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Learning a Language in Virtual Worlds A Review of Innovation and ICT in Language Teaching Methodology International Conference Warsaw, 17th November 2011 Edited by Prof Sławomir Czepielewski Scientific Committee Prof Sławomir Czepielewski – Chairman Prof Andrzej Filipkowski Prof Piotr Sienkiewicz Ph.D Marek Kinasiewicz Organisational Committee Mateusz Czepielewski Magda Nowakowska Tomasz Rączka ISBN 978-83-88910-36-4 Publisher Warsaw Academy of Computer Science, Management and Administration Meksykańska 03-948 Warsaw, Poland tel +48 22 616-15-66 Printed by Przedsiębiorstwo Poligraficzno-Wydawnicze “GRAF” 96-321 Żabia Wola, Żelechów, ul Krakowiańska 12 tel 0 501 376 898, e-mail: janusz.graf@wp.pl This project has been funded with support from the European Commission This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein CONTENTS Preface VIRTUAL WORLD AS A FOREIGN LANGUAGE LEARNING ENVIRONMENT Sławomir Czepielewski, Catherine Christodoulopoulou, Judith Kleiner, Wioletta Mirinaviciute, Eduardo Valencia Virtual 3D Tools in Online Language Learning Sławomir Czepielewski The Virtual World of Second Life in Foreign Language Learning 15 Luisa Panichi Virtual Worlds: An Opportunity for Thinking about Learning 25 Anke Berns, Antonio Gonzàlez-Pardo, David Camacho Implementing the Use of Virtual Worlds in the Teaching of Foreign Languages (level A1) 33 Jessica Driscoll The Future of Textbooks: Bringing Business English Market Leader to Life 41 Ilaria Mascitti, Monica Fasciani, Daniela Di Marco Street Artists in a Virtual Space 47 Mats Deutschmann, Anders Steinvall & Anna Lagerström Gender-Bending in Virtual Space - Using Voice-Morphing in Second Life to Raise Sociolinguistic Gender Awareness 54 Ciara R Wigham, John Fynn An Asynchronous Virtual Space for Contact-Based Oral Work with Chinese Students Learning English 62 Kristi Jauregi Integrating Meaningful Interactions through Virtual Tools in Foreign Language Education: Looking at the Added Value 73 Monika Nowakowska-Twaróg The Virtual Teaching System 50+ 81 ICT AND INNOVATION IN LANGUAGE LEARNING Herta Johansmeier MemoStep6: Building up a Mental Lexicon in Foreign Languages A new Approach to Vocabulary Acquisition with Digital Flash Cards 86 Małgorzata Gawlik-Kobylińska, Dariusz Poczekalewicz Military English (Intermediate) e-Project Students as English Teachers 94 Zdzisław Głębocki WebQuests Revisited 100 Emilia Korczynska CALL Software as an Alternative to Natural Immersion in Adult SLA – a Remedy to the Existing Problems? 106 Jarosław Krajka, Sylwia Maciaszczyk Implementing Social Media in the Language Classroom 112 Erik-Jan Kuipers L10N in Poland – Open Source as a Solution for Computer Game Translation Training 119 Paweł D Madej Internet Platforms in EFL Teaching 129 Paweł D Madej The Use of ICT Tools in Teaching Foreign Languages 134 Magdalena Moderacka-Dołgało Learning Online for Middle-Aged People – Why Not? 141 Christine Rodrigues An Analysis of the Potential of a Computer-Mediated Learning Course for Vocabulary Learning in L2 145 Piotr Szałaśny, Marta Grubka A Few Words about Video Games and Foreign Language Acquisition 157 Eduardo Valencia Pulitzer Learn English with a Social Game 163 Małgorzata Gawlik-Kobylińska The Psychological Influence of Music on Adults Learning English at Elementary Level 173 Vicente Alapont The Best Way to Learn Languages 180 “If we teach today as we taught yesterday, we rob our children of tomorrow.” John Dewey Preface The fast and ongoing development of Information and Communication Technologies brings significant changes to every sphere of human life, including education In order to keep up with the rapidly changing reality, our attitudes towards teaching and learning need a radical transformation This publication presents the proceedings of an international conference ‘Future Language Learning Now: Innovative Applications and Methods for Language Training’ It was held in Warsaw on 17th November 2011, under the patronage of prof Barbara Kudrycka, the Polish Minister of Science and Higher Education Background The conference was a final event of a two-year EU funded project V-Lang “Creative and Open Language Training in Virtual Worlds” This international project was realized by a consortium of six institutions from Spain, Greece, Poland, Lithuania and Germany, under the Key Activity – Information and Communication Technologies, of the Lifelong Learning Programme The project focused on development, experimentation and dissemination of an Open Source based Toolkit It consists of a ready to use and upgradeable, immersive virtual learning environment, as well as methodology guidelines, enabling implementation and evaluation of this innovative approach to