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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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Instructors as MALL engineers: adapting, modifying, and creating mobile materials for listening practice 作为商城工程师的讲师:调整、修改和创造听力练习的移动材料
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.805
Mike Barcomb, Jennica Grimshaw, W. Cardoso
{"title":"Instructors as MALL engineers: adapting, modifying, and creating mobile materials for listening practice","authors":"Mike Barcomb, Jennica Grimshaw, W. Cardoso","doi":"10.14705/rpnet.2018.26.805","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.805","url":null,"abstract":"","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"04 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":"130780273","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
Discourses in place: technology and language experts negotiating solutions for a language learning application 话语到位:技术和语言专家协商语言学习应用的解决方案
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.848
Maritta Riekki, Leena Kuure
{"title":"Discourses in place: technology and language experts negotiating solutions for a language learning application","authors":"Maritta Riekki, Leena Kuure","doi":"10.14705/rpnet.2018.26.848","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.848","url":null,"abstract":". This study explores the nature of collaboration between language students and technology developers while designing an application for language teaching. This project was part of a university course on language learning and teaching in technology-rich environments. An important aspect of the course was to help the university students to explore and extend their understandings of language teaching and being language teachers. One of the student teams on the course had the opportunity of acting as language (pedagogy) experts while working with technology experts, negotiating directions for the application under development. Such a collaborative relationship together with the support of the course was expected to provide the participants with new perspectives, helping them to detach themselves from narrow conceptions of language pedagogy. Video materials were stored from different phases of the project. The design concepts and reflection papers produced by the students were also used in the analysis. The research drew on nexus analysis. The findings suggest that multidisciplinary collaboration can be fruitfully integrated into language teacher education to provide the students with experiences and perspectives for assuming an active role in technology development for language learning, and, additionally for seeing this type of cooperation as an essential element of their language teacher professionalism.","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"54 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":"124494517","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
Language education culture and practice under change at JAMK Language Centre JAMK语言中心的语言教育文化与实践的变革
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.847
P. Pollari, Tuula-Harriet Kotikoski
{"title":"Language education culture and practice under change at JAMK Language Centre","authors":"P. Pollari, Tuula-Harriet Kotikoski","doi":"10.14705/rpnet.2018.26.847","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.847","url":null,"abstract":"Universities of applied sciences in Finland are higher education institutions with emphasis on practical working life skills and strong links with working life. Students typically study in field-specific groups where they receive language and communication instruction alongside their professional courses. The development of language and communication studies is the chief responsibility of JAMK Language Centre at JAMK University of Applied Sciences. To create flexibility in language and communication teaching and to improve language and communication teachers’ working practices, a two-year project was started at JAMK Language Centre in autumn 2017. In the experiment, JAMK ́s students in Finnish degree programs began studying languages and communication in multidisciplinary groups instead of field-specific groups. There were administrative reasons as well as a pedagogical development aims behind the change. Two Strengths, Weaknesses, Opportunities, Threats (SWOT) analyses have been performed to find out about the experiences of the JAMK Language Centre staff members regarding the change. So far the experiment has been both challenging and rewarding and it continues until 2019 when the final results can be seen. The aim of this article is to present the first phase of the experimental project highlighting the experiences of the JAMK Language Centre staff.","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"46 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120872009","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
Antipodal communication between students of German in Finland and in New Zealand via Facebook 芬兰和新西兰德语学生通过Facebook进行的对映交流
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.830
V. Leier, Kirsi Korkealehto
{"title":"Antipodal communication between students of German in Finland and in New Zealand via Facebook","authors":"V. Leier, Kirsi Korkealehto","doi":"10.14705/rpnet.2018.26.830","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.830","url":null,"abstract":"This reflective practice paper presents an excerpt of the outcome of a telecollaboration project between two tertiary institutions in New Zealand and Finland. Twenty-six intermediate students of German in the two countries used a Facebook-group to write about given topics which were part of their final assessment. The posts were a combination of video uploads, audio recordings, and writing which is in line with the multimodal meaning-making theory (Kress & van Leeuwen, 2001). The task design was guided by O’Dowd and Ware’s (2009) three-layer approach design. The study investigates how students perceive the collaboration using the Facebook group and how the multimodal approach helps the students to develop their digital literacies. The data collected for the study included a mixedmethods approach with preand post-questionnaires, semi-structured interviews and Facebook logs. Results show that students learned more about each others’ culture and improved their German at the same time.","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"16 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":"127040315","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: 5
Analysing students’ perceptions of two learning and evaluation modalities in the InGenio FCE Online Course and Tester 分析学生对InGenio FCE在线课程和测试中两种学习和评估模式的看法
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.836
A. M. Sáez, Ana Sevilla-Pavón, A. G. Sanz
{"title":"Analysing students’ perceptions of two learning and evaluation modalities in the InGenio FCE Online Course and Tester","authors":"A. M. Sáez, Ana Sevilla-Pavón, A. G. Sanz","doi":"10.14705/rpnet.2018.26.836","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.836","url":null,"abstract":"Instructors have to make important decisions regarding the type of assessment that will finally be implemented when producing online learning materials, since this has a noticeable effect in terms of the methodology, the approach, and the attitude of all the actors involved (Goertler, 2011). This study investigates students? perception of tutor assessment and self-assessment in an online upper-intermediate level English course (described in Martinez-Saez, 2015) and testing tool (described in Sevilla Pavon, 2013). After the implementation of these learning resources through the online authoring tool and content manager InGenio4, 95 students participated in the study conducted for the validation stages. The statistical analysis of the data gathered by means of questionnaires showed that the students highly appreciated the freedom to learn at their own pace offered by these two modalities which can contribute to autonomous progress and learning.","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"11 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":"128032396","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
