JALT CALL Journal最新文献_第7页

The construction of a L2 composition MOOC using Google Classroom 利用谷歌课堂构建第二语言写作MOOC

JALT CALL Journal Pub Date : 2021-12-28 DOI: 10.29140/jaltcall.v17n2.384

M. Lin

引用次数: 0

Mobile and blended, please! Migrants and refugees’ learning choices in a language MOOC 请移动和混合！移民和难民在语言MOOC中的学习选择

JALT CALL Journal Pub Date : 2021-12-28 DOI: 10.29140/jaltcall.v17n3.500

T. Read, Elena Martín-Monge

{"title":"Mobile and blended, please! Migrants and refugees’ learning choices in a language MOOC","authors":"T. Read, Elena Martín-Monge","doi":"10.29140/jaltcall.v17n3.500","DOIUrl":"https://doi.org/10.29140/jaltcall.v17n3.500","url":null,"abstract":"In this article, a study is presented of two socially inclusive Language MOOCs undertaken by refugees and migrants as part of the MOONLITE project. Three research questions were formulated on the types of devices the students prefer to use for the courses, whether that choice affects course completion, and if the teaching practice influences success on the courses. In order to answer these questions, qualitative and quantitative data were obtained from an initial and final student questionnaire, semi-structured interviews with the language teachers involved in the courses, and from the MOOC platform and YouTube Analytics. The data supported the conclusion that the students prefer to use a mobile device to undertake the courses. The majority of the students who used a mobile device successfully completed the courses. The near ubiquity of these devices and ease of use of the LMOOCs were arguably factors that made “anytime anywhere” studying possible. Regarding the teaching methodology, the majority of students who completed the course attended F2F language classes, found the online courses to complement them, and would have liked to have more time spent in the classes on the courses.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42539991","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

Learner engagement with corrective feedback using think-aloud protocols 学习者使用有声思考协议参与纠正反馈

JALT CALL Journal Pub Date : 2021-12-28 DOI: 10.29140/jaltcall.v17n3.461

Pedro Fernández-Michels, Laia Canals Fornons

{"title":"Learner engagement with corrective feedback using think-aloud protocols","authors":"Pedro Fernández-Michels, Laia Canals Fornons","doi":"10.29140/jaltcall.v17n3.461","DOIUrl":"https://doi.org/10.29140/jaltcall.v17n3.461","url":null,"abstract":"Online language learning environments where asynchronous communication is the main form of relation between learners and teachers require learners to use self-regulatory skills that help them control their learning process and compensate for the lack of interaction with their teachers (Fernández-Toro & Furnborough, 2014; Fernández-Toro & Hurd, 2014). In such a context, feed-back can constitute a driver of self-regulation, facilitating information about the learning process that can contribute to the development of self-regulatory skills (Yu, Jiang & Zhou, 2020). The present article aims at providing insights about how online learners of German as a foreign language engage with written corrective feedback and co-construct meaning (Nicol, 2010). The eleven participants received two different types of corrective feedback: direct explicit feedback on one written assignment and indirect feedback using metalinguistic information and error categorization on the other. Upon receiving the feedback information, the learners were asked to carry out two screen-recorded think-aloud protocols. This article reports on the data obtained through these protocols after conducting thematic analysis (Brown & Clarke, 2006). The results show how learners engaged with each feedback modality and reveal that the feedback-revision generated expression of self-regulatory actions such as reflection on their performance, evaluation and planning.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44706472","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

Language learner attitudes, technology attitudes, and technology prevalence at the secondary level 语言学习者态度、技术态度和中学阶段的技术普及

JALT CALL Journal Pub Date : 2021-12-28 DOI: 10.29140/jaltcall.v17n3.465

P. Wesely, Elizabeth Plummer

引用次数: 1

Emergency Remote Language Learning: Student perspectives of L2 learning during the COVID-19 pandemic 紧急远程语言学习:COVID-19大流行期间学生视角下的第二语言学习

JALT CALL Journal Pub Date : 2021-12-28 DOI: 10.29140/jaltcall.v17n3.431

Gilbert Dizon, Benjamin Thanyawatpokin

{"title":"Emergency Remote Language Learning: Student perspectives of L2 learning during the COVID-19 pandemic","authors":"Gilbert Dizon, Benjamin Thanyawatpokin","doi":"10.29140/jaltcall.v17n3.431","DOIUrl":"https://doi.org/10.29140/jaltcall.v17n3.431","url":null,"abstract":"As teachers and students have abruptly shifted from traditional classroombased learning to online classes due to the COVID-19 pandemic, there is a need to evaluate the attitudes of learners towards remote foreign language learning, particularly among Japanese students who often have little to no experience with the learning method. Therefore, the primary goal of this study was to evaluate Japanese L2 students’ opinions of remote language learning. Through a pre-/post-survey study design, the study also investigated if there was a significant difference between the participants’ initial perceptions of online language learning and their attitudes after a semester of study. A total of 208 students from three Japanese universities completed both the pre and post-surveys, which were primarily comprised of Likert-scale items based on five Technology Acceptance Model constructs (perceived ease of use, perceived usefulness, attitudes towards use, anxiety, and behavioral intention). Data from reflective reports was also obtained from a select group of participants to gain a deeper understanding of the learners’ views. Pertinent findings and pedagogical implications are discussed so that language teachers can make informed decisions about their own remote teaching contexts. © 2021 Gilbert Dizon & Benjamin Thanyawatpokin","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41339531","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

Team New Zealand-Sweden-Germany: A joint venture exploring language learning in digital spaces 新西兰-瑞典-德国团队：探索数字空间语言学习的合资企业