language learning Conference The conference ‘Future Language Learning Now: Innovative Applications and Methods for Language Training’, was hosted by one of the V-Lang project partners – Warsaw Academy of Computer Science Management and Administration The event aimed at presentation of theoretical and practical aspects of innovative methods and advanced technological solutions applied in foreign language learning and teaching It was attended by representatives of academic world from all over Poland and several other European countries There were practitioners in the field of linguistic education, lecturers, teachers, university and high school students, representatives of national and regional educational institutions as well as representatives of companies acting in the field of linguistic education The programme of the conference was divided into two thematic blocks In the first part the participants were familiarised with the idea of virtual worlds and their practical usage in foreign language learning and teaching Thanks to multimedia and interactive presentations prepared by the speakers, the conference attendees witnessed an interaction between lecturers and avatars, that represent a new type of students in a virtual classroom The second part of the conference was focused on other information and communication technologies applied in language learning and teaching at universities, high schools and in private companies Proceedings The thematic structure of the conference was reflected in the proceedings The first part of this publication is dedicated to “Virtual Worlds As a Foreign Language Learning Environment” It presents the latest ideas, research and findings concerning the application of virtual learning environments in education, with particular emphasis on language learning and teaching It also includes an overview of European projects dealing with virtual learning environments The second part “ICT and Innovation in Language Learning” includes papers presenting a wide range of state of the art tools, applications and learning methods based on innovative Information and Communication Technologies The publication gives an opportunity to reflect on the present and the future of computer assisted education; the changes that are being done and need to be done in future to teaching methodologies, tools and curricula as well as the approach of educators and learners in order to adjust the education of tomorrow to the requirements of a rapidly changing reality Acknowledgements Obviously no book can be a result of individual work We would like to express many thanks to a number of people who contributed to this publication We are most grateful to Prof Barbara Kudrycka, the Polish Minister of Science and Higher Education for taking patronage over the conference ‘Future Language Learning Now: Innovative Applications and Methods for Language Training’ and the present publication We were truly honoured to have her prestigious support.We are also deeply indebted to all the authors of articles, who have decided to share their passion, enthusiasm, experience and excessive knowledge in the field of educational innovations with the readers Neither the V-Lang conference, nor this publication would come into being without the enormous work of the V-Lang project team and the hospitality of Warsaw Academy of Computer Science, Management and Administration We are also truly grateful to all those anonymous contributors, whom we are unable to list here, but who have dedicated many hours of hard work to this publication Virtual 3D Tools in Online Language Learning Sławomir Czepielewski1, Catherine Christodoulopoulou , Judith Kleiner3, Wioletta Mirinaviciute4, Eduardo Valencia5 Warsaw Academy of Computer Science, Management and Administration Warsaw /Poland, 2Computer Technology Institute & Press “Diophantus” Patra/Greece, 3Dialoge Sprachinstitut Lindau/Germany, 4Soros International House Vilnius/Lithuania, 5DOT Pamplona/Spain e-mail: 1slawomir.czepielewski@warsawacademy.com, christod@westgate.gr, 3Judith.Kleiner@dialoge.com, violeta@sih.lt, 5eduardo@dot-secondlife.es Abstract The dynamic development of ICT technologies and Internet offers new tools and opportunities for more effective, comfortable and attractive teaching and learning It is especially important in contemporary world offering many appealing and attractive ways to spend available free time The real challenge for teachers is to get acquainted with these new tools and be taught how to use them in their everyday activities Totally new approach and new methodologies are required The V-Lang project aims at overcoming the above mentioned problems with the results being very helpful The basic results of V-Lang project, open source software