Remote Teaching and Beyond最新文献

Micro-credentials: Surveying the landscape. 微观证书:勘察景观。

Remote Teaching and Beyond Pub Date : 2022-02-07 DOI: 10.37546/jaltsig.call.pcp2021-02

N. Cowie, K. Sakui

引用次数: 0

Optimizing the future of language teaching with technology in Japan. 用技术优化日本语言教学的未来。

Remote Teaching and Beyond Pub Date : 2022-02-07 DOI: 10.37546/jaltsig.call.pcp2021-01

Elizabeth Lavolette

{"title":"Optimizing the future of language teaching with technology in Japan.","authors":"Elizabeth Lavolette","doi":"10.37546/jaltsig.call.pcp2021-01","DOIUrl":"https://doi.org/10.37546/jaltsig.call.pcp2021-01","url":null,"abstract":"Pandemic-era teaching has taken many forms: online, face-to-face, hybrid, and hyflex, among others. In this article, I make four predictions for the future of language teaching with technology in Japan and provide my recommendations for optimizing this future.\u0000First, I predict that online instruction will quickly fall back to pre-pandemic levels without interventions to prevent this. One area ripe for change is in virtual international experiences, such as online study abroad. Second, most institutions will adopt bring-your-own-device policies. Teachers will need more tech literacy to take full advantage of these devices. Third, institutions will recognize a growing variety of learning differences among students and rely on teachers to accommodate them. To support all learners, universal design will become standard. Fourth, although most instruction will return to the physical classroom, teachers will need to be constantly prepared to shift instruction online again. Emergency remote teaching will be inadequate.\u0000To prepare to meet these challenges and optimize the outcomes, teachers need quality professional development. Although current offerings from our institutions are inadequate, CALL experts can help to fill some of the unmet needs. I encourage CALL experts to push for the future of technology in education that they would like to see.","PeriodicalId":334815,"journal":{"name":"Remote Teaching and Beyond","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130199119","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

Hedging in Academic Writing: Cross-disciplinary Comparisons in the Michigan Corpus of Upper-Level Student Papers (MICUSP). 学术写作中的模棱两可:密歇根大学高级学生论文语料库(MICUSP)的跨学科比较。

Remote Teaching and Beyond Pub Date : 2022-02-07 DOI: 10.37546/jaltsig.call.pcp2021-09

Xue Wang

{"title":"Hedging in Academic Writing: Cross-disciplinary Comparisons in the Michigan Corpus of Upper-Level Student Papers (MICUSP).","authors":"Xue Wang","doi":"10.37546/jaltsig.call.pcp2021-09","DOIUrl":"https://doi.org/10.37546/jaltsig.call.pcp2021-09","url":null,"abstract":"Hedging has been a long-standing challenge for English learners. Emerging from the research on hedging in academic writing is the natural/social science dichotomy that hedging is more common in social sciences than in natural sciences. Yet, this line of research has been primarily based on a limited number of disciplines. To bridge this gap, this study compares sixteen disciplines to uncover the cross-disciplinary variation in hedging based on successful student writing captured by the Michigan Corpus of Upper-level Student Papers (MICUSP). Five types of hedging devices were investigated. The results suggest that hedging is more common in argumentation-driven disciplines than in the data-driven ones. Cross-disciplinary differences were also found between disciplines under the same division. The findings challenge assumptions and raise questions about the natural/social science dichotomy in academic writing, calling for discipline-specific instruction on hedging in teaching English for academic purposes. The study also demonstrates the affordances of corpus tools for data-driven teaching and computer-assisted language learning in remote learning during the COVID-19 pandemic.","PeriodicalId":334815,"journal":{"name":"Remote Teaching and Beyond","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128437315","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

Enhancing and expanding intercultural learning through collaborative online international learning. 通过协作式在线国际学习加强和扩大跨文化学习。

Remote Teaching and Beyond Pub Date : 2022-02-07 DOI: 10.37546/jaltsig.call.pcp2021-07

Kevin J. Ottoson

{"title":"Enhancing and expanding intercultural learning through collaborative online international learning.","authors":"Kevin J. Ottoson","doi":"10.37546/jaltsig.call.pcp2021-07","DOIUrl":"https://doi.org/10.37546/jaltsig.call.pcp2021-07","url":null,"abstract":"This study investigated first-year Japanese university students' perspectives of their intercultural learning from a collaborative online international learning (COIL) project with second-year university students in China. Drawing upon Deardorff's (2006) process model of intercultural competence, this pilot study used reflections and data from a questionnaire adapted from Ceo-DiFrancesco and Bender-Slack (2016) to monitor students' perspectives for intercultural attitudes (openness, curiosity, respect), intercultural knowledge (culture-specific information)), and motivation to learn English after participating in an eight-week-long virtual cross-cultural exchange. Following this eight-week virtual cross-cultural exchange with second-year university students in China, self-assessment from participants in Japan (n=39) revealed intercultural attitudes of valuing others, withholding judgment, and curiosity. Additionally, the students described the importance and enjoyment of English. In addition to highlighting the Japanese participants' perspectives of this COIL project, this paper describes the impetus for setting up the program, the program itself, and implications for various stakeholders in higher education in Japan.","PeriodicalId":334815,"journal":{"name":"Remote Teaching and Beyond","volume":"293 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131520790","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

The negative impacts of student use of online tools during emergency remote teaching and learning on teacher-student relationships. 学生在紧急远程教学中使用在线工具对师生关系的负面影响。

Remote Teaching and Beyond Pub Date : 2022-02-07 DOI: 10.37546/jaltsig.call.pcp2021-04

