Initial Proposal
Introduction:
Technology in a classroom has the potential to “redefine” learning, in that students are able to do things that were previously inconceivable. In an augmented-reality classroom, students are able to use smart devices and augmented reality targets to get just-in-time support for their learning and to support one another in a collaborative effort to improve the quality of their language learning.
Key Frameworks:
The main focus of our design project is to enhance the language learning of English language learning (ELL) students in grade 6-9 through the use of augmented reality software. Aurasma, an augmented reality design and viewing software, will allow students to access a set of augmented-reality media that will be overlaid on objects within the school and beyond. Students will create, edit, and share their own media to create additional overlays for important places, objects, events, and actions.
Within the academic literature we will be drawing on the principles of Situated Cognition, Constructivism, Constructionism, and Iterative Design. The use of augmented reality is strongly linked to situated cognition. In learning language, context plays a pivotal role. Learning vocabulary through ordinary conversation has been shown to be far more effective than direct, dictionary style instruction (Brown, Collins, & Duguid, 1989). The ability to link relevant media into the environment where conversations occur will provides the opportunity for the student to access relevant content on a just-in-time basis. This information would help to scaffold ELL student in important informal conversations that will help to grow their language skills
The creation and updating of the virtual reality overlays ties in to Constructivism, Constructionism, and Iterative Design. With the students creating their own media, they are being enabled in the role of active creators of knowledge, a central tenet of constructivism (Glaserfeld, 2008). In having the student create virtual overlays that are important to them, we are recognizing their agency as a learner. From a constructivist perspective, the creation and recreation of overlays appears to be analogous to the constant revision that our mental constructs are constantly undergoing. Playing this out through technology provides a means of making this restructuring visible both to the student and teachers. Building overlays and sharing them with other students may provide ELL students with both a sense of community and accomplishment. By sharing the overlays through a school-wide channel, other ELL students will be able to benefit from the initial learners’ experiences and generated media and can also add and remix the content to incorporate their experience. This iterative process could help to create a learning community within a school with a negotiated concept of important topics to ELL students in that particular context.
The use of multimedia and collaborative activities is strongly indicated for ELL students in McFarland (1996). Key strategies such as audio media, providing gestures and facial expression, enhancing text with visual representations, modeling expectations, emphasizing drama and pantomime, and working in teams on collaborative project are noted by McFarland (1996) and can be readily accomplished through augmented reality. This approach to using augmented reality in an ELL setting also has the added benefit of centralizing the media and limiting the number of technologies and systems a student would have to learn.
Work by Dr. Sugata Mitra (2007), leads us to believe that the uptake of the technology, especially if encouraged in a social setting, will be rapid. In his work, Mitra placed computer terminals in a number of remote locations in India. The children of the community, without any instruction, were able to navigate the operating system and access webpages, teaching themselves many English words and phrases as they did so. We envision a similar community of ELL students working with augmented reality software but with the added assistance of teachers and other students. With the additional feedback available from native English speakers, we would expect that ELL students would be able to swiftly build both their technical and linguistic skills.
Intentions and Positions:
As many of us have experienced, the first few days at a new job, school, class, etc., can be a daunting experience and leave learners utterly confused on how the social, academic, or norms function in that specific locale. It takes time and experience to learn how to function in the specific environment and become acclimated to how things operate. The trepidation and stress associated with the new environment would only be compounded in the event that the new individual was also trying to learn a new language. Be that in a language immersion program or as a new resident to Canada that is trying to learn English or French. The intent of this project is to help those students in Immersion and ELL programs become more fluent with the language elements as well as assist in alleviating stress and helping students become accustomed to the regular social norms and functioning of a particular environment.
As mentioned previously, the use of this technology will have two important outcomes. Primarily, the students will be encouraged to engage and work with the new language that is being learned and utilizing it in real life situations. Secondly, students who are new to a language, class, or even country will be able to access instant lessons that help them navigate the new environment and the different tasks they will need to use in order to work within the class. This will, theoretically, alleviate some of the stress of the new environment and help students learn.
Pedagogy is developing very quickly in the light of technology and classrooms are continually moving away from traditional forms of learning and specifically language learning. In an article in the Guardian, Martin Lawrence interviews teachers on the best methods for teaching language. The resounding consensus seems to be that students learn languages much faster when they interact with the language and speak it, rather than the previous read and repeat lessons (Williams, 2015).
