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Constructing a Collocation Learning System from the Wikipedia Corpus 基于维基百科语料库的搭配学习系统构建
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2016-07-01 DOI: 10.4018/IJCALLT.2016070102
Shaoqun Wu, Liang-qi Li, I. Witten, A. Yu
{"title":"Constructing a Collocation Learning System from the Wikipedia Corpus","authors":"Shaoqun Wu, Liang-qi Li, I. Witten, A. Yu","doi":"10.4018/IJCALLT.2016070102","DOIUrl":"https://doi.org/10.4018/IJCALLT.2016070102","url":null,"abstract":"The importance of collocations for success in language learning is widely recognized. Concordancers, originally designed for linguists, are among the most popular tools for students to obtain, organize, and study collocations derived from corpora. This paper describes the design and development of a collocation learning system that is built from Wikipedia text and provides language learners with an easy-to-use interface for looking up collocations of any word that occurs in Wikipedia. The use of this corpus exposes learners to contemporary, content-related text, and enables them to search for semantically related words for a given topic. The system organizes collocations by syntactic pattern, sorts them by frequency, and links them to their original context. The paper includes a practical user guide to illustrate how to use the system as a language aid to facilitate academic writing.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114576605","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: 13
Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment 在技术增强的协作学习环境中提高元认知语言学习策略的使用和商务语言能力
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2016-07-01 DOI: 10.4018/IJCALLT.2016070105
K. Zhao
{"title":"Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment","authors":"K. Zhao","doi":"10.4018/IJCALLT.2016070105","DOIUrl":"https://doi.org/10.4018/IJCALLT.2016070105","url":null,"abstract":"This study addresses the key issues in CALL literature concerning how to design, evaluate and examine a technology-enhanced collaborative inquiry learning environment for EFL students to enhance language learning processes and language proficiency. Participants were four intact business English classes at a Chinese university with 102 Year 1 students in a 12-week project learning in English for International Business in two different learning environments, namely computer-supported collaborative inquiry learning (CSCIL) and regular project-based learning environment (PBL). Data from multiple sources were obtained including learning strategy surveys, pre-and post- business language proficiency tests, and online interactions. Pre- and post-questionnaire surveys were administered to measure effect of the design on language learning strategy use. Positive design effect was observed on metacognitive strategy use and language proficiency development. Quantitative online discourse analyses were conducted to examine relations among online Knowledge Forum participation and language strategy use as well as business language proficiency. Theoretical and practical implications of this study were also discussed in particular relation to a theory-informed and technology-enhanced EFL business English pedagogy.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127264334","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
Adoption and Application of CMS: Crucial Steps for an Effective E-Learning Component CMS的采用和应用:有效的电子学习组件的关键步骤
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2016-07-01 DOI: 10.4018/IJCALLT.2016070104
Brett Milliner, T. Cote
{"title":"Adoption and Application of CMS: Crucial Steps for an Effective E-Learning Component","authors":"Brett Milliner, T. Cote","doi":"10.4018/IJCALLT.2016070104","DOIUrl":"https://doi.org/10.4018/IJCALLT.2016070104","url":null,"abstract":"Many tertiary institutions tout their implementation of e-learning technology as a way to lure prospective students, and promised implementation of e-learning strategies in college programs is crucial for securing valuable federal government grants. At the core of most e-learning strategies is the institution's course management system (CMS). A CMS facilitates efficient course management, increased learning outcomes, and greater student autonomy. However, getting faculty and staff to adopt the CMS has proved challenging (Black, Beck, Dawson, Jinks & DiPietro, 2007). Applying a modified technology acceptance model (TAM) (Alharbi & Drew, 2014), teachers in a university-level English language program were asked to share their opinions about the Blackboard® CMS. This study reports on faculty application of the Blackboard CMS, faculty perceptions of the Blackboard CMS according to a TAM analysis, and presents steps for augmenting the effective use of the CMS in all English courses.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126844348","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
A Corpus-Based Functional Analysis of Complex Nominal Groups in Written Business Discourse: The Case of "Business" 基于语料库的商务书面语篇中复杂名词群的功能分析——以“Business”为例
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2016-04-01 DOI: 10.4018/IJCALLT.2016040105
Z. Ruan
