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13 - New technologies to support language learning
- Edited by Brian Tomlinson, Leeds Metropolitan University
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- Book:
- Materials Development in Language Teaching
- Published online:
- 09 February 2023
- Print publication:
- 07 April 2011, pp 328-351
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Summary
Introduction
Language classrooms have always used technologies of various kinds, from the blackboard through to the language laboratory. In recent decades, however, there has been an explosion in the resources available to teachers, to the point where many feel overwhelmed. This chapter, therefore, does not attempt to provide a comprehensive review of ‘state of the art’ technologies – primarily because the ground is shifting so rapidly that any such endeavour would soon be out of date. Rather, we have kept in mind an audience who are not necessarily interested in the finer points of technological innovations but who are seeking some practical input on those advances that are productive in fostering their students’ learning.
When it comes to electronic learning materials, we need to take into account the hardware, the software and the actual content such resources make available and the methodologies they promote. Ultimately, however, we are concerned with the quality of learning that these resources facilitate and the extent to which their use refl ects sound learning theory:
• is the input relevant, accurate, accessible and yet rich?
• what kinds of interaction are encouraged?
• what degree of support is provided and how are learners encouraged towards greater autonomy?
• how is useful feedback provided?
• is motivation stimulated?
Blake ( 2008 ) describes the successful technology-enhanced FL curriculum as student-centred, carefully planned, technically well supported and, most importantly, pedagogically well constructed.
In this chapter we will look at how teaching the macroskills (listening, speaking, reading and writing) might be enhanced through the incorporation of various digital materials. At each point we provide concrete examples of resources to illustrate the use of new technologies in language learning which classroom teachers have found to be useful in supporting their students’ language development. In concluding, we consider various pedagogical implications and speculate about future developments.
In exploring the role of the various technologies in learning, we have found it useful to think of language use along a continuum from ‘most spoken’ (oral interaction where language accompanies some activity in a shared physical environment) through to ‘most written’ (where texts need to be able to be understood by others who might be distant in time and space, independent of any shared experience).
An experimental study on the effects of exposure to magazine advertising on children's food choices
- Sandra C Jones, Lisa Kervin
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- Journal:
- Public Health Nutrition / Volume 14 / Issue 8 / 29 June 2011
- Published online by Cambridge University Press:
- 08 December 2010, pp. 1337-1344
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- Article
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Objective
The present study sought to determine the feasibility of an experimental research design to investigate the effects of exposure to magazine advertising on children's food choices.
DesignChildren were randomized to read either a magazine with food advertisements or a magazine with no food advertisements. They then chose two food items from the intervention ‘store’ to eat after the session. Data were also collected on attitudes to advertising and snack food preferences. Finally, participants’ parents were provided with a self-completion survey on food choices and other variables (n 24).
SettingThree vacation care centres in regional New South Wales, Australia.
SubjectsChildren aged 5–12 years (n 47).
ResultsChildren in the experimental condition were more likely to choose advertised foods than those in the control group. Interestingly, the majority reported taste and healthiness as the most important factors in snack food choices; however, when faced with the actual food choice, they predominantly chose unhealthy foods (eighty-two unhealthy and only twelve healthy items were chosen).
ConclusionsThis was the first study to assess the effects on children of exposure to food advertising within the context of reading a child-targeted magazine. Importantly, even with the small sample size and venue limitations, we found that exposure to magazine advertising influenced food choices. Children's magazines are an under-researched and poorly regulated medium, with considerable potential to influence children's food choices. The present study shows that the methodology is feasible, and future studies could replicate this with larger samples.