The use of smart devices is growing at an exponential rate. The articles iPhone and Smartphones (Yee & Hargis 2009) and Use of Laptops in the Classroom: Research and Best Practices (Zhu, E. Et.al 2011) explore the idea of using technology to augment the traditional classroom and conclude that by using these devices and associated application in a meaningful way that is thought out, teachers can help engage students increase their understanding and engagement with the subject.
As with any development in education, there are negative implications that educators would need to be aware of. In this instance, we are utilizing a technology that requires students to have access to a personal smart device that is loaded with the necessary application. This may be a problem for students without access to this or without the financial resources to obtain them. Ideally, a school would be equipped with the necessary devices and WiFi signal to implement this plan. Nevertheless, it would be necessary to address this.
Secondly, students would need to be educated in the functioning of the device and the application. If we create great tools but students are unable to access or use them, they are somewhat futile.
Finally, as with any use of technology in the classroom, its use must be considered with the context of learning. Purists will see this as a distraction from traditional learning and others will see the technology as a hurdle to learning that requires too much time to develop and takes time from instruction. This, as with any technology, must be used to develop a hybrid classroom that utilizes many tools, this being one, to help students navigate language. We are not advocating the abolishment of the traditional classroom or that this be the only form of language instruction, only that augmented reality can be a tool to help students navigate and have a direct interaction with the language and social constructs of the new classroom and greater environment.
As this technology requires some technical experience and use of a smart device, we have decided to focus on late middle school. These students should be comfortable with technology and easily adapt to the new lessons.
As technology and schools develop, the world as we know it is becoming increasingly small and globalized. This approach to technology certainly helps those global students acclimatize to new areas as well as embraces the needs and learning trends of the 21st century learners who are already used to ready access to technology and lessons that are immediate and specific to the task at hand.
Key Concepts and Contexts:
In using augmented-reality targets placed around the learning environment, students will increase their subject-specific vocabulary and their ability to use vocabulary in context. In addition, through their participation in multiple feedback loops, students will perfect their use of the vocabulary and avoid fossilization of language-related errors. Through this project students build on previous language knowledge, interact with peers, and give and receive feedback. Lastly, students will transfer this subject-specific vocabulary to their final projects.
Student use of subject-specific vocabulary in context will be improved. Students better remember vocabulary when they themselves investigate it or work out meanings in pairs or groups. This student-developed compendium of augmented reality overlays will serve as a glossary that can be consulted by current student working towards the final project and also by subsequent groups of students.
Feedback loops and error correction by more-knowledgeable peers and the teacher are important for students to perfect use of second language vocabulary in context and prevent errors from becoming fossilized. “Of [feedback] provided by teachers in response to learner errors, just over half (55%) lead to uptake of some kind on the part of the learner; however, only 27% of the feedback turns lead to student repair. From the perspective of the total number of errors produced by students, only 17% of errors eventually lead to repair.” (Lyster, 1997). The goal of this project is to increase the percentage of student-repaired errors and improve language acquisition.
Through collaborative building of this open resource and providing corrective feedback for one another, students will be motivated to use the language in authentic contexts, an important element in the communicative approach to language acquisition.
The project allows for a high-degree of differentiation in practice. As students create and respond to individual recordings and use vocabulary in context, the teacher is able to determine how students are using vocabulary and to respond with timely feedback before errors become fossilized.
Educators must work with student from various backgrounds and the language patterns they bring to the classroom with their mother tongue. This is the framework upon which the learner’s understanding of a second language will be layered. “[As] 90% of words are learned through repeated, meaningful encounters it makes sense to optimize this avenue for learning.” (Greenwood & Flannigan, 2007). Context clues merit careful teaching and, as such, the availability of vocabulary as a point of reference within the overlays will be important. Students are able to scan vocabulary and receive important information to aid in its use.
The collaborative piece of being able to participate in the use of the language without the intimidation of having to participate in front of a large group of listeners will encourage students to begin to use the language within context which is an important stage in learning to use the language correctly. Collaborative learning will also allow students to develop some mastery of the language use before using the language in front of a live audience.
Technology becomes particularly useful in helping the student measure growth in the use of the language and to reflect of the increasing ability to use the language in context.
