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Negotiation for Meaning Routines in Audio SCMC Interactions: An Expanded Framework 音频SCMC交互中意义例程的协商:一个扩展框架
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2018-07-01 DOI: 10.4018/IJCALLT.2018070103
Chenxi Li, T. Lewis
{"title":"Negotiation for Meaning Routines in Audio SCMC Interactions: An Expanded Framework","authors":"Chenxi Li, T. Lewis","doi":"10.4018/IJCALLT.2018070103","DOIUrl":"https://doi.org/10.4018/IJCALLT.2018070103","url":null,"abstract":"Negotiation for meaning, in response to instances of non-understanding, plays an important role in SLA. Meaning negotiation routines in face-to-face classroom interactions have been identified by Varonis and Gass. Smith expands the model to adapt it to text chat CMC environments. In the past decade, synchronous audio CMC has become commonly used for online language teaching, but its affordances are different from text chat CMC. Therefore, it is necessary to examine what meaning negotiation routines are in language learners' oral interactions in this new online learning environment. In this study, participants were invited to complete two information gap tasks in which target lexical items were embedded to elicit learners' negotiation for meaning and then they participated in a stimulated recall interview. Based on the analysis of students' oral interactions in synchronous audio CMC, the authors propose two new possible stages in negotiation for meaning routines and demonstrate how different modes of communication can affect language learning online.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128353561","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
Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning 探索学习者和教师在网上非正式项目语言学习中的参与
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2018-07-01 DOI: 10.4018/IJCALLT.2018070104
Jessica Sampurna, A. Kukulska-Hulme, Ursula Stickler
{"title":"Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning","authors":"Jessica Sampurna, A. Kukulska-Hulme, Ursula Stickler","doi":"10.4018/IJCALLT.2018070104","DOIUrl":"https://doi.org/10.4018/IJCALLT.2018070104","url":null,"abstract":"This article reports on the implementation of online project-based language learning in a non-formal educational context. Project-based learning may enable additional out-of-class language practice and digital technologies can support this activity, but little is known about whether learners will participate. Twenty-one tertiary learners from across Indonesia used multiple Web 2.0 tools to collaboratively create English learning materials for children as a project over the course of four weeks. Online data, learners' reflections, and interviews were analysed using content analysis. The study explores participation levels among learners and their teacher. Findings suggest that while learners' participation varied considerably, the teacher's participation was consistently the highest in all platforms except Google Docs. Learners had different attitudes towards their own and their peers' contribution, but generally valued the teacher's participation.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125791040","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: 6
Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China: Emerging Practices and Learner Perception of Teacher Role 中国成人远程学习者移动辅助英语学习研究:新兴实践与学习者对教师角色的认知
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2018-07-01 DOI: 10.4018/IJCALLT.2018070101
Kan Qian, Jinlan Tang
{"title":"Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China: Emerging Practices and Learner Perception of Teacher Role","authors":"Kan Qian, Jinlan Tang","doi":"10.4018/IJCALLT.2018070101","DOIUrl":"https://doi.org/10.4018/IJCALLT.2018070101","url":null,"abstract":"Guided by the conceptual framework for next generation designs for mobile-assisted language learning (MALL) in informal setting, our study investigates how mobile devices impact the learning practices and habits amongst adult distant learners of English at a higher education institution in China. Data sources include quantitative data of 148 completed responses to an online survey and qualitative data from follow-up email interviews. The study demonstrates that students' main motivation for engaging in mobile assisted English learning is to fill in the gaps in their daily schedule in order to maximize available time, and the majority use mobile devices to support formal course learning. The skills and knowledge areas practiced with mobile devices are listening, followed by speaking and pronunciation, vocabulary, reading, and translation. Our study also reveals that teachers play a very limited role as perceived by students, while students expect more support from teachers for their out-of-class hour mobile assisted language learning. The research findings bear significant pedagogical implications in terms of integrating MALL into language learning curriculum, learner support and the need for continuous teacher training.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133245331","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: 23
Language Teaching in 3D Virtual Worlds with Machinima: Reflecting on an Online Machinima Teacher Training Course 基于Machinima的三维虚拟世界语言教学:对《Machinima》在线教师培训课程的思考
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2018-04-01 DOI: 10.4018/IJCALLT.2018040102
Michael Thomas, Christel Schneider