for online management of training experiences by teachers and students and ready to use and upgradable Virtual World with a virtual village, virtual classrooms and meeting spaces, are described and it is explained how to use them Methodology Guidelines on the integration of online/blended and virtual learning are presented and clarified We show the results of pilot testing in European countries for different groups of beneficiaries, sharing experiences and conclusions The Toolkit for creation of virtual worlds is free and available on the website of the V-Lang project Introduction Virtual communication becomes an integral part of the 21st century culture So it becomes a necessity to use it in the process of education Modern teaching with ICT technologies opens up unprecedented opportunities for teachers and students E-learning is growing at a rapid pace and is already properly rooted in educational systems of countries belonging to the EU The next stage in this type of teaching and learning is adopting 3D technology Virtual worlds and 3D communities are useful for teaching foreign languages The benefits of their use are varied They give opportunity to meet strangers S Czepielewski, C Christodoulopoulou, J Kleiner, W Mirinaviciute, E Valencia at any time of day or night, in a virtual simulation of real life and to organize virtual meetings with other participants of the course in defined, virtual place This could be a lesson in the school or arranged group activities Benefits of using 3D virtual worlds in education: § § § § § teacher may cooperate with students on less formal basis, and students can choose an individual learning program and establish cooperation with other participants, the presence of avatars created according to individual needs, the risks reduction associated with lack of success for the student, activities may be conducted outside the virtual classroom, for example, in any unreal space or based on real examples, creating many communication opportunities between the teacher and the student, both in collective and individual mode, in various forms, such as chat, message, e-mail, verbal and visual communication in real time Problems with using 3D virtual worlds in education: § § § there may occur some problems with maintaining the discipline, relationships between the participants may cause problems due to possibility of identity changing - it may hinder the building up of trust between students, anonymity offered by the virtual world may provoke some not acceptable behaviours What is V-Lang? V-Lang “Creative and Open Language Training in Virtual Worlds” is a European project co-funded by Lifelong Learning Programme under Key Activity – Information and Communication Technologies The basic assumption of V-Lang project is to create a virtual 3D space dedicated to learning foreign languages On the one hand the project supports teachers in solving problems related to the knowledge about modern teaching tools and their applications in everyday work On the other hand it offers the beneficiaries a modern and attractive opportunity to learn the language The V-Lang project intends to contribute to the promotion of innovative forms of language training by means of applying ICT in the design and implementation of language courses The use of Virtual 3D Worlds in on line language training provides a full audio communication system which allows putting into practice students’ language skills in immersive and social environments, in Collaborative and Problem-Based Learning environments that promote creativity Creating communication techniques attractive for all kinds of students motivates them to active learning of foreign language and cooperation Another intention of the authors is to use sociological advantages Virtual 3D Tools in Online Language Learning of 3D virtual worlds and develop informal ways of contact between students and implement group work Objectives: To develop V-Lang Toolkit: § § § Ready to use and upgradable Virtual World containing a virtual island, virtual classes and meeting halls Open source software for the on line management of training experiences by teachers and students Methodology Guidelines on the integration of on line/blended & virtual learning To carry out Pilot Testing in EU countries Impact: § § § More than 240 target groups reached 20.000 people reached by digital means 40 stakeholders using the Toolkit Final Product of V-Lang- a V-Lang Toolkit Final product will be an affordable and easy to use toolkit for language providers and a very accessible and appealing environment for learners, especially those at risk of exclusion The Toolkit will provide a ready to install virtual village and classrooms allowing for immersive and collaborative training , as well as methodology guidelines for the integration and impact assessment of such approach to traditional on line language training 3.1 A V-Lang Platform The basic results of the V-Lang project, open source software for online management of training experiences by teachers and students and ready to use and upgradable Virtual World with a virtual island, virtual classrooms and meeting spaces, are described and it is explained how to use them Specifically, V-Lang aims at widespread use of Virtual Learning settings within online language training, already successfully tested by commercial products such as Language Lab To that end, V-Lang Strategy focuses on the development, experimentation and dissemination of a free Toolkit built upon Open Source that will allow swift integration of Virtual Worlds in online language learning 3.2 Methodology Guidelines[2] Teaching through 3D virtual worlds requires the development of entirely new teaching methods and new approaches to learning from teachers 173 The Psychological Influence of Music on Adults Learning English at Elementary Level Małgorzata Gawlik-Kobylińska National Defence University, Warsaw/Poland m.kobylinska@aon.edu.pl Abstract Music and language share several features: both stem from the processing of sounds, and both are used to convey messages They also have some features in common: pitch, volume, prominence, stress, tone, rhythm, and pauses Finally, music and language are learned through exposure These basic facets are inspiring for teachers who want to apply music in foreign languages teaching This paper aims to analyze the issues concerning the role of music in foreign language learning (memorization, motivation and social communication); it also attempts to answer the question whether music can be used in adult teaching Finally, it  presents results of the experiment conducted among  adults who were taught with the help of jazz chants and program music The results revealed that despite the fact jazz chants are commonly used in teaching young learners, together with program music, they can be didactical tools of great value Music in language learning The use of music in psychology, pedagogy, or medicine have been encouraging for applying music in other fields, inter alia, in foreign language methodology Numerous observations and research indicate that the use of music and songs in teaching English offers advantages related to three issues: memorization of words, sounds, and grammatical structures; motivation to learn; and communication These aspects are closely related to each other and some rules that describe a particular process can be used for explanation of another one 1.1 Music in Memorizing and Recalling One of the well-known contemporary researchers who stressed the significance of calmness for  mental readiness for learning was Bulgarian psychiatrist-educator G Lozanov (in 70s of 19th century) He claimed that a relaxed state of mind allows for maximal retention of material According to his findings, music properly adjusted for learning is Baroque music with 174 Małgorzata Gawlik-Kobylińska sixty beats per minute and a specific rhythm (Huy Le, 1999) This view has been reflected in Suggestopaedia, a language teaching method developed by Lozanov, which relies on attentiveness manipulation to optimize learning and recalling information What is more, Suggestopaedia has been claimed to develop hypermnesia, an excellent memory that is immensely helpful in new information acquisition (Murphey, 2002) The second significant issue connected with memorization is stress H Seyle’s theory (1963) on positive stress (where all activities of an individual are highly mobilized) and negative stress (where too much pressure stops learners from performing efficiently and creatively) was used in  Krashen’s Affective Filter Hypothesis (Krashen, 1982) The affective filter, similarly to  the  negative stress, hindrances spontaneous and natural performance Hence, teachers are obliged to  maintain such a classroom atmosphere which is conducive for affective filter reduction; they can this through musical activities The reduction of tension allows the learners to regain their power to concentrate, think logically, and finally, to memorize things better (Luk, 2002-2003) An additional argument for the fact that using music in the classroom corresponds with high potential for memorization, is a repetitive character of music After long exposure to a song, listeners tend to  repeat its lyrics without deeper thinking (Brown, 2006) Such song singing resembles what Piaget (1923) described as ‘egocentric language’, when children talk with little concern for an addressee, simply enjoying hearing themselves repeat (Brown, 2006) When it comes to foreign language