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Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018最新文献

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Integrating #FLIrish101 in an LMOOC – learner engagement and pedagogical approach 在LMOOC中集成#FLIrish101 -学习者参与和教学方法
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.841
Mairéad Nic Giolla Mhichíl, Conchúr Mac Mochlainn, Elaine Beirne
{"title":"Integrating #FLIrish101 in an LMOOC – learner engagement and pedagogical approach","authors":"Mairéad Nic Giolla Mhichíl, Conchúr Mac Mochlainn, Elaine Beirne","doi":"10.14705/rpnet.2018.26.841","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.841","url":null,"abstract":"Course specific hashtags are a feature of Massive Open Online Courses (MOOCs) delivered through many of the major MOOC platforms. Their pedagogic objective is usually considered as a means to facilitate social learning and collaboration between learners. Research into the use of hashtags by learners illustrates limited engagement and integration within their learning experience (Veletsianos, 2017) and that MOOC providers use course hashtags mainly as a means of promotion and marketing. This paper presents the findings of an analysis of the use of the #FLIrish101 by a cohort of learners undertaking a Language MOOC (LMOOC) designed for ab initio learners of Irish. The LMOOC is delivered through the FutureLearn platform. The paper outlines the main findings from an analysis of the Twitter dataset to interpret the LMOOC’s learner use of the hashtag. The paper critiques the implicit research design, pedagogical principles and engagement strategies employed by the LMOOCs academic designers to integrate the hashtag as a purposeful means to support collaborative language learning outside the confines of the MOOC platform","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"147 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113991000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Successful telecollaboration exchanges in primary and secondary education: what are the challenges? 中小学教育远程协作交流的成功:挑战是什么?
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/RPNET.2018.26.822
M. K. Jauregi Ondarra, S. Melchor-Couto
{"title":"Successful telecollaboration exchanges in primary and secondary education: what are the challenges?","authors":"M. K. Jauregi Ondarra, S. Melchor-Couto","doi":"10.14705/RPNET.2018.26.822","DOIUrl":"https://doi.org/10.14705/RPNET.2018.26.822","url":null,"abstract":"The TeCoLa project promotes telecollaboration to foster meaningful foreign language learning particularly in secondary schools throughout Europe. In 2018, a number of pilot experiences are being conducted. This paper focusses on one of these pilot experiences, where learners from a Dutch secondary school and a Spanish primary school telecollaborated in Spanish and English by carrying out four tasks (creation of vlogs) asynchronously and sharing them in their group’s Padlet wall. Different sources of data were gathered (recordings, surveys, and interviews) in order to be able to disentangle the factors that might play a role in successful telecollaboration exchanges and language learning experiences. Overall learners seemed to enjoy the experience, but the Spanish participants found the exchanges much more meaningful than the Dutch ones. This might well be related to the autonomy given to the students, who might have needed further guidance to benefit fully from the exchange.","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"111 3S 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133053626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Online English practice with Filipino teachers in university classrooms 在线英语练习与菲律宾教师在大学教室
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.818
S. Healy, Yasushi Tsubota, Yumiko Kudo
{"title":"Online English practice with Filipino teachers in university classrooms","authors":"S. Healy, Yasushi Tsubota, Yumiko Kudo","doi":"10.14705/rpnet.2018.26.818","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.818","url":null,"abstract":"Globalization has led to an increased need for Japanese students to improve their communicative abilities in order to compete on the world stage. As a result, the Japanese government has reformed the English education system in Japan to focus on more practical communication. Due to a lack of time and resources available to do this successfully, some institutions in Japan have introduced online components to their courses. This study examines both qualitative and quantitative data regarding students’ engagement in online English education and some of the practical issues that can arise.","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131487500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Vlogging in Toronto: learning Finnish through collaborative encounters 视频博客在多伦多:通过合作学习芬兰语
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.839
Anu Muhonen, Riikka Kujanen
