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
Do Opposites Attract?: Willingness to Communicate in the Target Language for Academically, Culturally, and Linguistically Different Language Learners 异性相吸吗?:在学术、文化和语言上不同的语言学习者用目的语进行交流的意愿
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2015-04-01 DOI: 10.4018/IJCALLT.2015040103
M. Freiermuth, Hsin-chou Huang
{"title":"Do Opposites Attract?: Willingness to Communicate in the Target Language for Academically, Culturally, and Linguistically Different Language Learners","authors":"M. Freiermuth, Hsin-chou Huang","doi":"10.4018/IJCALLT.2015040103","DOIUrl":"https://doi.org/10.4018/IJCALLT.2015040103","url":null,"abstract":"This study discusses the results of an online intercultural chat task designed to see whether students from different cultural backgrounds, with different English language abilities, with different L1s and who had different academic interests would be willing to communicate using English—the target language. Taiwanese university students who were marine science majors (lower proficiency) chatted electronically in small groups with Japanese university students who had been studying English intensively for two years (higher proficiency). Student comments taken from a questionnaire indicate that both groups were invigorated and willing to communicate by the task; it was considered meaningful because it provided an opportunity to use English in a realistic way, represented the only means to communicate with their overseas partners and helped students to empathize with their newly found peers. To sum up briefly, text-based chat can be useful for EFL and ESL teachers as a tool for language learning students, providing learners with “real†target language opportunities for communication.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120890637","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
EFL Learners' Implicit Theory of Intelligence and the Application of MMORPG in EFL Learning 英语学习者的内隐智力理论及MMORPG在英语学习中的应用
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2015-04-01 DOI: 10.4018/IJCALLT.2015040104
Liwei Hsu
{"title":"EFL Learners' Implicit Theory of Intelligence and the Application of MMORPG in EFL Learning","authors":"Liwei Hsu","doi":"10.4018/IJCALLT.2015040104","DOIUrl":"https://doi.org/10.4018/IJCALLT.2015040104","url":null,"abstract":"The present study aims to describe the application of Second Life (SL) to bring together EFL learners around the world and create a third place of learning. A group of 152 undergraduate students (n = 152) of colleges and universities in southern Taiwan were recruited for this experimental project for a period of two years. Within this two-year course they were investigated on their implicit theory of intelligence toward EFL learning. Among these 152 participants, 53 were randomly selected to be sponsored to take TOEIC four times to measure their English proficiency to establish multilevel growth model. Results of this study reported that SL did create positive effects to EFL learners' developing incremental intelligence which was also significantly correlated to their performance on TOEIC. Multilevel growth model proposed by the present study also examined the extent to which the time individual spent on socializing in English through SL can significantly improve EFL learners' performance on TOEIC.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114297591","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
Engagement and Teamwork in Chinese as a Foreign Language and Culture Curriculum Development for Teacher Education 面向教师教育的对外汉语课程开发中的敬业与团队精神
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2015-04-01 DOI: 10.4018/IJCALLT.2015040102
Tingting Wang
{"title":"Engagement and Teamwork in Chinese as a Foreign Language and Culture Curriculum Development for Teacher Education","authors":"Tingting Wang","doi":"10.4018/IJCALLT.2015040102","DOIUrl":"https://doi.org/10.4018/IJCALLT.2015040102","url":null,"abstract":"This study explores how task engagement principles could be integrated into the design of online foreign language and culture instruction. It employs a design-based research (DBR) approach, which combines research and instructional design during curricular development. With the intent of solving problems of practice in an existing teaching context, a design team worked in this study to refine an online Chinese as a foreign language and culture module. Through the design process, the team explored how task engagement principles could be integrated into seven online language-learning units and how collaboration and interaction among the researchers and designers could support the implementation of the design. This study underscores the importance not only of designing engaging online language tasks but also of working with expert others to accomplish this goal.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123959054","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
In-Game Culture Affects Learners' Use of Vocabulary Learning Strategies in Massively Multiplayer Online Role-Playing Games 游戏文化影响学习者在大型多人在线角色扮演游戏中词汇学习策略的使用
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2014-10-01 DOI: 10.4018/ijcallt.2014100101
J. Bytheway
