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Technology has revolutionized the way we learn and develop language. With the use of technology, it has become easier than ever to learn and develop a new language. Technology has enabled us to access a wealth of language resources, such as online courses, tutorials, apps, and interactive websites. Harnessing the power of technology to enhance language learning and development has become increasingly prevalent in recent years. This abstract explores the central concept of using digital tools and resources to supplement traditional language learning methods. It highlights the various ways technology can improve language learning outcomes, including interactive learning platforms, online courses and tutorials, language learning apps, virtual reality and augmented reality, language exchange platforms, online resources, and adaptive learning systems. The abstract emphasizes the importance of technology as a complement to traditional instruction, providing increased accessibility, interactivity, personalization, and immersion in language learning. It concludes by highlighting the need for human interaction and guidance in conjunction with technology to maximize language learning and development. In this article, we will look at how technology can be used to enhance language learning and development. We will discuss the benefits of using technology in language learning, the role of technology in language learning, how to create a technology-based learning environment, and what challenges may arise when using technology-based language learning. [ABSTRACT FROM AUTHOR]

Technology has revolutionized the way we learn and develop language. With the use of technology, it has become easier than ever to learn and develop a new language. Technology has enabled us to access a wealth of language resources, such as online courses, tutorials, apps, and interactive websites. Harnessing the power of technology to enhance language learning and development has become increasingly prevalent in recent years. This abstract explores the central concept of using digital tools and resources to supplement traditional language learning methods. It highlights the various ways technology can improve language learning outcomes, including interactive learning platforms, online courses and tutorials, language learning apps, virtual reality and augmented reality, language exchange platforms, online resources, and adaptive learning systems. The abstract emphasizes the importance of technology as a complement to traditional instruction, providing increased accessibility, interactivity, personalization, and immersion in language learning. It concludes by highlighting the need for human interaction and guidance in conjunction with technology to maximize language learning and development. In this article, we will look at how technology can be used to enhance language learning and development. We will discuss the benefits of using technology in language learning, the role of technology in language learning, how to create a technology-based learning environment, and what challenges may arise when using technology-based language learning.

This paper contemplates the concept of typographical advocacy, defined here as a variety of activities, strategies, and policies designed to increase or enhance language support in computing systems, facilitating typing and displaying texts in local languages. Focusing on the cases of Spanish and Paraguayan Guarani, the paper traces some existing efforts in the domain of typographical advocacy and strives to explain their dynamics. An attempt is made to examine both situations in which typographical advocacy is visible and explicit (as in the case of Spanish) and cases in which advocacy seems negligible (as in the case of Guarani). A wide range of enabling and hindering factors are examined, such as the relations between tech companies, nation-state institutions, consumers, and the habitus created by the use of technology. Through these examples, the rationale for advocacy is explored as well as alternative courses of action in cases where advocacy is not desired or fails to achieve its goals. A case will be made for raising the awareness of typographical issues in language planning and policy (LPP) both as part of broader multilingual awareness and as a tool for solving practical language problems in times of increased dependency on computing and mobile devices. [ABSTRACT FROM AUTHOR]

This article is premised on the identification of perceived benefits of various web applications in ELT classrooms among 20 English language teachers from four countries in the ASEAN region (i.e., Indonesia, the Philippines, Thailand, and Vietnam), the different issues they experienced, and the ways through which they mitigated these issues. Through in-depth semi-structured interviews, it was found that the teacher-participants perceived some pedagogical, operational, and dispositional benefits of using web applications. Despite this positive perception, different issues were also identified. This article concludes with a note on the importance of striking a balance between technology integration and teachers' taking charge of the English language learning experience--a promising partnership, and the need for schools in the ASEAN region to ensure that there is proper planning and a clear policy on the integration of technology into the ELT classroom so that issues that may come along with it can be properly addressed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

WhatsApp has significantly penetrated the various spheres of peoples’ lives all over the world. The purpose of this study is to look at two aspects of WhatsApp text-based status notifications; namely, the most common discursive realizations and the major pragmatic themes. A sample of 846 status notifications for WhatsApp users’ profiles was analyzed. Data, which were gathered between January and March 2017, were from three sets of male and female users. The status notifications were qualitatively analysed in terms of both the most common discursive realizations and pragmatic themes. The major findings of the study showed a variety in the discursive realizations, including self-generated statuses, which marked 82%, and auto-generated statuses, which made 18%. Data revealed also that the most used type of the self-generated was the pure text, which marked 53%. In terms of the major pragmatic themes employed by the users, data showed four main categories: religious, social, personal and national. The findings were then discussed, justified, and compared with results from previous research. The paper concludes with the limitations and future research recommendations. [ABSTRACT FROM AUTHOR]