Inter-Activities:
Our group will be creating a base set of augmented reality triggers and overlays to aid in language development around various typical school tasks, objects, and events. Trigger images will be designed to be easily recognizable by the students and clearly readable by the software. Overlays will include relevant images, audio, video, and text to enhance a student’s learning around the connected situation. Base overlays may include situations such as basic greetings (triggered by a marker on the classroom door), important classroom phrases (triggered from an images sheet on the student’s desk), and recess related language for games or interacting with other students (triggered by an image on the exterior door). Media provided in the base overlays will include video of common interactions in English, helpful images and graphics, audio of important word pronunciations, and text translations demonstrated in French. These base overlays would be easily customizable to the user’s particular site or native language.
A quick-start guide will be developed for both the teacher and ELL students. The teacher guide would provide important information such as how to create additional overlays and triggers, manage channels, technical information on supported media types, how to remix overlays to be most effective in their setting, and best practices in creating overlays specifically for ELL students.
The student guide would focus on how to get started with the program, provide guidance on what students may want to create overlays for, and give suggestions on how and when to use overlays to help them improve their language skills. Both guides would feature augmented content to help familiarize students and teachers with the program in a hands-on and immediate manner. Guided exercises and overlay project suggestions will help to bridge users from learning the technology to learning with the technology.
Verification / Assessment:
As with any teaching method, it is not proper to apply it without reflecting and assessing its pedagogical relevance and success. As teachers, we strive to develop lessons to engage students and ensure that we are creating an appealing, academically effective classroom. Given this project’s social as well as academic outcomes, its assessment and verification will come in multiple forms.
Aurasma, released in 2011, is a relatively new app and students and teachers will likely be excited to engage with it. Key to the success of this project the technology’s ease of use; therefore, our initial verification will come prior to deployment to ensure functionality. As each Aurasma trigger is developed and the micro lesson for that task is created, we will test to ensure that the trigger is functional, visible, accessible, and links to the proper lesson and gives information that is pertinent and presented in a manner ELL or Immersion students can understand.
Informally, lessons will be assessed by the desire and propensity of the students to use them and the feedback the teacher receives from the students. Ideally, a teacher will notice a decrease in the time it takes students to acclimate to the new environment and an increase in the student’s functionality with the language and tasks at hand. This may also be accessed with an interview or survey with the student.
Finally, academic mastery will be assessed. As students utilize the micro-lessons from the application, the teacher should see an increase in the students’ use of and ability to work with the second language. This should translate to a better academic mastery and application. Formal student assessment will take place using traditional language tests and rubrics developed in consultation with students to ensure context-appropriate use of the second language.
By utilizing post-, informal-, and formal verification, we hope to get a well-developed understanding of the effectiveness of the Aurasma-based augmented reality language lessons.
References:
Brown, J., Colling, A., & Duguir, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 33(January), 32-41.
Glaserfeld, E. (2008). Learning as constructive activity. AntiMatters, 2(3), 33-49.
Greenwood, S. C., & Flanigan, K. (2007). Overlapping Vocabulary and Comprehension: Context Clues Complement Semantic Gradients. The Reading Teacher, 61(3), 249-254. http://dx.doi.org/10.1598/RT.61.3.. Retrieved from http://digitalcommons.wcupa.edu/liter_facpub/1/
Lyster R., Leila R, (1997). Corrective Feedback and Learner Uptake, [pdf]. Retreived from: http://people.mcgill.ca/files/roy.lyster/Lyster_Ranta1997_SSLA.pdf
McFarland, K. (1996). Suggestions for comprehensible input for limited English proficiency students in the content area classroom. Retrieved from ERIC database. (ED401724)
Mitra, S. (2007, February). Sugata Mitra: Kids can teach themselves [Video file]. Retrieved from http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves?language=en
Takač, V. (2008) Factors Affecting Vocabulary Learning and Acquisition., Retrieved from:http://elt502ciu.wikispaces.com/file/view/Factors+Affecting+Vocabulary+Learning+and+Acquisition.pdf
Williams, Martin. "What's the Best Way to Teach Languages?" The Guardian. 14 May 2013. Web. 13 June 2015. <http://www.theguardian.com/teacher-network/teacher-blog/2013/may/14/best-way-teach-language-schools>.
Yee, K. & Hargis, J. (2009) iPhones and Smartphones. Turkish Online Journal of Distance Education (TOJDE). 10(4), 9-11.
Zhu, E., Kaplan, M., Dershimer, R.C., & Bergon, I. (2011). Use of Laptops in the Classroom: Research and Best Practises. CRLT Occasional Papers: Centre for Research on Technology and Learning: University of Michigan. (No.30).
