It has been agreed about the general consensus regarding working memory that it is extensively involved in goal-directed behaviors retained and manipulated to ensure successful task execution. The theoretical framework behind working memory including its capacity limit and temporary storage is a multicomponent system that manipulates information stowing for greater and more complex cognitive utility
―Language Acquisition requires meaningful interaction in the target
language- natural communication- in which speakers are concern not with the form of
their utterances but with messages they are conveying and understanding.‖ Stephen
Krashen.
Second language acquisition (SLA) is the process by which people learn a second
language in addition to their native language(s). The term second language is used to
describe the acquisition of any language after the acquisition of the mother tongue.
The language to be learned is often referred to as the ‗target language‘ or L2,
compared to the first language L1.
Cognitive learning theory has focuses on unobservable change in mental knowledge.
Cognitivsim or mental change, as psycholinguists say, should no longer be ignored as
a rejection of the behaviorist views. Cognitive abilities of SLA vary from one person
to the other; presumably the recent studies suggested a synthesis in which the process
of language acquisition may interact with cognitive development to produce an
improvement in acquired language.
SLA is often viewed as part of Applied Linguistics; it is typically concerned with the
language system and learning processes, whereas applied linguistics may focus more
on the experiences of the learner particularly in the classroom. The cognitive
development of the second language acquisition is developed in this research through
student –directed projects, presentations and classroom discussions to supplant the
traditional lecture format.
The purpose of this research is to combine these vital strands of investigation into
close dialogue that will be applied on a group of university students studying a course
of Sociolinguistics in Al Alsun Faculty, English Department. Results will be recorded
to show the improvement of the second language (English Language) on this group
viewable in their presentations and performances.
We extend a standard for doing agile scrum teamwork in education that permits individual assessment within teams (IAFOR ECE2020).Since the teacher's bandwidth in education is limited and increasingly under pressure, we focus on course design options that can be used to leverage the bandwidth.One economizing option in courses is to let teams prerecord prototype presentation videos before sprint review takes place.This allocates expensive teacher's time to team interrogation time which enriches interaction and engagement and enables effective sharing between teams to improve communication flow in sparse stakeholder feedback scenarios.We also describe three learning analytic pathways that can be smartly integrated into learning dashboards to monitor student and team progress or into learning recommender systems and chatbots to generate action-directed, just-in-time feedback and advice to students.The first one is for setup that enables control of important team diversity and student inclusion parameters such as demographic, personality and professional traits that are known from the student population in advance and that enables handy attribution of 21st-century skill sets within teams.The second one is the product pathway that builds on a datastream generated from qualitative, quantitative and immersive product features that are known from prototyping.The third one is the process pathway in which information on 21st-century skills is generated that are at play in individual and dynamic team processes.We are convinced that these extensions will further enable effective learning technology that is directed to applying agile scrum in education efficently, both for students as teachers.