{"title":"Vlogging in Toronto: learning Finnish through collaborative encounters","authors":"Anu Muhonen, Riikka Kujanen","doi":"10.14705/rpnet.2018.26.839","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.839","url":null,"abstract":"This case study is excerpted from a larger study where we explore collaborative encounters, i.e. practices and discourses, within a blended learning project where vlogging, i.e. video blogging, is used in Finnish language learning. The data has been collected in 2017-2018 during an intermediate Finnish course at the University of Toronto. In this paper, we investigate one student assignment and analyse what kind of collaborative encounters the use of vlogging creates outside the classroom. We analyse the discourse within the vlog with the support from ethnographically collected data (semi-structured interviews and written reflections). This study shows that vlogging implements the adoption of different collaborative encounters; a free time activity with friends creates a space for authentic and collaborative language learning.","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116520125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
The acquisition of French vocabulary in an interactive digital gaming context 在交互式数字游戏环境中习得法语词汇
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.849
A. Rueb, W. Cardoso, Jennica Grimshaw
{"title":"The acquisition of French vocabulary in an interactive digital gaming context","authors":"A. Rueb, W. Cardoso, Jennica Grimshaw","doi":"10.14705/rpnet.2018.26.849","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.849","url":null,"abstract":"Prêt à Négocier (PàN) is an interactive digital information gap game designed to help French students improve their interaction skills. In this study, we examined the effects of its use on improving French learners’ vocabulary. Following a pretest/posttest design, we compared the development of 20 French words between an experimental and a control group. Although both groups followed a similar trajectory in vocabulary learning, some participants benefited from the proposed game-based pedagogy more than others due to individual differences. Our findings highlight how interactive and meaningful games such as PàN can complement and enhance the learning of second/foreign language (L2) vocabulary.","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125494743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Can 360 virtual reality tasks impact L2 willingness to communicate? 360度虚拟现实任务能否影响第二语言的沟通意愿?
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.844
Kevin Papin
{"title":"Can 360 virtual reality tasks impact L2 willingness to communicate?","authors":"Kevin Papin","doi":"10.14705/rpnet.2018.26.844","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.844","url":null,"abstract":"This paper presents a research proposal that aims at examining the impact of communicative tasks mediated by Virtual Reality (VR) on second language (L2) Willingness To Communicate (WTC) outside of the classroom. The study will take place in Montreal, a Canadian city known for its regional variety of French and the bilingualism of its population, which is challenging for international students trying to practice the target language outside of the classroom. A mixed-methods approach will be used to follow the evolution of WTC levels while exploring in more depth students’ perceptions of the virtual activities and their WTC.","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133315254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Language learning through conversation envisioning in virtual reality: a sociocultural approach 虚拟现实中对话想象中的语言学习:一种社会文化方法
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.838
Maryam Sadat Mirzaei, Qiang Zhang, Stef van der Struijk, T. Nishida
{"title":"Language learning through conversation envisioning in virtual reality: a sociocultural approach","authors":"Maryam Sadat Mirzaei, Qiang Zhang, Stef van der Struijk, T. Nishida","doi":"10.14705/rpnet.2018.26.838","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.838","url":null,"abstract":"This study proposes a virtual reality platform for language learners to practice a Target Language (TL) and develop cross-cultural competencies through interaction with peers or an AI-agent (limited scope), followed by a scheme for engaging learners to envision their conversations by disclosing their thoughts, reasoning, feelings, and expectations. This platform, Virtual Reality Conversation Envisioning (VRCE), enables the learners to fully share a contextual, immersive environment, simulated in Virtual Reality (VR), to have free conversations by performing role-plays on proposed topics. VRCE is designed to provide first person views during conversation and third person views during envisioning so that learners can take the role of participants and meta-participants at each phase. Learners envision the conversation individually at certain points during the role-play review. Their envisioning is then shared with their conversational partner to detect the misunderstandings, observe the situation from each other’s perspective, and to learn about sociocultural cues that led to the different viewpoints. Participants’ envisioning revealed interesting differences in their understanding of a shared situation. Findings showed that VRCE is an effective medium to raise learner collaboration and develop cross-cultural competencies.","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"2677 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129323086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
