the CALICO Journal最新文献_第3页

Joining Forces Toward Social Inclusion : Language MOOC Design for Refugees and Migrants through the Lens of Maker Culture 加入社会包容的力量:通过创客文化的镜头为难民和移民设计语言MOOC

the CALICO Journal Pub Date : 2020-09-29 DOI: 10.1558/CJ.40900

María Dolores Castrillo, Beatriz Sedano

{"title":"Joining Forces Toward Social Inclusion : Language MOOC Design for Refugees and Migrants through the Lens of Maker Culture","authors":"María Dolores Castrillo, Beatriz Sedano","doi":"10.1558/CJ.40900","DOIUrl":"https://doi.org/10.1558/CJ.40900","url":null,"abstract":"The expansion of MOOCs (massive open online courses) is very much associated with instructors interested in the craft of teaching, innovating, and experimenting with different methods to improve and expand students’ learning experience. The Erasmus+ project MOONLITE has worked to create cross-institutional scenarios and new educational pathways for migrants and refugees, devising, among other things, two Spanish language MOOCs (LMOOCs). They are the product of the joint efforts of university academics, non-governmental organizations (NGOs), and refugee support groups (RSGs), together with volunteers, refugees, and migrants, who formed a community in order to design courses that effectively addressed the needs of refugees and migrants arriving in Spain. Using a design thinking process, all parties involved attempted to collaboratively identify strategies and solutions to a given problem that might not be obvious upon first inspection; in this case, the specific linguistic needs of migrants and refugees arriving in a new country. Results show that this continuum of academics— NGOs/RSGs—volunteers—refugees/migrants was highly effective for the learners, with an overall completion rate in both MOOCs of 96%. The participants’ perception is that these MOOCs helped them in their goal of integrating into life in Spain in key situations, such as communicating in a job interview or understanding the process of looking for accommodation and completing bureaucratic procedures.","PeriodicalId":357125,"journal":{"name":"the CALICO Journal","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127608068","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

Testing a Research-Based Digital Learning Tool : Chinese EFL Children’s Linguistic Development 基于研究的数字学习工具的测试:中国英语儿童的语言发展

the CALICO Journal Pub Date : 2020-08-29 DOI: 10.1558/cj.40544

H. Bang, Kirsten Olander, Erin Lenihan

引用次数: 2

An Empirical Study on Vocabulary Recall and Learner Autonomy through Mobile‑Assisted Language Learning in Blended Learning Settings 混合学习环境下移动辅助语言学习对词汇记忆和学习者自主性的实证研究

the CALICO Journal Pub Date : 2020-08-21 DOI: 10.1558/cj.40436

Takeshi Sato, Fumiko Murase, Tyler Burden

引用次数: 11

Cross Cultural Perspectives on Technology-Enhanced Language Learning, edited by Dara Tafazoli, M. Elena Gomez Parra, and Cristina A. Huertas-Abril 《技术增强语言学习的跨文化视角》，由Dara Tafazoli、M. Elena Gomez Parra和Cristina A. Huertas-Abril主编

the CALICO Journal Pub Date : 2020-07-13 DOI: 10.1558/cj.37814

Jo Ann Arinder

引用次数: 1

The Handbook of Technology and Second Language Teaching and Learning, edited by Carol A. Chapelle and Shannon Sauro 《技术与第二语言教学手册》，由Carol A. Chapelle和Shannon Sauro编辑

the CALICO Journal Pub Date : 2020-07-13 DOI: 10.1558/cj.37016

Moira Di Mauro-Jackson

引用次数: 1

Blended Basic Language Courses: Design, Pedagogy, and Implementation, by Hope M. Anderson 《混合基础语言课程:设计、教学法与实施》，作者:霍普·m·安德森

the CALICO Journal Pub Date : 2020-04-02 DOI: 10.1558/CJ.39749

S. Hojnacki

引用次数: 0

Gameful Second and Foreign Language Teaching and Learning: Theory, Research, and Practice, by Jonathon Reinhardt 《游戏式第二外语教学:理论、研究与实践》，作者:乔纳森·莱因哈特