{"title":"In-Game Culture Affects Learners' Use of Vocabulary Learning Strategies in Massively Multiplayer Online Role-Playing Games","authors":"J. Bytheway","doi":"10.4018/ijcallt.2014100101","DOIUrl":"https://doi.org/10.4018/ijcallt.2014100101","url":null,"abstract":"Millions of language learners use commercial off-the-shelf computer games as informal learning contexts. Massively multiplayer online role-playing games (MMORPGs) are rich meaningful vocabulary learning contexts with in-game cultures that encourage creativity, decrease anxiety, force interaction, demand cooperative and autonomous learning, increase motivation, and reward curiosity. This case-study of World of Warcraft® players examined how the in-game culture affected participants' use of vocabulary learning strategies. Using research processes inherent in Grounded Theory, rich data was collected from extant MMORPG texts and observations of, interviews with, and elicited texts from a criterion sample of six ESL experienced gamers. Through constant comparative analysis, patterns and strategies emerged. Gu's (2005) model of vocabulary learning strategies in contexts was adapted to suit digital game contexts. The results highlight the need to value how the MMORPG culture affects language learners' vocabulary learning strategies and argue for study into autonomous language learning in commercial off-the-shelf digital games.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"290 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122773199","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: 34
Developing Language Awareness in Primary School Children with Multilingual Virtual Talking Books: First Results of the Pilot Study 用多语种虚拟有声书培养小学生的语言意识:初步研究结果
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2014-10-01 DOI: 10.4018/ijcallt.2014100103
Viviane Lohe, D. Elsner
{"title":"Developing Language Awareness in Primary School Children with Multilingual Virtual Talking Books: First Results of the Pilot Study","authors":"Viviane Lohe, D. Elsner","doi":"10.4018/ijcallt.2014100103","DOIUrl":"https://doi.org/10.4018/ijcallt.2014100103","url":null,"abstract":"This paper introduces the software application MuViT (Multilingual Virtual Talking Books) which was developed within an EU funded Comenius project between 2011 and 2013. MuViT contains digital storybooks in five different languages (German, English, Russian, Spanish, and Turkish). The article specifies the theoretical background of the project, the software application and its objectives, as well as the research interests and first findings with regard to the development of mono- and plurilingual primary school pupils' language awareness while and after working with MuViT for 6 weeks.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115158694","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
Constructing a Data-Driven Learning Tool with Recycled Learner Data 利用回收的学习者数据构建数据驱动的学习工具
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2014-10-01 DOI: 10.4018/ijcallt.2014100106
T. Heift, Catherine Caws
{"title":"Constructing a Data-Driven Learning Tool with Recycled Learner Data","authors":"T. Heift, Catherine Caws","doi":"10.4018/ijcallt.2014100106","DOIUrl":"https://doi.org/10.4018/ijcallt.2014100106","url":null,"abstract":"This paper discusses a data-driven learning (DDL) tool, which consists of a learner corpus for L2 learners of German. The learner corpus, in addition to submissions from ongoing current users, has been constructed from millions of submissions from a variety of activity types of approximately 5000 learners who used the E-Tutor CALL system over a period of five years. By following a cyclical process of development, implementation, and evaluation, adapted from the ADDIE model, E-Tutor helped us not only to inform language teaching pedagogy and to provide system enhancements generated by the outcomes of vast data collections, but also to expand an existing learning environment (e.g., Tutorial CALL) to include DDL. The article discusses the cyclical process of collecting and recycling learner data by also focusing on the design features of the DDL tool of E-Tutor within the ADDIE framework and providing data on student usage.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127860666","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
Using Mobile Technologies with Young Language Learners to Support and Promote Oral Language Production 使用移动技术支持和促进年轻语言学习者的口语生产
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2014-10-01 DOI: 10.4018/ijcallt.2014100102
Martine Pellerin
{"title":"Using Mobile Technologies with Young Language Learners to Support and Promote Oral Language Production","authors":"Martine Pellerin","doi":"10.4018/ijcallt.2014100102","DOIUrl":"https://doi.org/10.4018/ijcallt.2014100102","url":null,"abstract":"The paper examines how the use of mobile technologies such as tablets and handheld MP3 players can support and promote oral language production among young language learners. It explores how the use of these mobile technologies in the language classroom supports pedagogical practices anchored in socioconstructivist theories of SLA that emphasize the role of dialogue and social interaction among young language learners. The paper is based on a collaborative action research project involving French Immersion teachers and their students in primary schools in a western province of Canada. Findings show that the affordances of mobile technologies contribute to the creation of innovative learning environments and authentic language learning experiences that support and promote the production of oral language among young language learners. The inquiry demonstrates the adoption of second language pedagogical approaches anchored in socioconstructivist theories of SLA that promote autonomy and a sense of agency among language learners.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125539008","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: 19
