发布求助
文献互助 智能选刊 最新文献

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

筛选
英文 中文
Blending Video Games Into Language Learning 将电子游戏融入语言学习
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2017-10-01 DOI: 10.4018/IJCALLT.2017100106
Jonathan Newcombe, Billy Brick
{"title":"Blending Video Games Into Language Learning","authors":"Jonathan Newcombe, Billy Brick","doi":"10.4018/IJCALLT.2017100106","DOIUrl":"https://doi.org/10.4018/IJCALLT.2017100106","url":null,"abstract":"Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"95 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":"130134860","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
A Business Writing OIL (Online International Learning): A Finland/UK Case Study 商务写作OIL(在线国际学习):芬兰/英国个案研究
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2017-10-01 DOI: 10.4018/IJCALLT.2017100103
Simon Smith, Nicole Keng
{"title":"A Business Writing OIL (Online International Learning): A Finland/UK Case Study","authors":"Simon Smith, Nicole Keng","doi":"10.4018/IJCALLT.2017100103","DOIUrl":"https://doi.org/10.4018/IJCALLT.2017100103","url":null,"abstract":"Online International Learning (OIL) helps to integrate soft skills into the academic curriculum, as well as providing students with international interaction opportunities. In this article, we evaluate the extent to which telecollaborative writing tasks between UK-based (mostly Chinese) and Finnish students over an online platform can benefit academic writing learning experience and contribute to curriculum and materials design in EAP. In the article, there are two groups of learners from different geographical contexts, Finland and the UK. The Finland-based students are almost all Finnish, while those studying in the UK are mostly from China. In both cases, the target language is English. The students in Finland worked in pairs to create authentic case study materials, and the students in the UK, in what we characterize as “stimulus writing”, produced reports based on the case studies they had been given.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"6 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":"126575293","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
Development of Language Accuracy Using Synchronous and Asynchronous Learning Activities 使用同步和异步学习活动发展语言准确性
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2017-10-01 DOI: 10.4018/IJCALLT.2017100105
J. E. Pineda
{"title":"Development of Language Accuracy Using Synchronous and Asynchronous Learning Activities","authors":"J. E. Pineda","doi":"10.4018/IJCALLT.2017100105","DOIUrl":"https://doi.org/10.4018/IJCALLT.2017100105","url":null,"abstract":"Language teaching is a field in constant evolution and the use of technology has boosted its development. This article explores the design and the implementation of synchronous and asynchronous learning activities to develop oral skills in an online English course. The article uses a mix-methods approach that combines qualitative and quantitative research methods. The participants in the study were 6 graduate students. The main findings of this investigation show that the synchronous learning activities prompt errors that translate into opportunities for learning. These results show that the use of asynchronous learning activities produce errors despite the fact that the participants have time to prepare and anticipate language inaccuracies. The results suggest that the use of asynchronous learning activities promotes the development of language awareness as participants can identify general categories of errors.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"49 14 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":"133631783","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
Chinese English Teachers' Perspectives on "Distributed Flip MOOC Blends": From BMELTT to BMELTE 中国英语教师对“分布式翻转MOOC融合”的看法:从BMELTT到BMELTE
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2017-10-01 DOI: 10.4018/IJCALLT.2017100101
M. Orsini-Jones, Bin Zou, Yuanyan Hu, Li Wei