Exploring virtual collaborative writing in the EFL classroom 探索虚拟协作写作在英语课堂中的应用
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.835
Antonio Martínez-Sáez, Avelino Corral-Esteban, Margarita Vinagre-Laranjeira
{"title":"Exploring virtual collaborative writing in the EFL classroom","authors":"Antonio Martínez-Sáez, Avelino Corral-Esteban, Margarita Vinagre-Laranjeira","doi":"10.14705/rpnet.2018.26.835","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.835","url":null,"abstract":"With the integration of new technologies in the foreign language classroom, the practice of collaborative writing has gained renewed attention, although some questions still remain unanswered regarding the extent to which these tools help learners in their writing when compared to more traditional learning contexts (Elola & Oskoz, 2010). In order to explore these issues, we analysed the written production of 84 undergraduate students of English as a Foreign Language (EFL) using the LIWC20154 software. The analysis revealed significant differences in categories such as word count, clout, emotional tone, or analytical thinking when comparing the texts written by an experimental and a control group. Moreover, regarding discourse, some differences were observed in terms of the way information was presented and structured.","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"4 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":"130743546","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
Mobile assisted language learning in the workplace – developing the context-aware learning application Appla 移动辅助语言学习在工作场所-开发上下文感知学习应用程序Appla
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/RPNET.2018.26.828
Johanna Komppa, Lari Kotilainen
{"title":"Mobile assisted language learning in the workplace – developing the context-aware learning application Appla","authors":"Johanna Komppa, Lari Kotilainen","doi":"10.14705/RPNET.2018.26.828","DOIUrl":"https://doi.org/10.14705/RPNET.2018.26.828","url":null,"abstract":"This paper discusses the possibilities for Mobile-Assisted Language Learning (MALL) in the workplace. We present an on-going project on developing a language learning application Appla and report on a pilot study of its use. The Appla application is based on speech recognition: it records and transcribes the ongoing interaction the language learner/employee is involved in and provides information about it (e.g. transcriptions of conversations, word lists). Thus, the application is context-aware (cf. Stockwell, 2016), i.e. the learning material is gathered from real interaction around the learner. The target group of the application consists of adult L2 learners, who have basic knowledge of Finnish and who want to improve (professional) Finnish language skills. In the pilot study reported, the Appla application was tested in simulated work-like tasks by second language speakers.","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":"129233721","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
Improve the chatbot performance for the DB-CALL system using a hybrid method and a domain corpus 使用混合方法和领域语料库提高DB-CALL系统的聊天机器人性能
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.820
Huang Jinxia, Oh-Woog Kwon, Kyung-Soon Lee, Young-Kil Kim
{"title":"Improve the chatbot performance for the DB-CALL system using a hybrid method and a domain corpus","authors":"Huang Jinxia, Oh-Woog Kwon, Kyung-Soon Lee, Young-Kil Kim","doi":"10.14705/rpnet.2018.26.820","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.820","url":null,"abstract":"This paper presents a chatbot for a Dialogue-Based Computer Assisted Language Learning (DB-CALL) system. The chatbot helps users learn language via free conversations. To improve the chatbot performance, this paper adopts a Neural Machine Translation (NMT) engine to combine with an existing search-based engine, and also extracts a small domain corpus for the topics of the DB-CALL system so that the chabot’s responses could be more related to the conversation topics. As a result of user evaluations, the performance of the chatbot was improved by using hybrid methods, achieving performance comparable to existing systems. The automatically extracted domain corpus has little help or even declines the chatbot performance as an auxiliary module of the DB-CALL system.","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":"128655979","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: 4
Examining the impact of an automated translation chatbot on online collaborative dialog for incidental L2 learning 考察自动翻译聊天机器人对在线协作对话附带L2学习的影响
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.851
Takeshi Sato, Masa’aki Ogura, Shoma Aota, Tyler Burden
{"title":"Examining the impact of an automated translation chatbot on online collaborative dialog for incidental L2 learning","authors":"Takeshi Sato, Masa’aki Ogura, Shoma Aota, Tyler Burden","doi":"10.14705/rpnet.2018.26.851","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.851","url":null,"abstract":"","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":"128815219","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
Can TTS help L2 learners develop their phonological awareness? TTS能帮助第二语言学习者发展他们的语音意识吗?
Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018 Pub Date : 2018-12-08 DOI: 10.14705/rpnet.2018.26.808
Almir Anacleto de Araújo Gomes, W. Cardoso, Rubens Marques de Lucena
{"title":"Can TTS help L2 learners develop their phonological awareness?","authors":"Almir Anacleto de Araújo Gomes, W. Cardoso, Rubens Marques de Lucena","doi":"10.14705/rpnet.2018.26.808","DOIUrl":"https://doi.org/10.14705/rpnet.2018.26.808","url":null,"abstract":"Text-To-Speech synthesizers (TTS) have raised the interest of researchers and teachers for their ability to enhance foreign/second language (L2) learning, particularly with regards to the development of pronunciation skills (Liakin, Cardoso, & Liakina, 2017). Despite some optimistic results, there are no studies that investigate TTS’s pedagogical potential to enhance L2 Phonological Awareness (PA), especially in foreign language contexts, where access to rich aural input is limited in terms of both quantity and quality. The present study examines TTS’s pedagogical potential as a tool to assist English L2 learners develop their PA, focusing on the morphophonological alternations that characterize regular past tense marking in English (past -ed). Results show that TTS contributed positively for the auditory perception and controlled (but not spontaneous) production of the targeted phenomenon.","PeriodicalId":138095,"journal":{"name":"Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018","volume":"17 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":"125204581","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
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