Technology in a classroom has the potential to “redefine” learning, in that students are able to do things that were previously inconceivable. In an augmented-reality classroom, students are able to use smart devices and augmented reality targets to get just-in-time support for their learning and to support one another in a collaborative effort to improve the quality of their language learning.
Key Frameworks:
The main focus of our design project is to enhance the language learning of English language learning (ELL) students in grade 6-9 through the use of augmented reality software. Aurasma, an augmented reality design and viewing software, will allow students to access a set of augmented-reality media that will be overlaid on objects within the school and beyond. Students will create, edit, and share their own media to create additional overlays for important places, objects, events, and actions.
Within the academic literature we will be drawing on the principles of Situated Cognition, Constructivism, Constructionism, and Iterative Design. The use of augmented reality is strongly linked to situated cognition. In learning language, context plays a pivotal role. Learning vocabulary through ordinary conversation has been shown to be far more effective than direct, dictionary style instruction (Brown, Collins, & Duguid, 1989). The ability to link relevant media into the environment where conversations occur will provides the opportunity for the student to access relevant content on a just-in-time basis. This information would help to scaffold ELL student in important informal conversations that will help to grow their language skills
The creation and updating of the virtual reality overlays ties in to Constructivism, Constructionism, and Iterative Design. With the students creating their own media, they are being enabled in the role of active creators of knowledge, a central tenet of constructivism (Glaserfeld, 2008). In having the student create virtual overlays that are important to them, we are recognizing their agency as a learner. From a constructivist perspective, the creation and recreation of overlays appears to be analogous to the constant revision that our mental constructs are constantly undergoing. Playing this out through technology provides a means of making this restructuring visible both to the student and teachers. Building overlays and sharing them with other students may provide ELL students with both a sense of community and accomplishment. By sharing the overlays through a school-wide channel, other ELL students will be able to benefit from the initial learners’ experiences and generated media and can also add and remix the content to incorporate their experience. This iterative process could help to create a learning community within a school with a negotiated concept of important topics to ELL students in that particular context.
The use of multimedia and collaborative activities is strongly indicated for ELL students in McFarland (1996). Key strategies such as audio media, providing gestures and facial expression, enhancing text with visual representations, modeling expectations, emphasizing drama and pantomime, and working in teams on collaborative project are noted by McFarland (1996) and can be readily accomplished through augmented reality. This approach to using augmented reality in an ELL setting also has the added benefit of centralizing the media and limiting the number of technologies and systems a student would have to learn.
Work by Dr. Sugata Mitra (2007), leads us to believe that the uptake of the technology, especially if encouraged in a social setting, will be rapid. In his work, Mitra placed computer terminals in a number of remote locations in India. The children of the community, without any instruction, were able to navigate the operating system and access webpages, teaching themselves many English words and phrases as they did so. We envision a similar community of ELL students working with augmented reality software but with the added assistance of teachers and other students. With the additional feedback available from native English speakers, we would expect that ELL students would be able to swiftly build both their technical and linguistic skills.
Intentions and Positions:
As many of us have experienced, the first few days at a new job, school, class, etc., can be a daunting experience and leave learners utterly confused on how the social, academic, or norms function in that specific locale. It takes time and experience to learn how to function in the specific environment and become acclimated to how things operate. The trepidation and stress associated with the new environment would only be compounded in the event that the new individual was also trying to learn a new language. Be that in a language immersion program or as a new resident to Canada that is trying to learn English or French. The intent of this project is to help those students in Immersion and ELL programs become more fluent with the language elements as well as assist in alleviating stress and helping students become accustomed to the regular social norms and functioning of a particular environment.
As mentioned previously, the use of this technology will have two important outcomes. Primarily, the students will be encouraged to engage and work with the new language that is being learned and utilizing it in real life situations. Secondly, students who are new to a language, class, or even country will be able to access instant lessons that help them navigate the new environment and the different tasks they will need to use in order to work within the class. This will, theoretically, alleviate some of the stress of the new environment and help students learn.
Pedagogy is developing very quickly in the light of technology and classrooms are continually moving away from traditional forms of learning and specifically language learning. In an article in the Guardian, Martin Lawrence interviews teachers on the best methods for teaching language. The resounding consensus seems to be that students learn languages much faster when they interact with the language and speak it, rather than the previous read and repeat lessons (Williams, 2015).
