Maiga Chang and Chen-Wo Kuo (editors) Learning culture and language through ICTs: methods for enhanced instruction

391 Pages·6.617 MB·English

Learning Culture and
Language through ICTs:
Methods for Enhanced
Instruction
Maiga Chang
Athabasca University, Canada
Chen-Wo Kuo
National Palace Museum, Taiwan
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Library of Congress Cataloging-in-Publication Data
Learning culture and language through ICTs : methods for enhanced instruction
/ Maiga Chang and Chen-Wo Kuo, editors.
p. cm.
Includes bibliographical references and index.
Summary: "This book offers readers an authoritative reference to the current progress of Chinese language and cultural e-learning"--Provided
by publisher. ISBN 978-1-60566-166-7 (hardcover) -- ISBN 978-1-60566-167-4 (ebook) 1. Language and languages--Study and teaching-
-Technological innovations. 2. Cultural awareness--Study and teaching. 3. Computer-assisted instruction. I. Chang, Maiga, 1974- II. Kuo,
Chen-Wo. P53.28.L427 2009
418.0078'5--dc22
2008051168
British Cataloguing in Publication Data
A Cataloguing in Publication record for this book is available from the British Library.
All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not
necessarily of the publisher.
Editorial Advisory Board
Pei-Chiun Che, National Cheng-Chi University, Taiwan
Nian-Shing Chen, National Sun Yat-Sen University, Taiwan
Neil Heffernan, Ehime University, Japan
Katsunori Kotani, Kansai Gaidai Univeristy, Japan
Chen-Wo Kuo, National Palace Museum, Taiwan
Rita Kuo, Mingdao University, Taiwan
Tzu-Chien Liu, National Central University, Taiwan
Zhenjiang Miao, Beijing Jiaotong University, China
Bolanle Olaniran, Texas Tech University, USA
Vander Viana, Catholic University of Rio de Janeiro, Brasil
List of Reviewers
Robert Ariew, University of Arizona, USA
Pei-Chiun Che, National Cheng-Chi University, Taiwan
Nian-Shing Chen, National Sun Yat-Sen University, Taiwan
Giuseppe Conti, Fondazione Graphitech, Italy
Neil Heffernan, Ehime University, Japan
Jiyou Jia, Beijing University, China
Katsunori Kotani, Kansai Gaidai Univeristy, Japan
Rita Kuo, Mingdao University, Taiwan
Wei-Peng Lien, Shu-Te University, Taiwan
Tzu-Chien Liu, National Central University, Taiwan
Zhenjian Miao, Beijing Jiaotong University, China
Bolanle Olaniran, Texas Tech University, USA
Jeremy Palmer, University of Arizona, USA
Eleonora Pantano, University of Calabria, Italy
Lorna Uden, Staffordshire University, UK
Vander Viana, Catholic University of Rio de Janeiro, Brasil
Table of Contents
Foreword ............................................................................................................................................xvi
Preface ...............................................................................................................................................xvii
Section I
Language Learning with ICTs
Chapter I
Online Synchronous English Learning from Activity Theory Perspectives ...........................................1
Lorna Uden, Staffordshire University, UK
Nian-Shing Chen, National Sun Yat-Sen University, Taiwan
Chun-Wang Wei, Far East University, Taiwan
Jui-Chu Fan, National Sun Yat-Sen University, Taiwan
Chapter II
Supporting Learner Reflection in the Language Translation Class ......................................................21
Eva Lindgren, Umeå University, Sweden
Kirk P. H. Sullivan, Umeå University, Sweden
Mats Deutschmann, Mid Sweden University, Sweden
Anders Steinvall, Umeå University, Sweden
Chapter III
A Reading Evaluation Method for English as a Foreign Language Learners Based on
Reading Performances ..........................................................................................................................41
Katsunori Kotani, Kansai Gaidai University, Japan
Takehiko Yoshimi, Ryukoku University, Japan
Takeshi Kutsumi, Sharp Corporation, Japan
Ichiko Sata, Sharp Corporation, Japan
Hitoshi Isahara, National Institute of Information and Communications Technology, Japan
Chapter IV
Developing Hypertext Reading Materials for the Teaching of Arabic .................................................58
Robert Ariew, University of Arizona, Tucson, USA
Jeremy Palmer, University of Arizona, Tucson, USA
Section II
Relations between Culture and Language Learning
Chapter V
Culture and Language Learning in Computer-Enhanced or Assisted Language Learning ...................73
Bolanle A. Olaniran, Texas Tech University, USA
Chapter VI
Achieving Cultural Acquiescence Through Foreign Language E-Learning .........................................88
Indi Marie Williams, Texas Tech University, USA
Heather N. Warren, Texas Tech University, USA
Bolanle A. Olaniran, Texas Tech University, USA
Chapter VII
Learning Cultural Heritage Through Information and Communication Technologies:
A Case Study .......................................................................................................................................103
Eleonora Pantano, University of Calabria, Italy
Assunta Tavernise, University of Calabria, Italy
Chapter VIII
Using Blended Learning to Teach Foreign Brides Chinese ................................................................120
Wei-Peng Lien, Shu-Te University, Taiwan
Rita Kuo, Ming Dao University, Taiwan
Maiga Chang, Athabasca University, Canada
Section III
Technologies in Learning Cultures and Languages
Chapter IX
Exploring the Concept of Emergent Coherence in a Corpus of Korean EFL Texts ...........................139
Terence Murphy, Yonsei University, Korea
Chapter X
The Role of Interactive Computer Graphics to Augment the Learning Experience of Cultural
Heritage Within Museums and Expositions ........................................................................................153
Giuseppe Conti, Fondazione Graphitech, Italy
Raffaele De Amicis, Fondazione Graphitech, Italy
Gabrio Girardi, Fondazione Graphitech, Italy
Michele Andreolli, Fondazione Graphitech, Italy
Stefano Piffer, Fondazione Graphitech, Italy
Chapter XI
A Mandarin E-Learning System in Pervasive Environment ...............................................................170
Yue Ming, Beijing JiaoTong University, China
Zhenjiang Miao, Beijing JiaoTong University, China
Chapter XII
An Intelligent Web-Based Human-Computer Interaction System with Natural Language
CSIEC and its Integration into English Instruction ............................................................................194
Jiyou Jia, Beijing University, China
Chapter XIII