learning, songs can activate the mechanism of repetition This view is shared by W Wallace, who claims that text is better recalled when it is heard as a song rather than a speech; it is because of  a  melody line and frequent musical repetitions (Wallace, 1994) A Canadian educator, E Jensen, states that music increases both the brain’s efficiency and effectiveness leading to an enhancement in cognition (Jensen, 2000) He adds that music has also an impact on perceptual-motor skills, memory, and emotional intelligence J Asher finds another point: he claims that songs, where emotion and language are united, are able to stimulate both hemispheres This stimulation allows for better learning for both left and right dominant personalities On the basis of ‘brain switching’ he developed his own language learning method called Total Physical Response (Asher, 1993) 1.2 The Motivational Aspect of Music Primarily, the motivational aspect of music is related to repetitive character of music and human’s liking for listening to music, or singing songs According to the ‘Mere Exposure Effect,’ first studied by R Zajonc in 1968, people tend The Psychological Influence of Music on Adults Learning English at 175 to like things they know much more than those which are unknown to them The reason for the tenet is related to the similarity of the message to human experience (Aronson, Wilson, Akert, 2007) Secondly, music shapes learning environment In the method called the Natural Approach, Terrell (1977) stresses the importance of external factors in learning Here, not only music, but also other issues like “the precise way of using voice quality, intonation, and timing” create the learning environment (Stevick, 1976; cited after: Richards and Rodgers 1986, p 142) In this approach, creating learning environment aims at stimulating learners’ curiosity and intends to ground their engagement in studying A positive classroom atmosphere, using communicative techniques, and  using music, are elements which make teaching friendlier and more interesting A similar view is represented by Halpern, who confirms that it is sounds and music that enrich educational environment (Halpern, 1991) The creation of specific stimuli influences our emotional states and consequently regulates our motivation to act (LeDoux, 2001) Finally, with the help of music, teachers are able to regulate tension of a lesson It is especially helpful for teachers who have problems with classroom discipline A Vietnamese case study showed that when music interweaves various activities like speaking, reading, writing, and listening, it soothes students’ minds and arises their readiness for learning (Huy Le, 1999) 1.3 The Socio-Cultural Aspect of Music Apart from psychological and motivational aspects, it is vital to say that education can be considered as a part of great communication at different levels and dimensions, which involves processes of exchanging information between a sender and a receiver (Biesta, 1995) In a classroom, this communication can be enhanced with music By doing tasks connected with singing or chanting, members of the group get closer Commitment to learn, feelings of togetherness and social harmony, highly motivate students to learn Such changes were noticed by D James, who stated that activities with music strengthen group bonds and set a particular mood Participation in one binding activity based on music builds a constructive and friendly classroom atmosphere (James, 2004) One of the advantages of collective participation in musical activities is breaking the barriers, for  example, of age, social status, or culture The barriers are regarded as disturbing peer relationships and knowledge acquisition (Lake, 2002-2003) The stress and anxiety feelings can also be regarded as previously mentioned affective filter Music as a powerful mean of communication can be shared and enjoyed by people of different linguistic and cultural backgrounds It is crucial especially in a class of adults where people have different, already fixed, life experiences 176 Małgorzata Gawlik-Kobylińska What music does is helping students to encode cultural meaning A sample experiment was led by Carlos R Abril (2003) in a class of Hispanic children The  author observed that “most children who were learning English as a second language were not only acquiring a new language, but also adjusting to a new culture” (Abril, 2003, p 38) On the other hand, results of an experiment conducted in Vietnam by M Huy Le showed that some English pop songs may seem to be invaluable in integrating learners with new cultures or attitudes According to the author, “American pop songs are so enthusiastically accepted by young people, while the meaning of their messages (about