The use of smart devices is growing at an exponential rate. The articles iPhone and Smartphones (Yee & Hargis 2009) and Use of Laptops in the Classroom: Research and Best Practices (Zhu, E. Et.al 2011) explore the idea of using technology to augment the traditional classroom and conclude that by using these devices and associated application in a meaningful way that is thought out, teachers can help engage students increase their understanding and engagement with the subject.
As with any development in education, there are negative implications that educators would need to be aware of. In this instance, we are utilizing a technology that requires students to have access to a personal smart device that is loaded with the necessary application. This may be a problem for students without access to this or without the financial resources to obtain them. Ideally, a school would be equipped with the necessary devices and WiFi signal to implement this plan. Nevertheless, it would be necessary to address this.
Secondly, students would need to be educated in the functioning of the device and the application. If we create great tools but students are unable to access or use them, they are somewhat futile.
Finally, as with any use of technology in the classroom, its use must be considered with the context of learning. Purists will see this as a distraction from traditional learning and others will see the technology as a hurdle to learning that requires too much time to develop and takes time from instruction. This, as with any technology, must be used to develop a hybrid classroom that utilizes many tools, this being one, to help students navigate language. We are not advocating the abolishment of the traditional classroom or that this be the only form of language instruction, only that augmented reality can be a tool to help students navigate and have a direct interaction with the language and social constructs of the new classroom and greater environment.
As this technology requires some technical experience and use of a smart device, we have decided to focus on late middle school. These students should be comfortable with technology and easily adapt to the new lessons.
As technology and schools develop, the world as we know it is becoming increasingly small and globalized. This approach to technology certainly helps those global students acclimatize to new areas as well as embraces the needs and learning trends of the 21st century learners who are already used to ready access to technology and lessons that are immediate and specific to the task at hand.
Key Concepts and Contexts:
In using augmented-reality targets placed around the learning environment, students will increase their subject-specific vocabulary and their ability to use vocabulary in context. In addition, through their participation in multiple feedback loops, students will perfect their use of the vocabulary and avoid fossilization of language-related errors. Through this project students build on previous language knowledge, interact with peers, and give and receive feedback. Lastly, students will transfer this subject-specific vocabulary to their final projects.
Student use of subject-specific vocabulary in context will be improved. Students better remember vocabulary when they themselves investigate it or work out meanings in pairs or groups. This student-developed compendium of augmented reality overlays will serve as a glossary that can be consulted by current student working towards the final project and also by subsequent groups of students.
Feedback loops and error correction by more-knowledgeable peers and the teacher are important for students to perfect use of second language vocabulary in context and prevent errors from becoming fossilized. “Of [feedback] provided by teachers in response to learner errors, just over half (55%) lead to uptake of some kind on the part of the learner; however, only 27% of the feedback turns lead to student repair. From the perspective of the total number of errors produced by students, only 17% of errors eventually lead to repair.” (Lyster, 1997). The goal of this project is to increase the percentage of student-repaired errors and improve language acquisition.
Through collaborative building of this open resource and providing corrective feedback for one another, students will be motivated to use the language in authentic contexts, an important element in the communicative approach to language acquisition.
The project allows for a high-degree of differentiation in practice. As students create and respond to individual recordings and use vocabulary in context, the teacher is able to determine how students are using vocabulary and to respond with timely feedback before errors become fossilized.
Educators must work with student from various backgrounds and the language patterns they bring to the classroom with their mother tongue. This is the framework upon which the learner’s understanding of a second language will be layered. “[As] 90% of words are learned through repeated, meaningful encounters it makes sense to optimize this avenue for learning.” (Greenwood & Flannigan, 2007). Context clues merit careful teaching and, as such, the availability of vocabulary as a point of reference within the overlays will be important. Students are able to scan vocabulary and receive important information to aid in its use.
The collaborative piece of being able to participate in the use of the language without the intimidation of having to participate in front of a large group of listeners will encourage students to begin to use the language within context which is an important stage in learning to use the language correctly. Collaborative learning will also allow students to develop some mastery of the language use before using the language in front of a live audience.
Technology becomes particularly useful in helping the student measure growth in the use of the language and to reflect of the increasing ability to use the language in context.