{"title":"Language Teaching in 3D Virtual Worlds with Machinima: Reflecting on an Online Machinima Teacher Training Course","authors":"Michael Thomas, Christel Schneider","doi":"10.4018/IJCALLT.2018040102","DOIUrl":"https://doi.org/10.4018/IJCALLT.2018040102","url":null,"abstract":"This article is based on findings arising from a large, two-year EU project entitled “Creating Machinima to Enhance Online Language Learning and Teaching” (CAMELOT), which was the first to investigate the potential of machinima, a form of virtual filmmaking that uses screen captures to record activity in immersive 3D environments, for language teaching. The article examines interaction in two particular phases of the project: facilitator-novice teacher interaction in an online teacher training course which took place in Second Life and teachers' field-testing of machinima which arose from it. Examining qualitative data from interviews and screen recordings following two iterations of a 6-week online teacher training course which was designed to train novice teachers how to produce machinima and the evaluation of the field-testing, the article highlights the pitfalls teachers encountered and reinforces the argument that creating opportunities for pedagogical purposes in virtual worlds implies that teachers need to change their perspectives to take advantage of the affordances offered.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127965762","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: 6
I Tweet, You Tweet, (S)He Tweets: Enhancing the ESL Language-Learning Experience Through Twitter 我推特，你推特，(S)他推特:通过推特提高ESL语言学习体验
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2018-04-01 DOI: 10.4018/IJCALLT.2018040101
G. Blattner, Amanda Dalola
{"title":"I Tweet, You Tweet, (S)He Tweets: Enhancing the ESL Language-Learning Experience Through Twitter","authors":"G. Blattner, Amanda Dalola","doi":"10.4018/IJCALLT.2018040101","DOIUrl":"https://doi.org/10.4018/IJCALLT.2018040101","url":null,"abstract":"This study seeks to further the research on online language learning by examining the level at which intermediate ESL students understand and process sociopragmatic information in their second language L2 in globally networked environments like Twitter. In this semester-long study, L2 English learners from a variety of first languages Chinese, Spanish, Arabic analyzed authentic English-language tweets produced by well-known native speakers, with a focus on abbreviations, hashtags and tweeter mood. Results revealed that high intermediate ESL students relied most heavily on word choice when making sense of English tweets, demonstrating that a majority were able to extract significant meaning from common abbreviations, prosified hashtags, indices of tweeter mood and the tweet's larger context. This investigation highlights Twitter's status as an authentic and dynamic L2 setting that facilitates the cultural enrichment of learners and enhances their socio-pragmatic awareness, while developing their multiliteracy skills in an L2.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125094275","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: 8
Output Register Parallelism in an Identical Direct and Semi-Direct Speaking Test: A Case Study 相同直接和半直接口语测试中输出寄存器的并行性:一个案例研究
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2018-04-01 DOI: 10.4018/IJCALLT.2018040105
E. Quaid
{"title":"Output Register Parallelism in an Identical Direct and Semi-Direct Speaking Test: A Case Study","authors":"E. Quaid","doi":"10.4018/IJCALLT.2018040105","DOIUrl":"https://doi.org/10.4018/IJCALLT.2018040105","url":null,"abstract":"The present trend in developing and using semi-direct speaking tests has been supported by test developers and researchers' claim of their increased practicality, higher reliability and concurrent validity with test scores in direct oral proficiency interviews. However, it is universally agreed within the language testing and assessment community that interchangeability must be investigated from multiple perspectives. This study compared test taker output from a computer-based Aptis General speaking test and a purposively developed identical face-to-face direct oral proficiency interview using a counterbalanced research design. Within subject analyses of salient output features identified in prior related research were completed. Results showed that test taker output in the computer-based test was less contextualised, with minimally higher lexical density and syntactic complexity. Given these findings, the indicated slight register shift in output may be viewed as non-consequential, or even as advantageous, for semi-direct speaking tests.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121612985","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
Planning for Future Inquiry: Gaps in the CALL Research 未来调查的规划:CALL研究中的空白
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2018-04-01 DOI: 10.4018/IJCALLT.2018040103
J. Egbert, Seyed Abdollah Shahrokni, Xue Zhang, I. Yahia, N. Borysenko, A. Mohamed, David Herman, Sonia Lopez-Lopez, Chioma Ezeh, Faraj Aljarih