individual freedom, social hostility, sexual liberation) are at odds or in a great conflict with the Vietnamese cultural context (with treasure of the mind, love, and share)” (Huy Le, 1999, p 9) The reason for the ‘educational failure’ is connected with deeply rooted differences between Vietnamese and American systems of values The finding shows that teaching materials should be evaluated carefully before the lessons according to students’ convictions and feelings The Research 2.1 Objectives & Research Organization The aim of the research, conducted in one of the Continuing Education Centre in Masovian Voivodeship (Poland), was to prove that teaching adults with music allows them to achieve better results than those who are taught with traditional methods There was also a concern which language skills can be undoubtedly improved The research method was a pedagogical experiment in which two comparative groups participated: control and experimental; each group consisted of 18 learners at elementary level of English To gather more data about students’ performance, the additional method applied was participant observation and gathering school documentation, mainly class tests and short quizzes The instruments used to measure students’ progress were integrated skills tests 2.2 Experimental Group Teaching (As Independent Variable) While one group was taught in a traditional way, the experimental group had their lessons enriched with jazz chants composed by C Graham and program music by L van Beethoven, E Grieg, A. Vivaldi Jazz chants, snappy poems presented in American English that can be said or sung with a jazz rhythm, are based on a combination of repetitions and learned responses Hence they are regarded as highly conducive especially to memorizing (Graham, 2006) Unlike popular songs, they contain good grammar and are good for those who not like singing or are not musical The Psychological Influence of Music on Adults Learning English at 177 (or, for those who have difficulties with an extreme pitch of a sound) In the experiment jazz chants were used for practicing all language competences; they also allowed for designing a broad range of activities and  exercises such as gap filling, dictation, focus questions, error correction based on listening, or  even putting the lines into the correct sequence Additionally, they punctuated the flow of a lesson: its opening and closing Another type of music applied in the experimental class, the program music (the term introduced in the 19th century by F Liszt as used for description of nonmusical subject, such as a story, object, or  scene), was applied for improving mainly productive skills The particular facet of program music (releases emotions, tension, or anxiety) allowed for triggering students’ activities by visualization (understood as the ability to form images in a human mind in response to a musical stimulus) (Szulc-Kurpaska, 2006) One of the form of visualization applied in the experimental group was Guided Imagery, which was a pre-writing technique relying on students’ self-expression (Kirk, n.d.) With the help of the programme music and visualization students were also presented new vocabulary and structures 2.3 Results The analyses of observation notes, school documents and integrated skills tests indicated that using music as a teaching tool significantly improved adult language learning To be specific, it is possible to state the following: § it was possible to overcome psychological barriers connected with too extreme inhibitions in  adults’ active participation in the lesson (main reason for inhibitions: no decent language background due to their initial stage of learning), § adult students’ productive and receptive skills were noticeably developed Singing jazz chants and songs enhanced EFL learners’ awareness of sounds, rhythms, pauses and intonations Consequently, such enhancement had a great impact on students pronunciation, speaking and reading skills Moreover, the repetitions provided by jazz chants consolidated knowledge mainly on grammar structures, vocabulary, listening, and pronunciation Further Implications For adult learners nothing brought more joy than participation in musical activities The positive results of the research are important arguments for enriching foreign language teaching with musical elements If music is a viable tool for second language acquisition, then songs, chants, or instrumental music, can no longer be regarded as recreational devices of little value Therefore, educators should consider giving music a more prominent role in the second language curriculum 178 Małgorzata Gawlik-Kobylińska Inevitably, new ideas and applying modern solutions in foreign language methodology foster teacher’s