Based on the Constructivist approach, meaningful learning only occurs when learners have agency to construct meaning through social interactions. The ability to self-direct, communicate, collaborate, and transfer learning to real-life situations are crucial skills for the 21st century. These skills allow new generations to adapt to this new information era in any field and/or disciplines they pursue; foreign language acquisition is not an exception. In this article, the authors argue that language learning can help learners cultivate such abilities with the aid of a holistic curriculum design and the effective use of technology. The authors also explore how using tools, such as Google MyMaps, WordPress, and Adobe Spark, in a semester-long "Food Project" may promote learner autonomy and authentic learning, as well as improve the acquisition of 21st century skills. Technology-based curricular strategies, work progression, and student feedback are presented in the article. Through qualitative analysis, the authors conclude that by focusing on authentic learning and learner autonomy using instructional scaffolding students can enhance linguistic literacy, create a sense of ownership, sharpen cultural awareness, transform interdisciplinary skills, and establish a supportive learning community in the process. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Technology & Chinese Language Teaching is the property of Middle Tennessee State University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studies in Hispanic & Lusophone Linguistics is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

O surgimento da Web 2.0 e sua aplicação no contexto da educação ainda são muito recentes e praticamente desconhecidos nas escolas de educação básica, e mesmo no ensino superior. Ainda que imersos nessa nova tecnologia, raramente paramos para depreender seus efeitos. Um estudo de alguns textos colhidos na própria web pode nos ajudar a perceber alguns sentidos envolvidos nesse novo panorama. Qual é/são o(s) discurso(s) defendido(s) nesses textos? Pelos níveis fundamental, narrativo e discursivo da semiótica francesa, algumas ferramentas da sintaxe e da semântica contribuíram para se desvelar a construção do texto e os sentidos agregados a ele. Com base em textos verbal (artigo), imagético (charge, esquema) e sincrético (vídeo), direcionamos nosso foco ao plano do conteúdo para verificar variantes e invariantes entre as produções atuais sobre a relação entre Web 2.0 e educação.The emergence of Web 2.0 and its application in the context of education are still very new and virtually unknown in the schools of basic education, and even higher education. While we are immersed in this new technology, we rarely stop to infer its effects. A study of some texts caught in the web can help us understand some senses involved in this new approach. What is / are the discourse (s) defended in these texts? By fundamental, narrative and discursive levels of French semiotics, some tools of the syntax and semantics contributed to reveal the construction of the text and the senses aggregates to it. Based on verbal texts (article), Imaging (charge, schedule) and syncretic (video), we direct our focus to the plane of content to determine variations and invariant between products current on the relationship between Web 2.0 and education.

This article aims to analyse the use of electronic reading devices by a reader with special needs. Some important theoretical-practical implications of such devices are discussed. The methodology included a reading protocol in addition to semi-structured interviews. The times were triangulated with the interviews, and the results demonstrate that the possibility of manipulation of texts for reading and ergonomics, mostly weight and typeface manipulation, are determining factors for the preference of the researched subject. [ABSTRACT FROM AUTHOR]

This article presents an overview of research on language and technology in the last 12 years at Universidade Federal de Minas Gerais and includes a brief description of research on literature and technology. The thesis and dissertations produced at the Graduate Program on Linguistic Studies were divided into five thematic groups: language/discourse characteristics; reading; writing; teaching and learning; and virtual learning spaces. The great majority of these studies were case studies, and data were collected by means of observation, interview and questionnaires. There is a predominance of studies focusing on teaching and learning, but there are few studies about interaction on the web. This study reveals that research is unable to follow the speed of technology innovation. [ABSTRACT FROM AUTHOR]

Abstract: Technical development has created new arenas of communication for people. One such arena is the Video Relay Service (VRS). The VRS facilitates interaction between people who use visual/gestual sign language on a video phone, and people who use verbal/auditive language on the telephone/mobile phone. The interaction is mediated by a sign language interpreter. The interpreter is the only person in the setting who is directly linked to the others, and all participants are physically separated from each other. The interpreter plays a key role in the interaction, administrating and co-ordinating the talk. In order to do so, the interpreter uses a range of different techniques and strategies. It is the purpose of the current article to describe, analyse and discuss the turn-organisation of the VRS. The article demonstrates how the interpreter is a power figure, who may sanction or not sanction an utterance. The interpreter also manages the turn-taking machinery by means of visible and audible techniques, as well as rendition strategies. The interpreter is not only a mediator, but a co-creator of the interaction; a part that relates dynamically, and makes the participants relate dynamically, to the specific setting of the service. [Copyright &y& Elsevier]

Abstract: New communication technologies have created new contexts for social interaction and new challenges for understanding the role of technology in human activity, particularly in altering spatial relationships of interaction. In this article we discuss ways a new communication technology is influencing social interaction and language use among a visual language community, the Deaf community, in the U.S. We show some examples of ways signers are inventing new communication behaviors and adapting others as a result of the technological mediation of their visual space. Signers exploit new properties of the technologically mediated visual field, such as the way the size of manual signs is affected by proximity to the webcamera lens, and they respond to how other properties of the visual field require the adaptation of sign language production. [Copyright &y& Elsevier]