{"title":"Planning for Future Inquiry: Gaps in the CALL Research","authors":"J. Egbert, Seyed Abdollah Shahrokni, Xue Zhang, I. Yahia, N. Borysenko, A. Mohamed, David Herman, Sonia Lopez-Lopez, Chioma Ezeh, Faraj Aljarih","doi":"10.4018/IJCALLT.2018040103","DOIUrl":"https://doi.org/10.4018/IJCALLT.2018040103","url":null,"abstract":"The body of research on CALL tasks and topics grows daily; however, there are still a number of areas that are underrepresented in the literature. While there are many gaps in the CALL research to address, this article specifically focuses on eight gaps, chosen because of their perceived importance in improving CALL evidence and research practices and, by extension, language teaching and learning. In presenting the gaps, each section in this article: 1 provides a rationale for exploring the topic, 2 briefly reviews studies that typify the extant research in the focal area, and 3 provides recommendations for future research. The purpose of this article is to encourage all stakeholders in CALL to join in the rigorous and multi-perspective exploration of these under-addressed areas and strengthen the use of CALL for language learning and teaching.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126402235","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
Exploring EFL Learners' Perspectives on Instructional Videos 探讨英语学习者对教学视频的看法
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2018-04-01 DOI: 10.4018/IJCALLT.2018040104
Yan Ding
{"title":"Exploring EFL Learners' Perspectives on Instructional Videos","authors":"Yan Ding","doi":"10.4018/IJCALLT.2018040104","DOIUrl":"https://doi.org/10.4018/IJCALLT.2018040104","url":null,"abstract":"Instructional videos play a central role in most online English courses of the current generation. However, previous research on the design and production of these videos has not been adequate, with direct feedback of learners largely neglected. To address the gap, the present study provides an explorative investigation of the perspectives of EFL learners on instructional videos used in online English courses. Through content analysis of students' comments on three existing instructional videos, it reveals the most favorable features of an instructional video, the means to actualize these features, and students' perceptions of different aspects of the physical design of an instructional video. The findings provide video producers with suggestions on the design and production of instructional videos used in online English courses.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125851973","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
Becoming Autonomous Learners to Become Autonomous Teachers: Investigation on a MOOC Blend 从自主学习者到自主教师:MOOC混合模式的调查
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2017-10-01 DOI: 10.4018/IJCALLT.2017100102
Minh Tuan Phi
{"title":"Becoming Autonomous Learners to Become Autonomous Teachers: Investigation on a MOOC Blend","authors":"Minh Tuan Phi","doi":"10.4018/IJCALLT.2017100102","DOIUrl":"https://doi.org/10.4018/IJCALLT.2017100102","url":null,"abstract":"Autonomy appears to be a challenging concept for both language learners and teachers. This article attempts to ascertain the beliefs on learner autonomy (LA) and teacher autonomy (TA) of students on the MA in English Language Teaching and Applied Linguistics at Coventry University (UK) engaging with this concept while reflecting on a distributed MOOC blend flip. This article explores the extent to which a MOOC blended into an existing curriculum can support students in their transition between LA and TA for their professional practice. The paper discusses the interpretations of autonomy in language education, including “technical”, “psychological” and “political” orientations and illustrates two categorises of autonomous perspectives: independent learning and interdependent learning. The article also discusses how blended learning can support language teacher with re-thinking their role. It moreover illustrates, some constraints regarding fostering autonomy in practice and highlights some problematic areas in the reconceptualization of learning and teaching with a MOOC blend.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123457362","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: 9
Online Intercultural Exchanges Through Digital Storytelling 通过数字叙事进行在线跨文化交流
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2017-10-01 DOI: 10.4018/IJCALLT.2017100104
A. Pavón, Anna Nicolaou
{"title":"Online Intercultural Exchanges Through Digital Storytelling","authors":"A. Pavón, Anna Nicolaou","doi":"10.4018/IJCALLT.2017100104","DOIUrl":"https://doi.org/10.4018/IJCALLT.2017100104","url":null,"abstract":"This article focuses on the affordances of a digital storytelling project in developing students' language, digital and other skills: learning and innovation, creativity, critical thinking, problem solving, team working, and life and career skills. The project was undertaken by university English for Specific Purposes students and was conducted within an Online Intercultural Exchange between the Cyprus University of Technology and the University of Valencia. Its design was based on a Project-Based Learning (PBL) methodology. It incorporated active learning and multimodal resources and capabilities. The need for transforming language teaching pedagogies was borne in mind, as it is necessary for responding to an era of changes which requires students to be active producers of content, innovative, motivated and engaged in their own learning. The qualitative and quantitative findings were drawn from data gathered by means of an evaluation questionnaire administered to students upon completion of the project.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121498637","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: 9
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