Int. J. Comput. Assist. Lang. Learn. Teach.最新文献

{"title":"The Impact of Four Reading Motivational Constructs on Motivating EFL Learners to Read Online Texts in English","authors":"Khalid Al Seghayer","doi":"10.4018/ijcallt.2013040104","DOIUrl":"https://doi.org/10.4018/ijcallt.2013040104","url":null,"abstract":"It is generally acknowledged that motivation plays a critical role in second-language (L2) reading. The technology-enhanced learning environment, specifically the computer-assisted reading environment as an interactive tool with distinctive attributes, is said to motivate English as a foreign language (EFL) learners to make more sustained efforts in online reading and show greater perseverance. Such an environment encourages students to devote more time to reading due to its ability to more profoundly engage English learners in reading accessible, electronic English texts. The present study investigates the relative contribution of four motivational constructs that constitute the EFL learner’s online reading motivation: the intrinsic value of reading online English texts, the extrinsic value of reading online English texts, the attainment value of reading, and reading efficacy. The study closely measures the views of EFL learners in preparatory programs at selected Saudi universities regarding the value of online reading with respect to these four motivational constructs. In addition, it explores differences in these motivational constructs according to the perspectives of both genders who are attending preparatory programs, as well as examines the motivational attitude of EFL learners toward the value of reading online English texts. A 35-item survey was administered to the selected respondents to identify the four dimensions of EFL learners’ online English reading motivation. The findings indicate that the four online reading motivational constructs contribute positively to EFL learners reading online English texts in the following order: extrinsic, attainment, intrinsic, and efficacy. The questionnaires were analyzed by use of within- and between-subjects ANOVA and post-hoc pairwise comparisons, whereas the open-ended questions were analyzed by use of content analysis. The results also show that both male and female EFL learners have high motivation to read online English texts, with female learners scoring significantly higher than male learners on the attainment scale.A thorough discussion that incorporates the present results is provided, along with proffering and highlighting practical technical and pedagogical implications for computer-assisted language learning (CALL) reading classrooms beyond the given context. Areas of potential future research are delineated as well.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132096005","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}

{"title":"Effects of Different Types of Tasks on Junior ELT Students' Use of Communication Strategies in Computer-Mediated Communication","authors":"N. E. Altun, Senem Yildiz","doi":"10.4018/ijcallt.2013040102","DOIUrl":"https://doi.org/10.4018/ijcallt.2013040102","url":null,"abstract":"This study describes the use of communication strategies in a synchronous computer-mediated communication (CMC) environment and examine whether task type has an influence on the frequency and variety of communication strategies (CS) used in this environment. To this end, use of CSs in three different communicative task types: jigsaw, decision-making and opinion-exchange were examined, based on and adapted from DA¶rnyei and Scott’s (1997) and Smith’s (2003) CS taxonomies. The data for this study was collected from 36 junior ELT students studying in a Turkish university. The results showed that the participants made use of a variety of CSs that were previously observed in face-to-face communication, and they used some CSs which are peculiar to CMC environment. It was also found that task type affected the frequency and type of CS used, favoring jigsaw task types in resulting more use of CSs.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117049687","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}

{"title":"The Role of Open Educational Resources in English Language Learning and Teaching","authors":"D. Altunay","doi":"10.4018/ijcallt.2013040106","DOIUrl":"https://doi.org/10.4018/ijcallt.2013040106","url":null,"abstract":"This article discusses the role of Open Educational Resources (OER) in foreign language learning and teaching, focusing on the field of ELT. Firstly, the concept of OER is introduced in the article by providing the definition of OER, role of OER in education, and studies on OER. Then the role of the OER in language learning and teaching is explained in accordance with language learning theories, and examples of OERs for the field of ELT are provided for learners and teachers of English. Possible concerns regarding the creation and use of OER by language teachers and learners are also examined in the article. The article ends with future directions and a summary of the benefits of using OER in language learning and teaching.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127672300","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}