The Role of Teachers and Their Beliefs in Implementing Technology-Mediated Language Learning: Implications for Teacher Development and Research 教师及其信念在实施技术中介语言学习中的作用:对教师发展和研究的启示
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2014-10-01 DOI: 10.4018/ijcallt.2014100105
Geoff Lawrence
{"title":"The Role of Teachers and Their Beliefs in Implementing Technology-Mediated Language Learning: Implications for Teacher Development and Research","authors":"Geoff Lawrence","doi":"10.4018/ijcallt.2014100105","DOIUrl":"https://doi.org/10.4018/ijcallt.2014100105","url":null,"abstract":"This article will discuss the crucial role of the language teacher and their beliefs in realizing the potential that rapidly evolving technology-mediated tools offer second/additional language learning. Factors contributing to teacher resistance will be reviewed including the unique pedagogical demands of continually evolving technology-mediated communication tools and learning environments. Research identifying the nature of teacher beliefs will be discussed along with a proposed theoretical framework defining the interconnected factors contributing to teacher beliefs and behaviour towards educational technology. Recommendations for effective approaches to technology-directed language teacher development will be summarized along with recommendations on further research required.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125917045","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
Technology-Mediated L2 Strategy Instruction and Its Potential to Enhance Evaluation and Research 技术介导的第二语言策略教学及其促进评估和研究的潜力
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2014-10-01 DOI: 10.4018/ijcallt.2014100104
Jim Ranalli
{"title":"Technology-Mediated L2 Strategy Instruction and Its Potential to Enhance Evaluation and Research","authors":"Jim Ranalli","doi":"10.4018/ijcallt.2014100104","DOIUrl":"https://doi.org/10.4018/ijcallt.2014100104","url":null,"abstract":"This paper discusses the potential of technology-mediated forms of L2 strategy instruction (SI) to not only facilitate SI but to enhance evaluation of SI interventions and L2 strategy research more generally. It uses results from a recent empirical study to show how computer-based forms of SI may offer remedies for problematic features of evaluation, including access to process data showing how learners actually perform strategy-related tasks, the timing and frequency of collection of learner perception data, and most importantly, data about task perception and metacognitive monitoring, which can position L2 strategies within frameworks for self-regulated learning. The underlying premise of this article is the need to revitalize the field of L2 learner strategies with new methods for evaluation and research that can better capture the complex nature of L2 strategy use.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124719271","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
An Empirical Analysis of Extended Meanings of Lexical Items in a H1N1 Corpus H1N1语料库中词汇项引义的实证分析
Int. J. Comput. Assist. Lang. Learn. Teach. Pub Date : 2014-07-01 DOI: 10.4018/ijcallt.2014070104
J. Wang
{"title":"An Empirical Analysis of Extended Meanings of Lexical Items in a H1N1 Corpus","authors":"J. Wang","doi":"10.4018/ijcallt.2014070104","DOIUrl":"https://doi.org/10.4018/ijcallt.2014070104","url":null,"abstract":"The year 2009 has witnessed a global outbreak of a new strain of influenza A virus subtype H1N1. Despite the high exposure on the mass media, few researches have been conducted on the discourse related to the H1N1 event. This study examined six frequently-occurred lexical items in a pandemic (H1N1) corpus: influenza, pandemic, cases, virus, transmission and death, using Sinclair's (2004) descriptive model of lexical items. WordSmith 5.0 (Scott, 2010) was used to generate a keyword list and concordances. The randomly-selected concordances were then analysed from five perspectives, the core, collocation, colligation, semantic preference and semantic prosody. The findings show that the extended meanings of the lexical items are specific in the context of pandemic H1N1 event and they are interrelated in the context. It is argued that it is the study of lexical items rather than single words that enables language learners to better understand the meanings of words.","PeriodicalId":282169,"journal":{"name":"Int. J. Comput. Assist. Lang. Learn. Teach.","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130887232","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
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