The IALLT Journal of Language Learning Technologies最新文献_第4页

Incorporating Facebook in an Intermediate-Level Chinese Language Course: A Case Study 将Facebook融入中级汉语课程:个案研究

The IALLT Journal of Language Learning Technologies Pub Date : 2014-04-15 DOI: 10.17161/IALLT.V44I1.8534

Shenggao Wang, Deoksoon Kim

引用次数: 14

LLTI and Facebook Group Highlights LLTI和Facebook群组亮点

The IALLT Journal of Language Learning Technologies Pub Date : 2014-04-15 DOI: 10.17161/IALLT.V44I1.8536

Deanne Cobb-Zygadlo

引用次数: 0

Effects of Oral Repetition on Learners’ Japanese Word Accentuation 口语重复对日语单词重音的影响

The IALLT Journal of Language Learning Technologies Pub Date : 2014-04-15 DOI: 10.17161/IALLT.V44I1.8533

Kayo Yoshida, A. Fukada

{"title":"Effects of Oral Repetition on Learners’ Japanese Word Accentuation","authors":"Kayo Yoshida, A. Fukada","doi":"10.17161/IALLT.V44I1.8533","DOIUrl":"https://doi.org/10.17161/IALLT.V44I1.8533","url":null,"abstract":"Japanese word accentuation is a problematic area for learnersunfamiliar with a pitch accent system. Since accent locations areunpredictable, learners are typically told to memorize them by rote,which is a time-consuming, tedious, and demanding task. It wouldcertainly be ideal for learners to learn correct accentuation withoutexplicit instruction as they learn new words. This article reports on apreliminary study that examined effects of a computer-based onlineword repetition exercise on the learning of Japanese wordaccentuation. 41 students in their 10th week and 17 students in their12th week in a 2nd-year 1st-semester Japanese course took a pretest,followed by computer-based online word repetition practice on theSpeak Everywhere system, a posttest immediately after the practice,and a delayed posttest after one week (class-and-computer condition).Out of the same group of students now in a 2nd-year 2nd-semestercourse, 22 students took a pretest, followed by two posttests in their 5thweek (class-only condition). A paired t-test (two tailed) performed on13 overlapping subjects found a significant difference between the twoconditions (t=5.58, p<.001, Cohen’s d =1.9309). The online word repetition practice produced a significant gain in accentuation scores without explicit instruction, while classroom instruction alone was not sufficient to produce a significant gain.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128308765","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

Language Center Design and Management in the Post-Language Laboratory Era 后语言实验室时代的语言中心设计与管理

The IALLT Journal of Language Learning Technologies Pub Date : 2014-04-15 DOI: 10.17161/IALLT.V44I1.8532

Felix A. Kronenberg

引用次数: 4

Effects of Technology Modes on Ratings of Learner Recordings 技术模式对学习者录音评分的影响

The IALLT Journal of Language Learning Technologies Pub Date : 2013-10-15 DOI: 10.17161/IALLT.V43I2.8524

Elizabeth Lavolette

引用次数: 1

Cultures and Communities in the Virtual World: Beginning the Exploration 虚拟世界中的文化和社区:开始探索

The IALLT Journal of Language Learning Technologies Pub Date : 2013-10-15 DOI: 10.17161/IALLT.V43I2.8525

K. White

引用次数: 5

Legal Issues & LLT: Googlizing Copyright 法律问题& LLT:谷歌版权

The IALLT Journal of Language Learning Technologies Pub Date : 2013-10-15 DOI: 10.17161/IALLT.V43I2.8527

J. Shoaf

引用次数: 0

Learner Agency, Motive, and Self-Regulated Learning in an Online ESL Writing Class 在线ESL写作课中的学习者代理、动机和自我调节学习

The IALLT Journal of Language Learning Technologies Pub Date : 2013-10-15 DOI: 10.17161/IALLT.V43I2.8526

