ORCID Profile
0000-0003-3635-1833
Current Organisations
The University of Auckland
,
Anaheim University
,
King Mongkut's University of Technology Thonburi
,
UNITEC
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Publisher: Routledge
Date: 14-01-2014
Publisher: Palgrave Macmillan UK
Date: 2011
Publisher: Routledge
Date: 17-02-2017
Publisher: Wiley
Date: 12-2011
Publisher: Cambridge University Press (CUP)
Date: 19-08-2019
Publisher: Cambridge University Press (CUP)
Date: 14-09-2017
DOI: 10.1017/S0261444817000192
Abstract: Most language learning research is carried out either in classrooms or among classroom learners. As Richards (2015) points out, however, there are two dimensions to successful learning: what happens inside classrooms and what happens outside them. Rapid development of online media, communications technologies and opportunities for travel has also expanded the world beyond the classroom for language learners. Language learning and teaching beyond the classroom (LBC) is, thus, emerging as a field ripe for the development of new research agendas (Benson & Reinders 2011 Nunan & Richards 2015). We propose potentially fruitful avenues for research here under the headings of settings for learning, learning processes and teaching.
Publisher: Cambridge University Press (CUP)
Date: 03-2019
DOI: 10.1017/S0267190519000084
Abstract: The expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003 Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities of technology and its influence on motivation are proving to be somewhat more complex than perceived for both language teachers and learners (Stockwell, 2013). Technology can provide opportunities for motivated learners but is unlikely to lead to motivation or autonomous behavior in many learners unless appropriate pedagogies are applied that capitalize on the affordances of the technologies and include sufficient training in how to use the technologies for language learning purposes (see Reinders, 2018a). At the same time, the role of teachers in the classroom and their attitudes toward their environment and the pressures that they face (Mercer & Kostoulas, 2018) can also impact technology implementation. This article brings together these three interrelated areas and explores how they link to technology: learner motivation and autonomy, teacher psychology, and pedagogical considerations.
Publisher: Helduen Alfabetatze eta Berreuskalduntzerako Erakundea
Date: 2021
DOI: 10.54512/VLRC6668
Abstract: Teknologiak hizkuntzen irakaskuntzan eta ikaskuntzan duen eraginari buruzko itxaropenek askotan gainditu egin dituzte benetako emaitzak izan ere, maiz uste dugu teknologia sortu berriak eraginkorragoak direla lehendik zeudenak baino, besterik gabe berriagoak direlako, lotutako pedagogietan dauden aldeak ia kontuan hartu gabe (ikus Bax, 2003 Levy eta Stockwell, 2006). Askotan uste dugu teknologia berez dela motibatzailea ikasleentzat, eta autonomiaren garapenari lotuta dagoela. Teknologiaren errealitateak eta hark motibazioan duen eragina lehen begiratuan hautematen dena baino konplexuagoak direla ari da agertzen, bai irakasleentzat, bai ikasleentzat (Stockwell, 2013). Teknologiak aukerak eskain diezazkieke motibatuta dauden ikasleei, baina, ikasle askoren kasuan ez dirudi motibazioa pizteko edo jokabide autonomoa bultzatzeko gai denik, baldin eta ez badira teknologien funtzioei edo aukerei etekina aterako dieten pedagogia egokiak erabiltzen eta ez bada teknologiak hizkuntzak ikasteko nola erabili jakiteko prestakuntza nahikoa ematen (ikus Reinders, 2018a). Era berean, irakasleek ikasgelan duten rolak, beren ingurunearekiko duten jarrerak eta jasan behar dituzten presioek (Mercer eta Kostoulas, 2018) ere eragina izan dezakete teknologiaren inplementazioan. Artikulu honek elkarri lotutako hiru arlo biltzen ditu, eta teknologiarekin nola lotzen diren aztertzen du: ikaslearen motibazioa eta autonomia, irakaslearen psikologia eta kontuan hartu beharreko alderdi pedagogikoak.
Publisher: IGI Global
Date: 2017
No related grants have been discovered for Hayo Reinders.