the CALICO Journal Pub Date : 2020-04-02 DOI: 10.1558/cj.38559

Arthur Wendorf

引用次数: 0

Oral Language Proficiency in Distance English-Language Learning 远程英语学习中的口语能力

the CALICO Journal Pub Date : 2020-02-04 DOI: 10.1558/cj.37788

J. Marcum, Yanghee Kim

{"title":"Oral Language Proficiency in Distance English-Language Learning","authors":"J. Marcum, Yanghee Kim","doi":"10.1558/cj.37788","DOIUrl":"https://doi.org/10.1558/cj.37788","url":null,"abstract":"Online learning environments are changing the landscape of education, with evidence supporting their efficacy (Means, Toyama, Murphy, Bakia, & Jones, 2009). However, research that focuses entirely on online distance English-language programs is sparse, especially in regards to oral proficiency. The purpose of this study is to investigate the efficacy of an online distance-learning program in helping students develop oral English-language proficiency as they prepare to attend a university in the United States. The curriculum for the distance-learning program was built upon Moore’s (1993) transactional distance theory, with an emphasis on interpersonal dialogue as a key tool in promoting oral proficiency. Students participated in synchronous and asynchronous interaction with fellow students, tutors, and their instructors. The American Council on the Teaching of Foreign Languages (ACTFL) computer-assisted Oral Proficiency Interview (OPIc) provided the pretest and posttest measures for this study. To supplement this data, course surveys provided information concerning student opinions of course activities. OPIc results showed that students made significant gains in their oral proficiency from pretest to posttest. In surveys, students rated interaction with other tutors and teachers as instrumental in assisting them with their language learning, but rated interaction with their peers as less helpful.","PeriodicalId":357125,"journal":{"name":"the CALICO Journal","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128566537","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: 9

Multilingual Computer Assisted Language Learning, edited by Judith Buendgens-Kosten and Daniela Elsner 多语言计算机辅助语言学习，由Judith Buendgens-Kosten和Daniela Elsner编辑

the CALICO Journal Pub Date : 2020-02-04 DOI: 10.1558/CJ.38931

María Díez-Ortega

引用次数: 0

Using Grammar Checkers in an ESL Context: An Investigation of Automatic Corrective Feedback 在ESL语境中使用语法检查器:对自动纠正反馈的调查

the CALICO Journal Pub Date : 2020-02-04 DOI: 10.1558/cj.36523

P. John, Nina Woll

{"title":"Using Grammar Checkers in an ESL Context: An Investigation of Automatic Corrective Feedback","authors":"P. John, Nina Woll","doi":"10.1558/cj.36523","DOIUrl":"https://doi.org/10.1558/cj.36523","url":null,"abstract":"Our study examines written corrective feedback generated by two online grammar checkers (GCs), Grammarly and Virtual Writing Tutor, and by the grammar checking function of Microsoft Word. We tested the technology on a wide range of grammatical error types from two sources: a set of authentic ESL compositions and a series of simple sentences we generated ourselves. The GCs were evaluated in terms of (1) coverage (number of errors flagged), (2) appropriacy of proposed replacement forms, and (3) rates of “false alarms” (forms mistakenly flagged as incorrect). Although Grammarly and Virtual Writing Tutor outperformed Microsoft Word, neither of the online GCs had high rates of overall coverage (<50%). Consequently, they cannot be relied on to supply comprehensive feedback on student compositions. The finding of higher identification rates for errors from simple rather than authentic sentences reinforces this conclusion. Nonetheless, since few inaccurate replacement forms and false alarms were observed, only rarely is the feedback actively misleading. In addition, the GCs were better at handling some error types than others. Ultimately, we suggest that teachers use GCs with specially designed classroom activities that target selected error types before learners apply the technology to their own writing.","PeriodicalId":357125,"journal":{"name":"the CALICO Journal","volume":"1114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116063296","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: 16