{"title":"A Corpus-Based Functional Analysis of Complex Nominal Groups in Written Business Discourse: The Case of \"Business\"","authors":"Z. Ruan","doi":"10.4018/IJCALLT.2016040105","DOIUrl":"https://doi.org/10.4018/IJCALLT.2016040105","url":null,"abstract":"This paper uses a case study approach to explore the internal structure of complex nominal groups in written business discourse. A one-million word corpus of banks' corporate annual reports was compiled, and complex nominal groups with business as head noun were analyzed in terms of functions and logical relationships. The analysis shows that in the business English texts, complex nominal groups have distinctive functional and logical structures as well as particular patterns of co-occurrences among multiple premodification. Classification was found to be the main function of the experiential structure, with sub-modification used for further specifying the head referent. The co-occurrences of premodifiers also show the tendencies of functional associations underlying the configuration of the experiential structure. These findings suggest the distinctive register features of the informational writing in the written business discourse. The paper concludes with pedagogical implications of the findings for the teaching of business English to language learners.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130057984","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
Transcending Concordance: Augmenting Academic Text for L2 Writing 超越一致性:为第二语言写作增加学术文本
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2016-04-01 DOI: 10.4018/IJCALLT.2016040101
Shaoqun Wu, I. Witten
{"title":"Transcending Concordance: Augmenting Academic Text for L2 Writing","authors":"Shaoqun Wu, I. Witten","doi":"10.4018/IJCALLT.2016040101","DOIUrl":"https://doi.org/10.4018/IJCALLT.2016040101","url":null,"abstract":"This paper describes an automated scheme that extracts salient linguistic features from academic text and presents them in an interface designed for L2 students who are learning academic writing. The system is guided by several common ways of utilizing corpus technology in L2 writing. The authors have developed and tested an extraction method that identifies typical lexico-grammatical features of any word or phrase in a corpus. Collocations and lexical bundles are automatically extracted; students can explore them by searching and browsing, and inspect them along with contextual information. They also present learners with common words, and academic words, hyperlinked to their usage and collocates in authentic contexts. This article uses a single running example, the British Academic Written English corpus, but the approach is fully automated and can be applied to any collection of English writing.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126984707","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
Motivation and Learning Outcomes in Reciprocal SCMC Language-Learning 互惠SCMC语言学习的动机与学习效果
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2016-04-01 DOI: 10.4018/IJCALLT.2016040102
D. Brown
{"title":"Motivation and Learning Outcomes in Reciprocal SCMC Language-Learning","authors":"D. Brown","doi":"10.4018/IJCALLT.2016040102","DOIUrl":"https://doi.org/10.4018/IJCALLT.2016040102","url":null,"abstract":"In reciprocal learning, learners of different mother tongues are paired so that each can help the other learn their language. Developments in ICT have broadened the possibilities for reciprocal learning, enabling synchronous computer-mediated communication (SCMC). This study focuses on 48 French-speaking learners paired with 48 British students. Each pair worked synchronously and quasi-autonomously on communication activities in a real-time, quasi-face-to-face environment via Skype. This article reports on the pedagogical potential of the above SCMC scheme. The data discussed are drawn from a quantitative study carried out during the scheme. Two instruments were used for data-collection during the investigation: a self-report questionnaire on motivation, and a battery of language tests completed after the SCMC encounters had taken place. The same tests were also taken by a control group (N=48). The findings suggest that SCMC improves oral expression and interactivity in that it helps learners to enhance language confidence and language knowledge gains.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132885643","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
Incorporating LINE Smartphone Affordances: Cross-Cultural Collaboration, Willingness to Communicate, and Language Learning 整合LINE智能手机功能:跨文化合作、沟通意愿和语言学习
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2016-04-01 DOI: 10.4018/IJCALLT.2016040104
Pin-Hsiang Wu, Michael W. Marek
{"title":"Incorporating LINE Smartphone Affordances: Cross-Cultural Collaboration, Willingness to Communicate, and Language Learning","authors":"Pin-Hsiang Wu, Michael W. Marek","doi":"10.4018/IJCALLT.2016040104","DOIUrl":"https://doi.org/10.4018/IJCALLT.2016040104","url":null,"abstract":"This study used MALL technology to mediate a collaborative learning environment focused on cross-cultural understanding. Research questions addressed the participants' perceptions about the role of the English language today, the use of technology to assist language learning, their attitudes about studying English via cross-cultural interaction, and their perceptions leading to instructional technology design best practices for English learning activities using LINE. Students from Japan and Taiwan wrote collaborative 700 word essays, collaborating via the LINE smartphone app. Data collection used a survey, open-ended questions at the conclusion of the study, and analysis of the actual essays. The instructional design was shown to be successful in fostering beneficial responses by the participants and a strong willingness to engage in future international communication. The affordances provided by LINE are analyzed, and best practices offered for using LINE as a platform for learning.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"516 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116224235","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: 12
