Author：Zou, Bin ; Xing, Minjie ; Xiang, Catherine H. ; Wang, Yuping ; Sun, Mingyu

Abstract:Educational technologies continue to advance the ways in which we teach and learn. As these technologies continue to improve our communication with one another, computer-assisted foreign language learning has provided a more efficient way of communication between different languages. Computer-Assisted Foreign Language Teaching and Learning Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic scholars, language teachers, students, and policymakers a better understanding of the importance and influence of e-learning in second language acquisition. © 2013 by IGI Global. All rights reserved.

Author：Xing, Minjie ; Zou, Bin ; Wang, Dongshuo

Abstract:This chapter studies a wiki project that electronically links English students learning Business Chinese in the UK and Chinese students learning Business English in China. The focus is placed upon enhancing English/Chinese language skills and intercultural communication competence. Students' messages on the wiki illustrate that cultural values and cultural competence are important parts of business communication. The results of a questionnaire survey and a focus group interview indicate that the interaction between language learners and native speakers not only helped students improve each other's language, but also allowed them to understand the business norms and behaviours in another culture. The chapter concludes with a proposal that wikis can be a platform for enhancing language output and intercultural communication competence, if well designed and monitored. © 2013 by IGI Global. All rights reserved.

Author：Zou, Bin

Abstract:Studies suggest that the computer can support collaborative learning between learners. This chapter discusses collaboration between language learners while using computer-based tasks. The researcher aims to look at in what ways students collaborate when completing tasks using computers during language learning, particularly in developing their listening and speaking skills. This chapter also explores the possibilities of monitoring and assessment for this collaborative language learning. The analysis is based on interview, observation and questionnaire data from both teachers and students at two UK university language centers. The findings indicate that collaboration in computer-based environments organized by teachers is useful for students to develop their language skills. Computer-supported collaboration increases students' confidence and encourages them to maintain active learning, thus reduces the passive reliance on teachers' feedback. © 2010, IGI Global.