imagination and lead to other paths and new qualities Nowadays, as society becomes more technologically advanced, regarding different innovative approaches in foreign language teaching, it  could be valuable to combine music with new information and communication technologies (ICTs) As far as teachers consider their work as art, the number of variations is unlimited References [1] Abril, C R (2003) No Hablo Ingles: Breaking the Language Barrier in Music Instruction Music Educators Journal, 89, (5), pp 38-43 [2] Aronson E., Wilson T D., Akert R M (2007) Psychologia społeczna Wydawnictwo Naukowe PWN: Zysk i s-ka [3] Asher, J (1993) Imagination in Second Language Acquisition The Journal of the Imagination in Language Learning, [4] Biesta, G (1995) Education/Communication: The Two Faces of Communicative Pedagogy The Yearbook A Publication of the Philosophy of Education Retrieved: http://www.ed.uiuc.edu/EPS/PESYearbook/95_docs/biesta.html, date: 2010/05/24 [5] Brown, H (2000) Principles of Language Learning and Teaching New York: Pearson Education [6] Graham, C (2006, June) Grammar chants and Grammar songs Outline presented at  a  conference workshop during English Teaching Market, Stare Jabłonki [7] Halpern, S (1999) Sound Education: Creating the Optimal Learning Environment Cited after: Huy Le, M (1999) The Role of Music in Second Language Learning: A Vietnamese Perspective Presentation at Combined 1999 Conference of the Australian Association for Research in Education and the New Zealand Association for Research in Education University of Tasmania Retrieved from: http://www.aare edu.au/99pap/le 99034.htm, date: 2010/05/30 [8] Huy Le, M (1999) The Role of Music in Second Language Learning: A Vietnamese Perspective Presentation at Combined 1999 Conference of the Australian Association for Research in  Education and the New Zealand Association for Research in Education University of Tasmania Retrieved from: http://www.aare.edu.au/99pap/le 99034.htm, date: 2010/05/30 [9] James, D (2004) Bringing Back Old Technology: How and Why I Use Music in the Classroom Teaching English in the Two Year College, 31 (3), pp 311-315 The Psychological Influence of Music in Learning English by Adults at 179 [10] Jensen, E (2000) Music with the Brain in Mind The Brain Store, Inc.: San Diego, CA [11] Kirk, P (n.d.) Pre-writing: Guided Imagery Teaching English Language Arts: Home Page [12] Krashen, S D (2009) Principles and Practice in Second Language Acquisition Oxford: [13] Pergamon First internet edition [14] Lake, R (2002-03) Enhancing Acquisition Through Music Journal of the Imagination [15] for Language Learning 7, 2002-2003 [16] LeDoux, J (2001) Mózg emocjonalny Poznań: Media Rodzina [17] Luk, N (2002-2003) The Role of Emotion in Language Teaching The Journal of Imagination [18] in Language Learning and Teaching (7), 2002-2003 [19] Murphey, T (2002) Music and Song Resource Book For Teachers Oxford: Oxford University [20] Press [21] Richards, J C., Rodgers, T S (1986) Approaches and Methods in Language Teaching [22] A Description and Analysis Oxford: Oxford University Press [23] Seyle, H (1963) Stres życia Warszawa: Wydawnictwo Naukowe PWN [24] Szulc-Kurpaska, M (2006, June) Using Music in the Classroom Outline presented [25] at  a  conference workshop during English Teaching Market, Stare Jabłonki [26] Wallace, W T (1994) Memory for Music: Effect of Melody on Recall of Text Journal of  Experimental Psychology: Learning, Memory and Cognition Vol 20 (6) 180 The Best Way to Learn Languages Vicente Alapont Dexway European Headquarters info@dexway.com Abstract The dexway Method offers all of the advantages of online training along with the constant support and guidance of native speaking tutors Training employees in foreign languages is one of the greatest challenges faced by Human Resources Managers in large companies Where can they find permanent training that is not dependant on issues of physical location, schedules or commutes, and which also offers the human element that only an experienced native speaking teacher can provide? Choosing a multi-media solution, as it is often done, might provide solutions to some of these challenges, but will not meet all the needs of a Human Resources Department, and will leave some issues unaddressed The employee’s lack of time, uneven levels of knowledge, the timing, the cost, their different profiles and nationalities and the cost of commuting or travelling to different locations are some of the issues… With our solution, however, these aspects are addressed through a methodology that has succeeded in bringing together the most advanced eLearning technology and the best and most customized service both for the employee being trained and the company that wishes to train its