Jie Zhang

{"title":"Learner Agency, Motive, and Self-Regulated Learning in an Online ESL Writing Class","authors":"Jie Zhang","doi":"10.17161/IALLT.V43I2.8526","DOIUrl":"https://doi.org/10.17161/IALLT.V43I2.8526","url":null,"abstract":"Online learning has become a viable popular alternative to traditionalESL writing classes over the past decade. However, the effectivenessand validity of online ESL learning remains controversial.Furthermore, most researchers have used surveys to assess studentperceptions of online learning. This study presents a case study of twoparticipants in an online ESL writing course at a university in theNortheastern United States. Using activity theory as a framework, Iexplore what makes a successful learner in an online environment andhow learner agency, motive, and self-regulation impact studentperformance and academic achievement in the online learning context.Data from different sources were collected to provide a triangulatedanalysis. Results suggest that learners who employ good self-regulationstrategies and are motivated to learn and adapt tend to benefit morefrom the online learning experience, while students who do not employsuch strategies and are motivated solely to fulfill a degree requirementare more likely to be frustrated. The results also reveal that thephysical distance created by technology could be a challenge for thosewho do not seek assistance from instructors or peers. In other words,learners need guidance and support on how to be self-motivated andself-directed in the online environment. I also discuss how to effectivelydesign and deliver an online ESL course.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134189295","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

Exploring the Benefits of ACMC for Speaking Development 探索ACMC对口语发展的好处

The IALLT Journal of Language Learning Technologies Pub Date : 2013-04-15 DOI: 10.17161/IALLT.V43I1.8517

Nicolás Fermín Pino James

{"title":"Exploring the Benefits of ACMC for Speaking Development","authors":"Nicolás Fermín Pino James","doi":"10.17161/IALLT.V43I1.8517","DOIUrl":"https://doi.org/10.17161/IALLT.V43I1.8517","url":null,"abstract":"Currently, language educators experience difficulties in facilitatingoral practice effectively in the foreign language classroom. Regularly,they face introverted and passive learners who fail to embracespeaking opportunities (Poza, 2011), or simply do not find the time topromote speaking practice in the classroom (Meddings & Thornbury,2009). In this light, many asynchronous computer mediatedcommunication (ACMC) technologies have emerged to confront thissituation. However, central research studies do not seem toacknowledge ACMC as viable in accommodating oral development but,rather, frequently attribute this merit to synchronous CMC (Levy S Kervin & Derewianka, 2011). By employing a mixedmethodsapproach, this small-scale case study examines, firstly, theextent to which ACMC speaking practices are suitable for languagelearners’ speaking development. Secondly, and by extension, itinvestigates the salient characteristics of the ACMC toolmyBrainshark, that makes it appropriate for fostering linguisticgrowth. The data is obtained from post-beginner Spanish languagelearners by means of an online questionnaire and an online structuredstimulated recall. The findings show, on the one hand, that ACMC oralpractices can be beneficial in developing speaking aspects in lowerproficiencylanguage learners and, on the other hand, thatmyBrainshark has characteristics that can potentially promotelinguistic development. Finally, this paper calls for experimentalresearch on the improvement of oral competency in post-beginner andhigher-proficiency learners.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129916921","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

Online Peer Feedback in Beginners’ Writing Tasks: Lessons Learned 初学者写作任务的在线同伴反馈:经验教训

The IALLT Journal of Language Learning Technologies Pub Date : 2013-04-15 DOI: 10.17161/IALLT.V43I1.8516

Constanza Tolosa, Martin East, Helen Villers

{"title":"Online Peer Feedback in Beginners’ Writing Tasks: Lessons Learned","authors":"Constanza Tolosa, Martin East, Helen Villers","doi":"10.17161/IALLT.V43I1.8516","DOIUrl":"https://doi.org/10.17161/IALLT.V43I1.8516","url":null,"abstract":"This study contributes to the body of research that aims to understandthe relationship between online communication and foreign language(FL) learning, in particular when teachers seek to provide authenticopportunities for interaction for their learners. The study wasmotivated by efforts made in the New Zealand context to overcome thegeographic limitations of interaction between FL learners and nativespeakers. We report on the findings of an exploratory study into anonline reciprocal peer tutoring program established to enhance the FLlearning of a group of beginner eleven-year old students of Spanish,with particular focus on the benefits of written corrective feedback. Theproject aimed to examine the processes by which students tutored eachother in the online environment as they responded to each other’s texts.The analysis of the students’ messages focused on (1) the aspects oflanguage corrected by the tutors, (2) the frequency with which tutorsaccurately identified and provided input on errors, (3) the types offeedback provided by the tutors, and (4) what the learners did with thecorrections and feedback. The findings indicate that the students werewilling to contribute to peer correction and used different strategiesand correction techniques to foster attention to linguistic form,although they were not always capable of providing accurate feedbackor metalinguistic explanations.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121780363","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: 18