Int. J. Comput. Assist. Lang. Learn. Teach.最新文献_第4页

Blogging Effect on English as a Foreign Language Writing Motivation: Blogging and Writing Motivation 博客对英语作为外语写作动机的影响:博客与写作动机

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2017-04-01 DOI: 10.4018/IJCALLT.2017040103

E. Özdemir, Selami Aydın

引用次数: 8

Mobile Assisted Vocabulary Acquisition and Wikis to Enhance Writing Skills 移动辅助词汇习得和维基提高写作技能

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2017-04-01 DOI: 10.4018/IJCALLT.2017040101

R. Vurdien

引用次数: 8

Developing a Project-Based CALL Environment with Technical Communication in an Exploratory 3D Printing Context 在探索性3D打印环境中开发基于项目的技术通信CALL环境

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2017-04-01 DOI: 10.4018/IJCALLT.2017040105

Debopriyo Roy

引用次数: 8

Helping Language Learners Put Concordance Data in Context: Concordance Cards in The Prime Machine 帮助语言学习者把数据放在语境中:索引卡在首要机器

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2017-04-01 DOI: 10.4018/IJCALLT.2017040102

Stephen Jeaco

引用次数: 6

L2 Languaging in a Massively Multiplayer Online Game: An Exploration of Learner Variations 大型多人在线游戏中的第二语言:学习者变化的探索

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2016-10-01 DOI: 10.4018/IJCALLT.2016100101

Jinjing Zhao

引用次数: 7

The Interplay of Game Design and Pedagogical Mediation in Game-Mediated Japanese Learning 游戏中介日语学习中游戏设计与教学中介的相互作用

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2016-10-01 DOI: 10.4018/IJCALLT.2016100103

Kayo Shintaku

引用次数: 11

A Method and Model for De- and Reconstructing Player-Game Interaction: The Case of the Arabic Simulation-Management Game Baalty 一种解构与重构玩家-游戏互动的方法与模型——以阿拉伯模拟管理游戏为例

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2016-10-01 DOI: 10.4018/IJCALLT.2016100102

K. Ibrahim

{"title":"A Method and Model for De- and Reconstructing Player-Game Interaction: The Case of the Arabic Simulation-Management Game Baalty","authors":"K. Ibrahim","doi":"10.4018/IJCALLT.2016100102","DOIUrl":"https://doi.org/10.4018/IJCALLT.2016100102","url":null,"abstract":"The potential of player-game interaction to facilitate L2 learning in stand-alone digital games has been established in many empirical investigations e.g. Miller & Hegelheimer, 2006; Hitosugi, Schmidt, & Hayashi, 2014; Sundqvist & Sylven, 2012; however, the fine-grained dynamics that comprise it are still largely underexplored. A potential reason for this gap is that, to date, there is a lack of refined methodologies for conceptualizing and analyzing the various processes that occur during gameplay between a learner-player and the game. The present study proposes an ecology-sensitive, multidimensional approach to de-and re-constructing player-game interaction dynamics through analysis of thick detail-rich play data from a variety of sources and levels: cognitive, virtual, and sociocultural. Using a model of player-game interaction detailing how activities interrelate and/or interact across different levels, it reconstructs player-game interaction as a holistic activity. To this end, it utilizes a variety of qualitative data sources that offer empirical information about different facets and dimensions of player-game interaction, including thinkaloud protocol, gaming journals, walkthroughs, and debriefing interviews. To illustrate the approach, this paper will apply it to interpretation of player-game interactions of one learner of Arabic as a foreign language in the Egyptian Arabic simulation-management game Baalty PPIC-Work, 2004. Findings include the observation that the L2 learner-player played their game in her L2 by decoding in-game discourses and using in-game semiotic resources. The paper will include discussion of theoretical background, research implications, and potential applications of this approach.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115170010","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

An Experienced Austrian Educator's View on the 3-D Skills Implemented to Design and Integrate an Alien Mystery in OpenSim 一位经验丰富的奥地利教育家对在OpenSim中设计和整合外星人之谜的三维技能的看法

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2016-10-01 DOI: 10.4018/IJCALLT.2016100104

Stella K. Hadjistassou, J. Molka-Danielsen

{"title":"An Experienced Austrian Educator's View on the 3-D Skills Implemented to Design and Integrate an Alien Mystery in OpenSim","authors":"Stella K. Hadjistassou, J. Molka-Danielsen","doi":"10.4018/IJCALLT.2016100104","DOIUrl":"https://doi.org/10.4018/IJCALLT.2016100104","url":null,"abstract":"With their playful game-oriented nature, virtual learning environments can form constructive ecosocial settings for enacting game-driven collaborative tasks that have real pedagogical, learning, and teaching implications. Even though multiple studies have been undertaken in virtual learning environments, there is a dearth of studies on the constellation of complex interrelated skills and knowledge that second or foreign language educators integrate in actual situated contexts to design and offer task-oriented game-driven learning activities. Building on Compton's 2009 framework, this study investigates the complex set of technological, pedagogical, and evaluation skills that an expert Austrian educator, Franziska integrated to design a multifaceted game-oriented plot in the virtual village of Chatterdale in OpenSim in order to engage thirteen-year-old Austrian and Norwegian high school students in oral interactions during three slightly different task-oriented quests to solve an alien mystery. Data analysis of an interview, reflective comments on a wiki, and follow-up emails indicate that the design and integration of an epistemic game in praxis forms a collaborative endeavor involving the integration of a set of complex and multifaceted sets of skills and knowledge. The study investigates the skills that emerged during two stages, the planning, preparation, and student training stage and integration stage. The findings of this study can be used to broaden the pedagogical discussion on the skills and knowledge that second or foreign language teachers need to acquire and apply to design successful playful task-driven learning quests in virtual learning environments.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131815116","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

Mentoring Teachers of English Learners in an Online Community of Practice 在线实践社区对英语学习者教师的指导

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2016-07-01 DOI: 10.4018/IJCALLT.2016070101

Karla del Rosal, Paige Ware, Nancy Montgomery

引用次数: 5

A Spanish-Finnish Telecollaboration to Develop Intercultural Competence and Learner Autonomy 发展跨文化能力和学习者自主性的西班牙-芬兰远程合作

Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2016-07-01 DOI: 10.4018/IJCALLT.2016070103

R. Vurdien, Pasi Puranen

引用次数: 5