{"title":"Chinese English Teachers' Perspectives on \"Distributed Flip MOOC Blends\": From BMELTT to BMELTE","authors":"M. Orsini-Jones, Bin Zou, Yuanyan Hu, Li Wei","doi":"10.4018/IJCALLT.2017100101","DOIUrl":"https://doi.org/10.4018/IJCALLT.2017100101","url":null,"abstract":"This article reports on a study involving experienced university lecturers from mainland China reflecting on how to blend FutureLearn MOOCs into their existing English Language Teaching (ELT) curricula while on an ‘upskilling' teacher education summer course in the UK in academic year 2016-2017. Linked to a British Council ELTRA (English Language Teaching Research Award) project, the study involved: a. the administration of a pre-MOOC survey relating to teachers' beliefs towards online learning in general and MOOCs in particular; b. ‘learning by doing': taking part in a FutureLearn MOOC; c. reflecting on the experience both face-to-face in workshops, in online forums and in a post-MOOC survey. The outcomes of this article highlight that the understanding of what a MOOC is might differ between the UK and China. The article concludes by presenting the perceived pros and cons of adopting a ‘distributed flip MOOC blend' as previously discussed in related work.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"201 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":"134443711","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
Pre-Service Teachers' Development of Digital Literacies: A Case Study in a Wiki-Based Collaborative Writing Context 职前教师的数位素养发展:基于维基的协同写作情境的个案研究
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2017-07-01 DOI: 10.4018/IJCALLT.2017070102
Le Wang, Pengpeng Feng, Jing Chen
{"title":"Pre-Service Teachers' Development of Digital Literacies: A Case Study in a Wiki-Based Collaborative Writing Context","authors":"Le Wang, Pengpeng Feng, Jing Chen","doi":"10.4018/IJCALLT.2017070102","DOIUrl":"https://doi.org/10.4018/IJCALLT.2017070102","url":null,"abstract":"Digital literacies are gaining popularity in teacher education over the past decade, but little research has been conducted on the developmental trajectories of pre-service teachers' digital literacies while digital practices in their daily routines cannot necessarily be transformed into digital literacies in the educational setting. Using a case study methodology, four L2 Chinese pre-service teachers were examined during the spring semester of 2016 when they assisted teaching in a wiki writing classroom. Data was collected through semi-structured interviews and observation diaries. Drawing upon the framework of digital literacies, this article identifies the core components and traces the developmental trajectories of digital literacies in a wiki-based collaborative writing context: attitudes towards technology and application Thinking, task organization and feedback provision Doing, modes and genres Meaning, teacher-student relations Relating, and roles and responsibilities Being.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114840589","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
An Argument-Based Approach to Test Fairness: The Case of Multiple-Form Equating in the College English Test 以论证为基础的考试公平:以大学英语考试中的多重形式等分为例
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2017-07-01 DOI: 10.4018/IJCALLT.2017070104
Yan-ping Jin, Eric Wu
{"title":"An Argument-Based Approach to Test Fairness: The Case of Multiple-Form Equating in the College English Test","authors":"Yan-ping Jin, Eric Wu","doi":"10.4018/IJCALLT.2017070104","DOIUrl":"https://doi.org/10.4018/IJCALLT.2017070104","url":null,"abstract":"This article aims to demonstrate how innovative testing practices can effectively prevent high-tech mass cheating and improve fairness in language assessment. The article first introduces Xi's (2010) view of validity and fairness and her proposal of an argument-based approach to empirically examining test fairness. The article then describes the threat to fair testing posed by high-tech cheating on the College English Test (CET). A study of multiple-form equating was conducted and reported in the article, which was aimed at achieving alternate form reliability when multiple versions and multiple forms were used in the CET. The article then concludes with a discussion on the usefulness of an argument-based approach to empirically examining test fairness.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126905604","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
A Qualitative Study on CALL Knowledge and Materials Design: Insights From Pre-Service EFL Teachers CALL知识与材料设计的质性研究:来自职前英语教师的见解
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2017-07-01 DOI: 10.4018/IJCALLT.2017070105
Olcay Sert, Li Li
{"title":"A Qualitative Study on CALL Knowledge and Materials Design: Insights From Pre-Service EFL Teachers","authors":"Olcay Sert, Li Li","doi":"10.4018/IJCALLT.2017070105","DOIUrl":"https://doi.org/10.4018/IJCALLT.2017070105","url":null,"abstract":"The present study investigates how academic coursework and formal learning of instructional technology and materials design help pre-service English language teachers' development of critical knowl ...","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121632308","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: 10