How MISSION BERLIN gamified my FL/L2-German class – a six-week journey MISSION BERLIN是如何将我的FL/ l2德语课程游戏化的——为期六周的旅程
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.846
Bart Pardoel, S. Sophocleous, A. Athanasiou
{"title":"How MISSION BERLIN gamified my FL/L2-German class – a six-week journey","authors":"Bart Pardoel, S. Sophocleous, A. Athanasiou","doi":"10.14705/rpnet.2018.26.846","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.846","url":null,"abstract":"This paper contributes to a better understanding of the affordances of gamification in Foreign or Second Language (FL/L2) education, specifically in the context of a secondary school. An Exploratory Research (ER) was conducted, aiming to examine how gamification affects secondary school learners’ experience in the FL/L2 classroom. A six-week technology-assisted gamified mobile language course for German as a Foreign Language (GFL), called MISSION BERLIN, was developed, implemented, and evaluated. Data collection methods include semistructured focus group interviews with all students, an online survey and Moodle logs. Results indicate that there are certain game elements that are more useful in a mobile Moodle environment than others, and that structure and duration of the course, as well as technical issues, influence the students’ learning experience. The paper concludes with suggested improvements and final considerations for the implementation of a gamified mobile course for FL/L2 learning.","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117020750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Learning outcomes and learners’ impressions of parallel and monolingual concordancers 平行语和单语协和语的学习效果与学习者印象
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.850
June Ruivivar, C. Lapierre
{"title":"Learning outcomes and learners’ impressions of parallel and monolingual concordancers","authors":"June Ruivivar, C. Lapierre","doi":"10.14705/rpnet.2018.26.850","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.850","url":null,"abstract":"Monolingual and parallel concordancers have both been found to benefit second-language (L2) grammatical development. However, the relative benefits of these two concordancer types remains unclear. The present study compares learning outcomes and learners’ perceptions of a monolingual English (Corpus of Contemporary American English, COCA) and a French-English parallel concordancer (Tradooit), using verb-preposition collocations as a target feature. Students in an advanced English as a second language (ESL) course completed three concordancing activities where they used either Tradooit (for French L1 speakers) or COCA (for other L1s) to formulate rules for challenging verb-preposition collocations (e.g. arrive in/at). Preand post-tests showed significant learning gains for both groups, which were maintained in delayed post-tests; however, perception questionnaires showed that Tradooit was perceived as easier and more useful for language learning. We suggest that these differences may be due to the type of cognitive work involved in L1-L2 comparison versus L2 patternfinding, but that these two processes may both lead to noticing and learning.","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115183320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
From local to massive learning: unveiling the (re)design process of an English LMOOC based on InGenio materials 从本地到大规模学习:揭示基于InGenio材料的英语LMOOC的(重新)设计过程
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.816
A. G. Sanz, Ana Sevilla-Pavón, A. M. Sáez
{"title":"From local to massive learning: unveiling the (re)design process of an English LMOOC based on InGenio materials","authors":"A. G. Sanz, Ana Sevilla-Pavón, A. M. Sáez","doi":"10.14705/rpnet.2018.26.816","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.816","url":null,"abstract":"This paper focusses on the (re)design and conversion process of small-scale English as a Foreign Language (EFL) online courseware into a Massive Open Online (Language) Course ? or LMOOC, as it is commonly termed ? for upper-intermediate learners of English offered on edX4, one of the most popular MOOC platforms. It stems from the InGenio First Certificate in English Online Course and Tester (Gimeno-Sanz, Martinez-Saez, & Sevilla-Pavon, 2011), which provides university students with autonomous study and self-evaluation materials for the preparation of B2-level5 official English language exams. The authors discuss the differences between both platforms and the implications for language learning. They conclude that it is necessary to build language-learning-specific add-ons onto currently available MOOC platforms.","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133325082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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