{"title":"From Learning Objects to Language Learning Objects: Communicative Language Teaching Principles in CALL Material","authors":"Rafael Vetromille-Castro, Anne Marie Moor, Gabriel Duarte, Nairana Hoffmann Sedrez","doi":"10.4018/ijcallt.2013040105","DOIUrl":"https://doi.org/10.4018/ijcallt.2013040105","url":null,"abstract":"Learning Objects (LOs) have increasingly become of interest to users and researchers of Information and Communication Technologies (Wiley, 2002; Gibson, 2002; Leffa, 2006). There are several definitions, an ample discussion and criticism in relation to what can be considered a LO. Leffa (2006) indicates the state of the art of LOs and points to the lack of theoretical support in the production of such resources. Therefore, since more attention has been paid to technological aspects than to pedagogical ones in the development of LOs, the authors consider it necessary to have a theoretical basis that supports the design of such objects and makes them congruent to the learning of foreign languages (FL) with an emphasis on communication. Hence, this paper proposes a definition of Language Learning Objects (LLOs) that attend to the principles of Communicative Language Teaching (Canale & Swain, 1980; Ellis, 1999, 2005; Paiva, 2009) and Pedagogical and Design Usability (Vetromille-Castro, 2003).","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117132330","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}

{"title":"Evaluating Computer-Assisted Language Learning: An Integrated Approach to Effectiveness Research in CALL","authors":"A. Pavón","doi":"10.4018/ijcallt.2012100105","DOIUrl":"https://doi.org/10.4018/ijcallt.2012100105","url":null,"abstract":"Ever since technology and computers were first introduced into language teaching and learning, there were doubts concerning whether multimedia resources had much to add to the language learning experience. This pointed out the need for a comprehensive evaluative model for CALL aimed at helping to determine the kind of multimedia tools which are more effective in language learning, based on the measurable impact these resources make on the learning of language students. This book rightly responds to this need by means of providing a very useful and comprehensive evaluative model for CALL aimed at helping schools, colleges and universities to determine the kind of multimedia resources worth investing in, based on the measurable impact these resources make on the learning of language students. This evaluative framework is also very helpful for CALL researchers looking at the effectiveness of the use of different kinds of e-tools and methodologies. In fact, one of the strongest points of this framework is the fact that it can not only be used for the evaluation of the language learning software, but also to evaluate teaching and learning in computer-based environments, as well as the digital platforms themselves.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129130085","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}

{"title":"Pervasive Games and Mobile Technologies for Embodied Language Learning","authors":"P. Driver","doi":"10.4018/ijcallt.2012100104","DOIUrl":"https://doi.org/10.4018/ijcallt.2012100104","url":null,"abstract":"Thanks to the rapidly increasing adoption of mobile communications and wireless technologies, language educators are now empowered to sculpt interactions and design learning experiences using the real world as their canvas. City streets, shopping centres, cafes, and cemeteries can be augmented with new layers of meaning and narrative as learner-players use their language skills to navigate the chaotic and unpredictable environment of everyday life and achieve their objectives. Spatially expanded games provide a natural way to situate language production in context-rich, authentic settings, in contrast to the comparatively sterile confines of the traditional classroom. They are multimodal, multi-sensory, and highly personal immersive experiences. This paper explores the potential of technology-enhanced pervasive urban games for language learning and the pedagogic and philosophical foundations upon which these ideas are based. Examples are provided from an ongoing location-based research project.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134235001","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}

{"title":"Mobile Apps for Learning Vocabulary: Categories, Evaluation and Design Criteria for Teachers and Developers","authors":"P. Sweeney, C. Moore","doi":"10.4018/ijcallt.2012100101","DOIUrl":"https://doi.org/10.4018/ijcallt.2012100101","url":null,"abstract":"In this article the authors discuss the potential for mobile devices, mainly smartphones and tablets, to be used for language learning, offering frameworks for users to apply, including the categorisation of the different contexts and applications apps. They suggest critical success factors, including the importance of the user interface design and a taxonomy of interactivity and mobile \"affordances\" for publishers, developers, and users to consider when either evaluating existing apps, or developing their own mobile learning materials. The authors illustrate how these frameworks and taxonomies can work by applying them to the area of vocabulary learning. The article includes two case studies of app development projects in which one of the authors has had direct involvement to explore the relative benefits and dis-benefits of re-versioning existing CDROM-based materials against developing an entirely new mobile learning app. Finally, they discuss the potential chasm between those interested in the potential of mobile language learning, including developers with insufficient knowledge of pedagogy, and language teachers who know about pedagogy, but have little interest in mobile learning. The article concludes with recommendations about how to overcome this divide with suggestions on how developers could make their language learning apps more pedagogically useful.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128119990","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}

