{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/115719"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/115719","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Smart online language learning modules: An exploration of the potential of advanced digital technologies and artificial intelligence for collaborative language learning utilizing translanguaging and multimodal communication approaches","abstract":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2024-05-01","abstract_html":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2024-05-01","abstract_has_math":false,"creators":["Tzirides, Anastasia Olga (Olnancy)"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Kalantzis, Mary","Cope, William","Paquette, Luc","Ortega Martín, José Luis"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-05","date_published":"2022-05","updated_at":"2026-07-22T22:24:55Z","subjects":["Translanguaging","Digital Tools","Artificial Intelligence","Machine Translation","Multimodality","Transpositions","Peer Engagement","Online Intercultural Exchanges","Language Learning","Digital Literacy"],"languages":["en","eng"],"rights":["Copyright 2022 Anastasia Olga (Olnancy) Tzirides"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/115719","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kalantzis, Mary","Cope, William","Paquette, Luc","Ortega Martín, José Luis"]},{"key":"dc:creator","label":"Author","values":["Tzirides, Anastasia Olga (Olnancy)"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-05","2022-04-20"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Translanguaging","Digital Tools","Artificial Intelligence","Machine Translation","Multimodality","Transpositions","Peer Engagement","Online Intercultural Exchanges","Language Learning","Digital Literacy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Anastasia Olga (Olnancy) Tzirides"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/115719"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2024-05-01","The student, Anastasia Olga (Olnancy) Tzirides, accepted the attached license on 2022-04-18 at 22:46.","The student, Anastasia Olga (Olnancy) Tzirides, submitted this Dissertation for approval on 2022-04-18 at 23:15.","This Dissertation was approved for publication on 2022-04-20 at 08:17.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17775 on 2022-11-11 at 12:47:17","This dissertation is a mixed-methods case study that follows design-based and agile research approaches. It investigates pedagogical practices to enhance language learning involving innovative literacy practices, digital tools and peer engagement. More broadly, this study addresses the ways in which, by incorporating advanced digital tools in learning, the language proficiency of students can be extended along with their digital literacy. It proposes a teaching and learning design grounded in the efficient integration of innovative digital tools, in a rich setting of peer language learning and based on a translingual – transpositional – multimodal theoretical framework. The proposed design aims to explore the value of artificial intelligence in educational practice to enhance human-to-human interaction and translingual communication, and to test the efficacy of translanguaging as a pathway for learning to communicate in the contemporary globalized society. An additional objective of the study is the further improvement of the digital tools and their application in language learning classrooms. Thus, the study’s intervention includes activities that utilize multimodality in languages and communicative contexts, as well as in the design of the digital tools. Ultimately, the study intends to explore how state-of-the-art technological advancements like artificial intelligence can assist the goal of translanguaging and multiform transpositions as part of the everyday life, communication, and learning processes of contemporary global digital citizens. In these ways, this dissertation also explores human-technology interaction as an integral part of the contemporary communicative repertoire. Students in this context are encouraged to effectively use digital tools to facilitate multilingual communication in digitally mediated, peer language learning contexts, and by extension to facilitate multimodal meaning-making capacities in their everyday lives. The findings of this study show that the learning design as developed and implemented was a successful learning experience with positive learning outcomes, based on students’ perceptions and their performance scores. Findings suggest that students felt more comfortable in using their holistic communicative repertoire as they familiarized themselves with the use of multiple digital tools in various aspects of the course activities. These tools assisted them to improve their association with digital and online spaces, in general. Furthermore, online interactions among native speaker peers played a fundamental role in making the experience effective and engaging, by contributing both in the enhancement of language acquisition and of the complete learning and social experience of the intervention. Considering the future implementations of the learning design of this study, it was found that the design principles and processes of the course were effective. The findings from this study support the work of second/foreign language learning teachers, educational technology providers and governments to develop more advanced and real-life digital solutions, policies, and instructional schemes with the goal of preparing students to become independent digital learners while also supporting multilingual and multicultural education."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Smart online language learning modules: An exploration of the potential of advanced digital technologies and artificial intelligence for collaborative language learning utilizing translanguaging and multimodal communication approaches"]}]}],"canonical_facts":{"dc:contributor":["Kalantzis, Mary","Cope, William","Paquette, Luc","Ortega Martín, José Luis"],"dc:creator":["Tzirides, Anastasia Olga (Olnancy)"],"dc:date":["2022-05","2022-04-20"],"dc:description":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2024-05-01","The student, Anastasia Olga (Olnancy) Tzirides, accepted the attached license on 2022-04-18 at 22:46.","The student, Anastasia Olga (Olnancy) Tzirides, submitted this Dissertation for approval on 2022-04-18 at 23:15.","This Dissertation was approved for publication on 2022-04-20 at 08:17.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17775 on 2022-11-11 at 12:47:17","This dissertation is a mixed-methods case study that follows design-based and agile research approaches. 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Students in this context are encouraged to effectively use digital tools to facilitate multilingual communication in digitally mediated, peer language learning contexts, and by extension to facilitate multimodal meaning-making capacities in their everyday lives. The findings of this study show that the learning design as developed and implemented was a successful learning experience with positive learning outcomes, based on students’ perceptions and their performance scores. Findings suggest that students felt more comfortable in using their holistic communicative repertoire as they familiarized themselves with the use of multiple digital tools in various aspects of the course activities. These tools assisted them to improve their association with digital and online spaces, in general. Furthermore, online interactions among native speaker peers played a fundamental role in making the experience effective and engaging, by contributing both in the enhancement of language acquisition and of the complete learning and social experience of the intervention. Considering the future implementations of the learning design of this study, it was found that the design principles and processes of the course were effective. 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