O. Kennedy

{"title":"The negative impacts of student use of online tools during emergency remote teaching and learning on teacher-student relationships.","authors":"O. Kennedy","doi":"10.37546/jaltsig.call.pcp2021-04","DOIUrl":"https://doi.org/10.37546/jaltsig.call.pcp2021-04","url":null,"abstract":"This article focuses on the importance of establishing and maintaining relationships between teachers and students for the mutual benefit of both groups and explores this in one context during the Emergency Remote Teaching and Learning (ERTL) period in the first COVID-19 pandemic lockdown in 2020. Ten instructors of university English as a foreign language (EFL) academic writing were interviewed about their experiences during this period. All questioned the academic honesty and ethics of their students due to what seemed to be their impossibly rapid progress in linguistic complexity and correctness, and the depth of ideas expressed growing very quickly. Due to communication between teachers and students being limited to text-based messages on the Learning Management System, teachers were unable to investigate without potentially causing university disciplinary action to fall on their students. This led to a worsening of relationships and spiraling levels of distrust. Forty first-year students were then asked to submit three-minute videos explaining how they undertook their homework assignments during the 15-week semester. Participants reported using a variety of technological assistance, particularly Machine Translation (MT) and online grammar checkers, to prepare assignments for submission. Findings suggest that educating instructors about how appropriate usage of such technology can benefit student learning could help prevent misunderstandings about unethical technology usage. Similarly, by recognizing the value of the relationship between instructors and students, time can be spent on building and fostering these bonds.","PeriodicalId":334815,"journal":{"name":"Remote Teaching and Beyond","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114869241","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

Transitions, bridges and connections: student reflections on the role of SNS in ERTL in 2020. 过渡，桥梁和连接:学生对2020年社交媒体在ERTL中的作用的思考。

Remote Teaching and Beyond Pub Date : 2022-02-07 DOI: 10.37546/jaltsig.call.pcp2021-03

S. Healy

引用次数: 0

Doing peer feedback in a high school EFL writing class via Google Docs and Sheets: A workshop. 通过谷歌文档和表格在高中英语写作课上进行同伴反馈:一个研讨会。

Remote Teaching and Beyond Pub Date : 2022-02-07 DOI: 10.37546/jaltsig.call.pcp2021-08

Alvin Santos

{"title":"Doing peer feedback in a high school EFL writing class via Google Docs and Sheets: A workshop.","authors":"Alvin Santos","doi":"10.37546/jaltsig.call.pcp2021-08","DOIUrl":"https://doi.org/10.37546/jaltsig.call.pcp2021-08","url":null,"abstract":"A number of viable inputs for improving student essay drafts are available for writing teachers to employ inside the classroom, one of which is peer feedback. In this article, key findings based on high school EFL writers’ responses to pre- and post-study questionnaires on perspectives on peer feedback are presented. A replicable peer feedback workshop employing Google Docs and Google Sheets is included. This workshop forms part of a show and tell presentation which was held at the JALTCALL2021 all-online conference entitled, “Trialing of ICT-mediated feedback types in an EFL process writing class: Students’ perspective.” Answers to three research questions are provided: (1) How effective is the trialled peer feedback procedure?; (2) How appropriate are Google Docs and Google Sheets in mediating the trialled peer feedback procedure?; and (3) Are there any changes in students’ (n=232) perspectives on doing peer feedback after the trialing study? Other interesting findings emanating from Google Forms student questionnaires and teacher field observation notes are enumerated to provide insights for further exploration through future scholarly endeavors.","PeriodicalId":334815,"journal":{"name":"Remote Teaching and Beyond","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134457673","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

Comparing ways of distributing peer evaluations, after student presentations in class or online. 比较学生在课堂上或网上演讲后分发同行评估的方式。

Remote Teaching and Beyond Pub Date : 2022-02-07 DOI: 10.37546/jaltsig.call.pcp2021-05

T. Knight

引用次数: 0

A comparison of linear and interactive fiction on vocabulary acquisition, reading comprehension and engagement. 线性小说与互动小说在词汇习得、阅读理解和参与方面的比较。

Remote Teaching and Beyond Pub Date : 2022-02-07 DOI: 10.37546/jaltsig.call.pcp2021-06

Tsuzuki Nagai, James York

{"title":"A comparison of linear and interactive fiction on vocabulary acquisition, reading comprehension and engagement.","authors":"Tsuzuki Nagai, James York","doi":"10.37546/jaltsig.call.pcp2021-06","DOIUrl":"https://doi.org/10.37546/jaltsig.call.pcp2021-06","url":null,"abstract":"There are few studies that explore the cognitive and affective benefits of interactive fiction(IF) in language learning and teaching contexts. Inspired by Neville, et al. (2009), we compared the effectiveness of IF in comparison to non-interactive, linear fiction in terms of vocabulary acquisition, reading comprehension and motivation in a university EFL context. Participants (n = 88) were divided into two groups. The control group read a linear story; the experimental group played through an interactive version of the same story. A pre- and post-experiment vocabulary test was employed to measure the acquisition of 16 target vocabulary words. A test based on the actions of characters within the story was also employed to measure reading comprehension. Finally, a post-test questionnaire measured student perceptions of learning with linear and IF.\u0000This paper introduces the results of the study which are as follows. Findings revealed no significant difference in scores between the control (linear) and experimental (IF) groups for vocabulary acquisition or reading comprehension. However, an additional analysis of the data was conducted based on learners’ gaming proficiency which revealed that, in comparison to high proficiency gamers, low proficiency gamers found it difficult to control the interactive version of the story. This suggests that students’ level of game literacy may influence perceptions of the system.","PeriodicalId":334815,"journal":{"name":"Remote Teaching and Beyond","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131564854","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