"An assessment tool for online language learning computer games"
P. Arvanitis, P. Krystalli, P. Panagiotidis, 2012
Proceedings of London International Conference on Education (LICE 2012).
London 2012


The evolution of technology and the strong belief that computer games promote learning contributed to the increase of educational computer games available online in the field of teaching and learning a foreign language. 

"A framework of learners’ digital skills needed for use in language learning environments"
Online Proceedings of 5th International Symposium: Emerging Technologies for Online Learning (ET4Online). 
USA: Las Vegas, Sloan Consortium & MERLOT, 2012

In an era of "digital globalization" (at least for most western societies) the increasing use of open technological platforms, such as CMC, VLS, LCMS, Blogs, Wikis, social networking sites, and online gaming and simulation environments, affect the entire adulthood of young learners.

This early digital adulthood of learners, whom Prensky already calls "digital natives" requires, in the field of learning a foreign language, language learning tools not only suitable to their needs but capable to assist them to construct personal technology-enhanced language learning experiences. The right use of these tools from learners' side becomes a crucial issue for language teachers who must guide them through the process of language acquisition.

"A Multimedia database for speech acts for second language teaching and learning"
P. Arvanitis – A. Kigitsoglou-Vlachou, 2012.

Proceedings of 5th International Conference of Education, Research and Innovation International Conference (ICERI 2012), International Association of Technology, Education and Development (IATED) 2012.


The effort of teaching a foreign language and through language, culture and civilisation of others, still occupy all those involved in the linguistic educational process. In recent decades, the main principles of second language teaching, focuses on teaching language and culture as a whole, with a great concern about the means of communication in specific social based situations.
In recent years, the use of information and communication technologies (ICT) has widespread in second language learning and teaching environments. Learners are now interacting with a variety of semiotic modes - through image, video, sound, new forms of written and spoken texts - in a complex multilingual communicative universe.
In the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (abbreviated as CEFR), which is widely adopted and accepted as the European standard for teaching and learning foreign languages we find the key notion of speech acts. Speech acts are at the heart of teaching and the core development of communicative language skills in the sense that they describe what learners can do with language in specific contexts or in a particular communicative situation.

"Τεχνολογίες Web 3.0 και εκπαίδευση. Οι επιπτώσεις στη γλωσσική διδασκαλία"
Π. Αρβανίτης – Π. Παναγιωτίδης, 2009.
Proceedings of the 3rd International Conference "Foreign Language Teaching in tertiary Education", Gogas, Th. & Tangas, P. (eds), Epirus Institute of Technology, Igoumenitsa 9-11 October 2009, pp. 418-434.
Athens: Dionikos, 2011.

Η νέα μορφή στην οποία μετασχηματίζεται το web την τελευταία τετραετία, φαίνεται να δημιουργεί ένα περιβάλλον αυξημένης κοινωνικής αλληλεπίδρασης μέσα στο οποίο οι χρήστες έχουν τη δυνατότητα να συνεργάζονται, να επικοινωνούν, να δημιουργούν το δικό τους περιεχόμενο και να χρησιμοποιούν υπηρεσίες με έναν ελεύθερο και μη ελεγχόμενο τρόπο. Όπως είναι φυσικό, τις αλλαγές αυτές προσπαθεί να ακολουθήσει και η νέα γενιά εφαρμογών elearning. Σε αυτές συγκαταλέγονται και εκείνες που αφορούν τη γλωσσική εκπαίδευση και οι οποίες προσπαθούν να εκμεταλλευθούν τα νέα «κοινωνικά» εργαλεία του web 2.0, για να προσφέρουν μια νέα μαθησιακή εμπειρία.

  1. 2011 - Les activités lexicologiques, lexicographiques et morphosyntaxiques : un regard en arrière avant d’aller en avant
  2. 2009 - Language Learning in Virtual Worlds
  3. 2008 - Objets éducatifs et Bases de données multimédia. Leur nouveau rôle en EAD
  4. 2006 - A database of filmed novels. Methodology and didactic use
  5. 2005 - Multimedia databases: Implementation in electronic environments of language teaching
  6. 2005 - Electronic environments for language learning and language resources. Needs and perspectives
  7. 2005 - Developing, Implementing and Accrediting Multimedia Language Courses for Specific Purposes in Higher Education
  8. 2005 - A Digital Library of Multimedia Material for Language Education
  9. 2003 - State Certificate of Language Proficiency (KPG): Structural components of the Test Selection DataBase
  10. 2003 - Design and Development of a Multilingual Terminological Database for the domain of Applied Linguistics
  11. 2002 - Uses of Multimedia Databases Systems – MMDBMS) for translating purposes
  12. 2002 - From the joystic and Lara Croft to Angelina Jolie and Tomb Raider
  13. 2001 - Professional Audiences and Distance Language Learning. The XENIOS Project
  14. 2001 - Dictionnaire électronique multilingue de proverbes
  15. 2001 - "οικΟΝΟΜΙΑ": A project for annotated economic corpora
  16. 2000 - Automatic recognition of name entities for information extraction and retrieval
  17. 1998 - Multimedia Databases: Design, implementation and use in language teaching applications
  18. 1997 - Interactive multimedia: Use and applications in language teaching and learning in Information Society
© 2021 Παναγιώτης Αρβανίτης - Panagiotis Arvanitis

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