Learning Language Through Facebook 通过Facebook学习语言
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2017-07-01 DOI: 10.4018/IJCALLT.2017070103
V. Leier
{"title":"Learning Language Through Facebook","authors":"V. Leier","doi":"10.4018/IJCALLT.2017070103","DOIUrl":"https://doi.org/10.4018/IJCALLT.2017070103","url":null,"abstract":"This article seeks to account for the experiences of tertiary students of German when a Facebook group and associated tasks is introduced as an assessed element of their language course. Ethnographic methods were applied, such as pre-, post questionnaires, interviews and fieldnotes. The data was collected by the instructor/researcher and subjected to thematic analysis. The students (n = 23) enjoyed Facebook but mostly used the site passively and only actively posted when required. This led to a flurry of posts at deadlines and less engagement between deadlines. Students wanted more feedback than the instructor was giving them, in an effort to make the interaction feel more authentic and spontaneous, as it is in non-educational, social Facebook.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122621368","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
Constructing Knowledge-Based Feedback in the Context of an Interactive Spoken CALL Application 构建基于知识的反馈在交互式口语呼叫应用程序的背景下
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2017-07-01 DOI: 10.4018/IJCALLT.2017070101
Nikos Tsourakis, Claudia Baur, Manny Rayner
{"title":"Constructing Knowledge-Based Feedback in the Context of an Interactive Spoken CALL Application","authors":"Nikos Tsourakis, Claudia Baur, Manny Rayner","doi":"10.4018/IJCALLT.2017070101","DOIUrl":"https://doi.org/10.4018/IJCALLT.2017070101","url":null,"abstract":"Modern Computer Assisted Language Learning (CALL) systems use speech recognition to give students the opportunity to build up their spoken language skills through interactive practice with a mechanical partner. Besides the obvious benefits that these systems can offer, e.g. flexible and inexpensive learning, user interaction in this context can often be problematic. In this article, the authors introduce a parallel layer of feedback in a CALL application, which can monitor interaction, report errors and provide advice and suggestions to students. This mechanism combines knowledge accumulated from four different inputs in order to decide on appropriate feedback, which can be customized and adapted in terms of phrasing, style and language. The authors report the results from experiments conducted at six lower secondary classrooms in German-speaking Switzerland with and without this mechanism. After analyzing approximately 13,000 spoken interactions it can be reasonably argued that their parallel feedback mechanism in L2 actually does help students during interaction and contributes as a motivation factor.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130895032","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
Impact of AWE Rubrics and Automated Assessment on EFL Writing Instruction AWE标准和自动评估对英语写作教学的影响
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2017-04-01 DOI: 10.4018/IJCALLT.2017040104
Jinlan Tang, Yi'an Wu
{"title":"Impact of AWE Rubrics and Automated Assessment on EFL Writing Instruction","authors":"Jinlan Tang, Yi'an Wu","doi":"10.4018/IJCALLT.2017040104","DOIUrl":"https://doi.org/10.4018/IJCALLT.2017040104","url":null,"abstract":"This paper addressed a gap in research literature on rubrics by investigating how the formative use of rubrics of an automated writing evaluation (AWE) tool, the Writing Roadmap, along with a novel type of meta-cognitive activity, i.e., automated assessment, assisted EFL writing instruction. A one-year teaching experiment incorporating the use of the tool was undertaken at the tertiary level. A mixed-methods research approach in the form of questionnaires, interviews, and the participants' interim project reports was employed to evaluate the efficacy of the teaching experiment. The research demonstrated that formative use of AWE rubrics along with automated assessment mediated writing instruction via offering timely and objective assessment, aligning teaching and assessment goals, aiding the feedback process, increasing student-teacher interactions, and promoting learner autonomy.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"164 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115692832","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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：604180095
Book学术官方微信