle.net/2152/24026.

Full text

Abstract:

English for Academic Purposes literature is often criticized for its very functional interpretation of language (e.g. Benesch, 2001) which ignores the intellectual, cultural, and social side of learning in an attempt to appear “neutral.” Furthermore, writing is the EAP skill area which seems to provide students with the most difficulty. Many EAP students express high levels of frustration toward their writing despite years and years of ESOL writing courses (e.g. Johannson, 2001). Thus, the purpose of this study was to invent and describe a curriculum which would approach the teaching and learn

APA, Harvard, Vancouver, ISO, and other styles

22

Kao, Yu-Jay, and 高郁絜. "Students’ perceptions of Technology Enhanced Language Learning: A Case Study of an English Mixed Ability Conversation Class." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/h58s2v.

Full text

Abstract:

碩士<br>淡江大學<br>英文學系碩士班<br>106<br>English is a lingua franca of the world, and many students need to learn how to communicate in English. In Taiwan’s EFL setting, students lack facilitative environment for practicing spoken English. While technologies assisted language learning as a topic has been extensively investigated, few studies have focused on students in large, mixed-ability class. The purpose of the study is to explore the efficacy of Technology Enhanced Language Learning (TELL) from the perspective of students in a large mixed-ability class. The research focuses on students’ learning

APA, Harvard, Vancouver, ISO, and other styles

23

Le, Cuong Duc. "Using Technology-Enhanced Language Learning Environments to Influence the Communicative Potential of Adult Learners of English as a Foreign Language in Vietnam." Thesis, 2021. https://vuir.vu.edu.au/43125/.

Full text

Abstract:

To respond to the rapid development of industrialisation, modernisation and development of a knowledge-based-economy, Vietnamese citizens are encouraged to engage in lifelong learning to adapt to work and life changes (Hossain, 2016, MOET, 2017, 2020a). With the aim of fulfilling the nation’s education goals in the early 2000s, the Vietnamese government proclaimed the English language a compulsory foreign language for all learners throughout the nation, stating that Vietnamese citizens must master English-language skills to access a wide range of professions, compete in new labour markets and

APA, Harvard, Vancouver, ISO, and other styles

24

Watt, Liezl-marie. "L'apprentissage du français langue étrangère facilité par la technologie (French)." Thesis, 1995. http://hdl.handle.net/2263/30125.

Full text

Abstract:

This thesis will concentrate on previous and current learning methods of French as a foreign language. This understanding will help to plot the rapidness of evolution within foreign-language teaching. In conjunction with this evolution the thesis will also give a brief overview of the exponential development of technology. It will focus specifically on how technology created a new way of learning. The aim of this thesis is to depict whether there is a need to adapt the French language classroom with the current learning technologies in use. The thesis will also show that since people are diffe

APA, Harvard, Vancouver, ISO, and other styles

25

Roda, Couvaneiro Sílvia. "Aprendizagem da língua inglesa com tecnologias móveis : motivação, produção oral e competência digital." Doctoral thesis, 2019. http://hdl.handle.net/10451/48497.

Full text

Abstract:

O presente estudo teve como objetivo analisar as aprendizagens dos alunos relativas à motivação e ao desenvolvimento de competências específicas e transversais decorrentes de um projeto de integração de tablets no 3º ciclo do ensino básico, num modelo de “um equipamento por aluno”, ao longo do ano letivo 2015/2016, num colégio na área de Sintra. Participaram no estudo 106 alunos, divididos em três turmas de 7º e uma de 8º ano, e os respetivos professores de Inglês. Sendo o uso da tecnologia móvel para a aprendizagem da Língua Inglesa o foco deste trabalho, as questões de investigação centraram

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!