Inter-Activities:
Our group will be creating a base set of augmented reality triggers and overlays to aid in language development around various typical school tasks, objects, and events. Trigger images will be designed to be easily recognizable by the students and clearly readable by the software. Overlays will include relevant images, audio, video, and text to enhance a student’s learning around the connected situation. Base overlays may include situations such as basic greetings (triggered by a marker on the classroom door), important classroom phrases (triggered from an images sheet on the student’s desk), and recess related language for games or interacting with other students (triggered by an image on the exterior door). Media provided in the base overlays will include video of common interactions in English, helpful images and graphics, audio of important word pronunciations, and text translations demonstrated in French. These base overlays would be easily customizable to the user’s particular site or native language.
A quick-start guide will be developed for both the teacher and ELL students. The teacher guide would provide important information such as how to create additional overlays and triggers, manage channels, technical information on supported media types, how to remix overlays to be most effective in their setting, and best practices in creating overlays specifically for ELL students.
The student guide would focus on how to get started with the program, provide guidance on what students may want to create overlays for, and give suggestions on how and when to use overlays to help them improve their language skills. Both guides would feature augmented content to help familiarize students and teachers with the program in a hands-on and immediate manner. Guided exercises and overlay project suggestions will help to bridge users from learning the technology to learning with the technology.
Verification / Assessment:
As with any teaching method, it is not proper to apply it without reflecting and assessing its pedagogical relevance and success. As teachers, we strive to develop lessons to engage students and ensure that we are creating an appealing, academically effective classroom. Given this project’s social as well as academic outcomes, its assessment and verification will come in multiple forms.
Aurasma, released in 2011, is a relatively new app and students and teachers will likely be excited to engage with it. Key to the success of this project the technology’s ease of use; therefore, our initial verification will come prior to deployment to ensure functionality. As each Aurasma trigger is developed and the micro lesson for that task is created, we will test to ensure that the trigger is functional, visible, accessible, and links to the proper lesson and gives information that is pertinent and presented in a manner ELL or Immersion students can understand.
Informally, lessons will be assessed by the desire and propensity of the students to use them and the feedback the teacher receives from the students. Ideally, a teacher will notice a decrease in the time it takes students to acclimate to the new environment and an increase in the student’s functionality with the language and tasks at hand. This may also be accessed with an interview or survey with the student.
Finally, academic mastery will be assessed. As students utilize the micro-lessons from the application, the teacher should see an increase in the students’ use of and ability to work with the second language. This should translate to a better academic mastery and application. Formal student assessment will take place using traditional language tests and rubrics developed in consultation with students to ensure context-appropriate use of the second language.
By utilizing post-, informal-, and formal verification, we hope to get a well-developed understanding of the effectiveness of the Aurasma-based augmented reality language lessons.
References:
Brown, J., Colling, A., & Duguir, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 33(January), 32-41.
Glaserfeld, E. (2008). Learning as constructive activity. AntiMatters, 2(3), 33-49.
Greenwood, S. C., & Flanigan, K. (2007). Overlapping Vocabulary and Comprehension: Context Clues Complement Semantic Gradients. The Reading Teacher, 61(3), 249-254. http://dx.doi.org/10.1598/RT.61.3.. Retrieved from http://digitalcommons.wcupa.edu/liter_facpub/1/
Lyster R., Leila R, (1997). Corrective Feedback and Learner Uptake, [pdf]. Retreived from: http://people.mcgill.ca/files/roy.lyster/Lyster_Ranta1997_SSLA.pdf
McFarland, K. (1996). Suggestions for comprehensible input for limited English proficiency students in the content area classroom. Retrieved from ERIC database. (ED401724)
Mitra, S. (2007, February). Sugata Mitra: Kids can teach themselves [Video file]. Retrieved from http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves?language=en
Takač, V. (2008) Factors Affecting Vocabulary Learning and Acquisition., Retrieved from:http://elt502ciu.wikispaces.com/file/view/Factors+Affecting+Vocabulary+Learning+and+Acquisition.pdf
Williams, Martin. "What's the Best Way to Teach Languages?" The Guardian. 14 May 2013. Web. 13 June 2015. <http://www.theguardian.com/teacher-network/teacher-blog/2013/may/14/best-way-teach-language-schools>.
Yee, K. & Hargis, J. (2009) iPhones and Smartphones. Turkish Online Journal of Distance Education (TOJDE). 10(4), 9-11.
Zhu, E., Kaplan, M., Dershimer, R.C., & Bergon, I. (2011). Use of Laptops in the Classroom: Research and Best Practises. CRLT Occasional Papers: Centre for Research on Technology and Learning: University of Michigan. (No.30).