team Through its perfect integration of Linguistic Immersion lessons and both visual and verbal access to a dedicated Tutoring Team at any time of day or night, the dexway language method represents the most successful development in foreign language training to date, offering the advantages of several types of solutions all in a user-friendly platform Introduction The human element is provided by dexway through the personal attention of our team of native speaking tutors whenever the user needs it At no extra cost and without having to exit the learning platform, the student can speak to a dedicated tutor face to face at any time, 24 hours a day, days a week and just with a click of the mouse The Best Way to Leam Languages 181 Impersonal training is a thing of the past Our tutors use a tool that keeps track of each of the student’s learning process, knowing at all times the identity of the student and all about the student’s learning progress An online and active community of students, the most advanced speech recognition system in the market, fun learning games and lots of other activities like karaoke, videos and radio podcasts are only some of the extras we offer to the student to make the learning process a pleasant and vibrating experience 182 Vicente Alapont 365º Tutoring Support The 365º tutoring provided by dexway greatly facilitates the organization’s Human Resource Department’s training activities and provides them with customized reports on a regular basis The Best Way to Leam Languages 183 Through a series of proactive contacts on the part of the tutors during the training period, tracking reports are generated and sent to the person in charge of training in real time or at predetermined intervals This is in addition to the reactive tracking that is performed through the method’s integrated personalized Learning Management System (LMS) platform The native tutors create “one-to-one” rooms that they leave open during the entire session in order to attend to the student’s needs at the moment they have any questions or concerns “A customized solution to every client” Every department and every industry has different requirements when it comes to language, specific expressions and specialized vocabulary For this reason, dexway provides customized solutions that offer all the benefits of the dexway methodology Our portfolio ranges from solutions 100% focused on the business world to solutions specifically design to match the needs of sectors such as pharmacy, restaurants, shops, hotels and many others “Always innovating” At dexway we are constantly innovating and trying to find ways to improve our service When a new trend comes up, we keep up with the times 184 Vicente Alapont The Best Way to Leam Languages 185 iPads are on everybody’s hands right now and we couldn’t less but to put all our efforts in finding a way to provide the market with solution suitable for such demand, giving birth to dexway tablet Our Linguistic Immersion Lessons have been specially designed for this type of portable device (iPad, Android Tablets, etc.…) making videos, audio and a feature that keeps track of the user’s progress available to our users, all through a comfortable tactile screen We are the first company reaching this level of technology and we have done it because we would anything to improve our user’s learning process Now dexway is more portable than ever! “The guarantee of an industry expert” Dexway is guaranteed to offer all of the necessary tools for learning a language, through a structure that has been successfully applied for decades in classroom training as well as in eLearning All our solutions are fully compliant with the Common European Framework of Reference (CEFR) for the corresponding languages and will prepare students to pass international language competency exams We also offer special courses dedicated to prepare International Language Competence Certifications such as the TOEFL and the First The dexway solution is available for learning British English, American English, Spanish, French and German All of these courses are available for every skill level and include placement tests 186 ... Potential of a Computer-Mediated Learning Course for Vocabulary Learning in L2 145 Piotr Sza? ?a? ?ny, Marta Grubka A Few Words about Video Games and Foreign Language Acquisition 157 Eduardo... V-Lang project partners – Warsaw Academy of Computer Science Management and Administration The event aimed at presentation of theoretical and practical aspects of innovative methods and advanced... comfortable and attractive teaching and learning It is especially important in contemporary world offering many appealing and attractive ways to spend available free time The real challenge for teachers