JALT CALL Journal Pub Date : 2021-12-28 DOI: 10.29140/jaltcall.v17n3.410

V. Leier, Alice Gruber

{"title":"Team New Zealand-Sweden-Germany: A joint venture exploring language learning in digital spaces","authors":"V. Leier, Alice Gruber","doi":"10.29140/jaltcall.v17n3.410","DOIUrl":"https://doi.org/10.29140/jaltcall.v17n3.410","url":null,"abstract":"This paper reports on a study investigating the use of digital devices by language students at universities in New Zealand, Sweden and Germany. The study also examines the use of social media for learning a foreign language in an institutional context, using survey results from language students in the three countries. Based on an online survey (n=156) with foreign language learners in Sweden, Germany and New Zealand, everyday use of devices and applications by students is compared and analysed applying the digital literacies framework described by Pegrum et al., 2018. Focusing on digital tools (including devices and applications) which facilitate informal communication, we attempt to answer the research questions: “How do students interact and communicate digitally / using social networking in educational contexts and beyond?” and “How do students use online tools, devices and applications, for information retrieval and learning?” The results provide a rationale for why students’ everyday habits when using such tools should be considered in educational contexts. This exploratory study also describes how devices and applications can facilitate second language acquisition and can be used in a language education context. We recommend guidelines for teacher trainers regarding the development of digital literacies in foreign language teaching.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"87 1-2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41301887","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

JALT CALL Journal Pub Date : 2021-12-28 DOI: 10.29140/jaltcall.v17n3.427

James Saunders-Wyndham, Eleanor M. Smith, Travis H. Past

引用次数: 1

Exploring EFL teachers’ professional identity development in a CALL teacher preparation program 在CALL教师预备课程中探究EFL教师的职业认同发展

JALT CALL Journal Pub Date : 2021-08-25 DOI: 10.29140/jaltcall.v17n2.404

Hussein Meihami, R. Esfandiari

{"title":"Exploring EFL teachers’ professional identity development in a CALL teacher preparation program","authors":"Hussein Meihami, R. Esfandiari","doi":"10.29140/jaltcall.v17n2.404","DOIUrl":"https://doi.org/10.29140/jaltcall.v17n2.404","url":null,"abstract":"The spread of computer-assisted language learning (CALL) in L2 pedagogy has asked for training professional teachers who can integrate CALL in L2 pedagogy. Hence, the current study investigated the role of a CALL teacher preparation program in developing EFL teachers’ professional identity. To that end, two EFL teachers participated in a blended CALL teacher preparation program in which the approaches, syllabi, and process of actual CALL teacher education programs were implemented. Through project-based instruction, EFL teachers learned how to bridge the theory and practice of CALL in their classes for eight months. The data sources were the teachers’ interactionally-oriented narratives and the reports of CALL practices in their classrooms. To examine EFL teachers’ professional identity development after participating in the program, the researchers analyzed the narratives based on the 3ATIF framework (Werbińska, 2016), including three components: affiliation, attachment, and autonomy. Teachers’ professional identity comprises these components. Teachers’ narratives were analyzed using a dialogic and performance analysis. The findings showed that CALL teacher preparation programs might have a constructive role in developing EFL teachers’ professional identity. The findings also indicated that EFL teach ers’ willingness to become CALL-oriented teachers developed after participating in CALL teacher preparation programs. Moreover, their tendency toward integrating CALL in L2 pedagogy was enhanced while participating in the CALL teacher preparation program. Furthermore, they recognized CALL as a platform to develop their autonomy. It can be concluded through the findings of this study that CALL teacher preparation programs can motivate the EFL teachers","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46285215","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

Learners’ perspectives on interaction in a language MOOC 学习者对语言MOOC中互动的看法

JALT CALL Journal Pub Date : 2021-08-25 DOI: 10.29140/jaltcall.v17n2.472

Napat Jitpaisarnwattana, H. Reinders, Pornapit Darasawang

引用次数: 4

Evaluating the effectiveness of an online pre-sessional course for Japanese and international university students 评估日本和国际大学生在线课前课程的有效性

JALT CALL Journal Pub Date : 2021-08-25 DOI: 10.29140/jaltcall.v17n2.322

Kelly Hansen, Prajakta Khare

{"title":"Evaluating the effectiveness of an online pre-sessional course for Japanese and international university students","authors":"Kelly Hansen, Prajakta Khare","doi":"10.29140/jaltcall.v17n2.322","DOIUrl":"https://doi.org/10.29140/jaltcall.v17n2.322","url":null,"abstract":"This study explores the role of an online pre-sessional program in preparing students to matriculate into an English-medium bachelor’s program at a Japanese university. The study covers two program sessions, the first of which consisted primarily of international students, and the second comprised mainly of graduates of Japanese high schools. To accommodate the wide range of students from both Japan and abroad, the instructors aimed to design a program that would introduce participants to the learner-centred, interdisciplinary curriculum of the bachelor’s program, encourage the development of learner autonomy regarding language study and personal academic goals, and generally ease the transition to an English-medium curriculum. Assessment of the pre-sessional program is based on the first two sessions and includes both quantitative data (usage data drawn from the online platform and questionnaires issued at the end of each pre-sessional program), and qualitative feedback gathered through opened-ended comments on the questionnaires and focus group discussions held during the first or second semester after matriculation. Results highlight gaps between instructor goals and student expectations, as well as distinctly different patterns of participation that emerged in the two sessions, despite nearly identical content.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46836831","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