Developing Electronic Portfolios in a Computer Supported Collaborative Learning
Environment ........................................................................................................................................209
Hamdi Erkunt, Bogazici University, Turkey
Chapter XIV
Synthetic Speech in Computer-Enhanced Foreign Language Learning .............................................227
Min Kang, Kobe University, Japan
Section IV
Selected Readings
Chapter XV
Culture-Based Language Learning Objects: A CALL Approach for a Ubiquitous World ..................255
Niki Lambropoulos, London South Bank University, UK
Martha Christopoulou, UK
Kosmas Vlachos, University of the Aegean, Greece
Chapter XVI
Intercultural Dimensions in the Information Society: Reflections on Designing and Developing
Culturally Oriented Learning ..............................................................................................................274
Nektaria Palaiologou, University of Piraeus, Greece
Chapter XVII
Intercultural Collaborative Project-Based Learning in Online Environments ....................................286
Karen L. Murphy, Western New Mexico University, USA
Yakut Gazi, Texas A&M University, USA
Lauren Cifuentes, Texas A&M University, USA
Chapter XVIII
Seven Principles of Good Practice for Virtual International Collaboration ........................................298
Diane Boehm, Saginaw Valley State University, USA
Lilianna Aniola-Jedrzejek, Poznan University of Technology, Poland
Chapter XIX
Communication Barriers and Conflicts in Cross-Cultural E-Learning ...............................................318
Rita Zaltsman, International Center of Modern Education–Prague, Czech Republic
Compilation of References ...............................................................................................................331
About the Contributors ....................................................................................................................357
Index ...................................................................................................................................................366
Detailed Table of Contents
Foreword ............................................................................................................................................xvi
Preface ...............................................................................................................................................xvii
Section I
Language Learning with ICTs
Chapter I
Online Synchronous English Learning from Activity Theory Perspectives ...........................................1
Lorna Uden, Staffordshire University, UK
Nian-Shing Chen, National Sun Yat-Sen University, Taiwan
Chun-Wang Wei, Far East University, Taiwan
Jui-Chu Fan, National Sun Yat-Sen University, Taiwan
The authors use Activity Theory to examine how the socio-cultural factors affect the learners’ learning
performances in learning second languages with Online Synchronous Learning (OSL) system. There are
various factors affect the performance of participants as well as the success of the course. It is important
to consider the cultural backgrounds of the different people involved in the teaching, especially when the
participants came from different cultural backgrounds. The strong socio-cultural themes found in this
chapter provide educators and policy makers a framework to make educational policies and practices
for providing satisfactory educational experiences.
Chapter II
Supporting Learner Reflection in the Language Translation Class ......................................................21
Eva Lindgren, Umeå University, Sweden
Kirk P. H. Sullivan, Umeå University, Sweden
Mats Deutschmann, Mid Sweden University, Sweden
Anders Steinvall, Umeå University, Sweden
The authors of this chapter do a study on the Swedish to English translation undergraduate class with
keystroke logging environment. The keystroke logging environment is used to replay how the learners
do the translations in pairs and enabled them discussing their thought processes when undertaking the
translations. The results show that the keystroke logging system does support learner reflection and
discussion around their translation tasks, moreover, enhance learner’s motivation and enthusiasm for
translation.
Chapter III
A Reading Evaluation Method for English as a Foreign Language Learners Based on
Reading Performances ..........................................................................................................................41
Katsunori Kotani, Kansai Gaidai University, Japan
Takehiko Yoshimi, Ryukoku University, Japan
Takeshi Kutsumi, Sharp Corporation, Japan
Ichiko Sata, Sharp Corporation, Japan
Hitoshi Isahara, National Institute of Information and Communications Technology, Japan
The authors use reading speed test to evaluate learners’ reading proficiency. First, they statistically as-
sessed the reliability and validity of the effective reading speed test for text reading. Statistical analysis
confirms the adequacy of their effective reading speed test. After that, they constructed the reading time
model for evaluating sentence reading. The model predicts the learner’s reading time based on the sen-
tence’s linguistic property and the learner’s Test of English for International Communications (TOEIC)
score. The results show high accuracy in predicting the learner’s reading time and make the model be
very useful in evaluating learner’s reading proficiency of a foreign language.
Chapter IV
Developing Hypertext Reading Materials for the Teaching of Arabic .................................................58
Robert Ariew, University of Arizona, Tucson, USA
Jeremy Palmer, University of Arizona, Tucson, USA
The Center for Educational Resources in Culture, Language and Literacy (CERCLL) at the University
of Arizona has many projects which focus on the teaching and learning needs of the less commonly
taught languages (LCTL), for example, Arabic. One of CERCLL’s projects is to make hypertext materials
available for Arabic. This chapter reviews the related issues of teaching and learning Arabic, describe
software applications which may assist Arabic learners, and show innovative hypertext software which
may facilitate learners’ reading proficiency in Arabic.
Section II
Relations between Culture and Language Learning
Chapter V
Culture and Language Learning in Computer-Enhanced or Assisted Language Learning ...................73
Bolanle A. Olaniran, Texas Tech University, USA