Technology-Enhanced Language Learning for Specialized Domains provides an exploration of the latest developments in technology-enhanced learning and the processing of languages for specific purposes. It combines theoretical and applied research from an interdisciplinary angle, covering general issues related to learning languages with computers, assessment, mobile-assisted language learning, the new language massive open online courses, corpus-based research and computer-assisted aspects of translation.
The chapters in this collection include contributions from a number of international experts in the field with a wide range of experience in the use of technologies to enhance the language learning process. The essays have been brought together precisely in recognition of the demand for this kind of specialised tuition, offering state-of-the-art technological and methodological innovation and practical applications. The topics covered revolve around the practical consequences of the current possibilites of mobility for both learners and teachers, as well as the applicability of updated technological advances to language learning and teaching, particularly in specialized domains. This is achieved through the description and discussion of practical examples of those applications in a variety of educational contexts. At the beginning of each thematic section, readers will find an introductory chapter which contextualises the topic and links the different examples discussed.
Drawing together rich primary research and empirical studies related to specialized tuition and the processing of languages, Technology-Enhanced Language Learning for Specialized Domains will be an invaluable resource for academics, researchers and postgraduate students in the fields of education, computer assisted language learning, languages and linguistics, and language teaching.
About the Author
Elena Martín-Monje is Lecturer at UNED (Universidad Nacional de Educacion a Distancia), Spain, where she teaches in the areas of English for Specific Purposes and Computer-Assisted Language Learning, also her fields of research.
Izaskun Elorza is Associate Professor in English Language and Linguistics, University of Salamanca, Spain, where she is involved in teaching and researching in the areas of English language, grammar and corpus linguistics. In the area of ICTs’ applications to language teaching and learning, she is particularly interested in corpus-based language modelling.
Blanca García Riaza is Lecturer at the School of Education and Tourism, University of Salamanca, Spain, where she teaches in the areas of English for Specific Purposes, Oral Communication and ICTs. Her research interests focus on corpus-based discourse analysis and mobile learning.
Table of Contents
Foreword (Jozef Colpaert)
Introduction (Izaskun Elorza , Blanca García Riaza and Elena Martín-Monje)
Section 1: General issues about learning languages with computers
1.1. Languages and literacies for digital lives (Mark Pegrum)
1.2. Promoting intercultural competence in culture and language studies: Outcomes of an international collaborative project (Margarita Vinagre)
1.3. Return on investment: The future of evidence-based research on ICT-enhanced Business English (Antonio J. Jiménez Muñoz)
1.4. L2 English learning and performance through online activities: A case study (M. Ángeles Escobar)
Section 2: Languages and technology-enhanced assessment
2.1. Language testing in the digital era (Miguel Fernández Álvarez)
2.2. Synchronous computer-mediated communication in ILP research: A study based on the ESP context (Vicente Beltrán-Palanques)
2.3. The COdA scoring rubric: An attempt to facilitate assessment in the field of digital educational material in Higher Education (Elena Domínguez Romero, Isabel de Armas Ranero and Ana Fernández-Pampillón Cesteros)
2.4. Enabling automatic, technology enhanced assessment in language e-learning: Using ontologies and linguistic annotation merge to improve accuracy (Antonio Pareja-Lora)
Section 3: Mobile-assisted language learning
3.1. Challenges and opportunities in enacting MALL designs for LSP (Joshua Underwood)
3.2. Designer learning: The teacher as designer of mobile-based classroom learning experiences (Nicky Hockly)
3.3. Mobile and Massive Language Learning (Timothy Read Elena Bárcena and Agnes Kukulska-Hulme)
Section 4: Language Massive Open Online Courses
4.1. Academic writing in MOOC environments: Challenges and Rewards (Maggie Sokolik)
4.2. Language MOOCs: Better by design (Fernando Rubio, Carolin Fuchs and Edward Dixon)
4.3. Enhancing specialised vocabulary through social learning in language MOOCs (Elena Martín-Monje and Patricia Ventura)
Section 5: Corpus-based approaches to specialized linguistic domains
5.1. Corpus-based teaching in LSP (Tony Berber Sardinha)
5.2. Transcription and annotation of non-native spoken corpora (Mario Carranza Díez)
5.3. Using monolingual virtual corpora in public service legal translator training (María del Mar Sánchez Ramos and Francisco J. Vigier Moreno)
Section 6: Computer-assisted translation tools for language learning
6.1. Computer-assisted translation tools as tools for language learning (María Fernández-Parra)
6.2. Applying corpora-based translation studies to the classroom: Languages for specific purposes acquisition (Montserrat Bermúdez Bausela)
6.3. VISP: A MALL-based app using audio description techniques to improve B1 EFL students’ oral competence (Ana Ibáñez Moreno)