A Blended Chinese-as-a-Foreign-Language Short Course: Design and Perceptions 中文与外语混合短期课程:设计与认知
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2016-04-01 DOI: 10.4018/IJCALLT.2016040103
Shenglan Zhang
{"title":"A Blended Chinese-as-a-Foreign-Language Short Course: Design and Perceptions","authors":"Shenglan Zhang","doi":"10.4018/IJCALLT.2016040103","DOIUrl":"https://doi.org/10.4018/IJCALLT.2016040103","url":null,"abstract":"This study investigated learners' perceived effectiveness of a blended Chinese non-credit bearing short course designed for engineering students with no prior knowledge about Chinese language. Few studies have examined how to design blended Chinese courses for beginning learners. The design of this study was based on the framework of parameters proposed by Neumeier 2005. Bloom's taxonomy of learning objectives in the cognitive domain was adopted in deciding on the time distribution to the two modes Face-To-Face and online, and on sequencing the two modes. FTF was the lead mode with activities that help learners apply and practice what they learned creatively. Online activities were designed mainly to help learners memorize vocabularies, analyze word order, and comprehend culture. Data were collected through a survey and an informal interview. The findings show that the design is effective but improvements are needed.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116768629","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
Applying Genre-based and L2 Pragmatic Instruction to Teaching Oral Presentations on the Web 基于体裁和第二语言语用教学在网络口头报告教学中的应用
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2015-10-01 DOI: 10.4018/IJCALLT.2015100105
Hung-Tzu Huang, Yu-Jung Chang
{"title":"Applying Genre-based and L2 Pragmatic Instruction to Teaching Oral Presentations on the Web","authors":"Hung-Tzu Huang, Yu-Jung Chang","doi":"10.4018/IJCALLT.2015100105","DOIUrl":"https://doi.org/10.4018/IJCALLT.2015100105","url":null,"abstract":"This article describes the development of an Internet-based instructional platform, which aims to guide EFL college students in learning and practicing oral presentation skills. Genre-based instruction and insights from L2 pragmatic instructional research inspired the platform's design. The instructional units in the online platform engage learners in a comparative analysis of rhetorical and language features at both expert speaker and learner speech levels and scaffold the learners in utilizing these features to deliver practice presentations. Documenting the four EFL students' experiences using the platform, the user reports show how the guided tasks expanded the students' understanding of 'good presentations.' For learners whose language-learning goals are directed towards participating in a global community, it is suggested that key factors in developing web-based oral presentations materials are corpus selection and pedagogical tasks, which consider the learners' subjectivity in determining rhetorical and pragmatic norms.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116866287","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
The Effects of Flipped Classrooms on English Composition Writing in an EFL Environment 翻转课堂对EFL环境下英语作文写作的影响
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2015-10-01 DOI: 10.4018/IJCALLT.2015100103
Adrian Leis, Simon D. Cooke, Akihiko Tohei
{"title":"The Effects of Flipped Classrooms on English Composition Writing in an EFL Environment","authors":"Adrian Leis, Simon D. Cooke, Akihiko Tohei","doi":"10.4018/IJCALLT.2015100103","DOIUrl":"https://doi.org/10.4018/IJCALLT.2015100103","url":null,"abstract":"The authors discuss the empirical results of a study comparing two English composition courses conducted with Japanese university students. One course was taught in a traditional way and the other using the flipped method. The results showed that those studying under the flipped method spent a significantly higher number of hours preparing for class t20 = 2.67, p =.014, d = 1.14 and produced a significantly higher number of words in compositions written in the posttest t10 = 3.37, p =.007, d = 1.44. The flipped method also appeared to result in significantly greater improvements in the writing proficiency of participants t32 = 5.17, p <.001, d = 1.15 and when using a one-way ANCOVA to make a comparison with the traditional method in the posttest F 1, 63 = 13.50, p <.001, ?2 =.18. The capability to view explanations of the text as many times as participants wished, as well as opportunities for direct and immediate individual feedback from the instructor for participants in the flipped group are discussed as possible reasons for the salient differences.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"123 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116602497","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: 77
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