{"title":"Teacher Professional Development Using Mobile Technologies in a Large-Scale Project: Lessons Learned from Bangladesh","authors":"Prithvi N. Shrestha","doi":"10.4018/ijcallt.2012100103","DOIUrl":"https://doi.org/10.4018/ijcallt.2012100103","url":null,"abstract":"Mobile technologies have been influencing the field of education including language learning for almost a decade. The literature on mobile technologies for education reports a number of case studies that examine various aspects of mobile learning. However, the use of mobile technologies for teacher professional development, particularly in developing economies, is rarely reported. This paper presents a case study of the English in Action EIA project, a UK government funded English language development project in Bangladesh, and its use of mobile technologies which not only provides teachers with the 'trainer in the pocket' that helps them achieve pedagogical changes in the classroom but also serves as a tool for improving their own English language competence. The paper, in particular, reports on the design and implementation of audio and video teacher professional development materials for MP3 players and mobile phones. It also highlights implications for similar projects intending to deploy mobile technologies.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133979048","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}

{"title":"Crowd-Sourcing with the Lingobee App: A Study in Facilitating Pollination across Language and Culture in Self-Directed Learning","authors":"Rebecca Adlard, Tom Ottway, Emma Procter-Legg","doi":"10.4018/ijcallt.2012100102","DOIUrl":"https://doi.org/10.4018/ijcallt.2012100102","url":null,"abstract":"Many practitioners are currently involved in the exploration of the added value of using M-Learning in language acquisition both inside and outside of the formal classroom. The EU-funded SIMOLA consortium, a Lifelong Learning initiative, has developed the LingoBee app from the seeded JISC-funded project Cloudbank in response to both the perceived need and desire for a learner-centered, crowd-sourced repository of language and cultural items which learners are exposed to in-situ, and also for more trials in the context of informal learning as commented on by Frohberg 2006 and Wright and Parchoma 2011. The functionality of the app has been designed around Web 2.0 features. Current field trials are examining the use of the app in both formal and informal settings. Data are being collected through both quantitative and qualitative methods with reference to perceptions of M-Learning, effects on learners and teachers, and a linguistic analysis of language items captured during the field trials. One of the key aims of the project is to explore whether LingoBee makes a demonstrable difference to learners' awareness and understanding of both the target language and culture.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129483366","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}

{"title":"Teaching Phonics to Chinese L1 EFL Pupils: Pathway to the Future","authors":"Yu-Lin Cheng","doi":"10.4018/ijcallt.2012070105","DOIUrl":"https://doi.org/10.4018/ijcallt.2012070105","url":null,"abstract":"Despite that converging evidence has led to the mandate of phonics instruction in primary education in the UK, U.S. and EFL English as a Foreign Language China and Taiwan, teachers across the board native or EFL, experienced or novice alike have been found to lack the knowledge required for delivering high-quality synthetic phonics. While reforms to improve current practices are underway, it is vital that teachers are supported with well-designed educational technology e.g., interactive synthetic phonics software to maintain teaching standards and boost learning outcomes. Although well-designed interactive synthetic phonics software is available, it is not suitable for Chinese L1 EFL teachers and pupils. The current article introduces Easy Phonics interactive synthetic phonics software designed specifically for Chinese L1 EFL teachers and pupils, presents preliminary findings using the software in classroom teaching, and confirms its potential to assist 'phonics-untrained' teachers in maintaining teaching standards and boosting learning outcomes. The current article, while supporting the use of educational technology in phonics teaching, does not suggest that educational technology can 'replace' teachers in phonics instruction.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121115707","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}