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International Journal of Computer-Assisted Language Learning and Teaching最新文献

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Multimodal E-Textbook Development for the Course of Intercultural Communication of National Image 国家形象跨文化传播课程多模式电子教材开发
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-10-10 DOI: 10.4018/ijcallt.313055
Lejin Zhang, Yiming Liu
{"title":"Multimodal E-Textbook Development for the Course of Intercultural Communication of National Image","authors":"Lejin Zhang, Yiming Liu","doi":"10.4018/ijcallt.313055","DOIUrl":"https://doi.org/10.4018/ijcallt.313055","url":null,"abstract":"This study investigates e-textbook development for the course of intercultural communication of national image for English majors and learners in the context of integrating ideological and curriculum education in the Chinese mainland. Under the framework of Fairclough's three-dimensional discourse analysis and glocalization in intercultural communication, the study proposes an e-textbook development workflow involving text design, discursive database construction, and social investigation and explores the unit design strategies for the course, paying special attention to integrate ideological elements properly into intercultural communication studies in each unit. Following authenticity principle and presentation-practice-production (P-P-P) model, the study constructs an e-textbook system featuring by unit design with contents and modules both linguistic theories based and intercultural communication oriented. This e-textbook will contribute to the cultivation of a locally grounded, globally minded intercultural communicator of national image.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"7 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78277253","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
Multimodal Translation and Communication of Cultural Terms With Chinese Characteristics 中国特色文化术语的多模态翻译与交际
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-10-10 DOI: 10.4018/ijcallt.313057
Jiayao Wan
{"title":"Multimodal Translation and Communication of Cultural Terms With Chinese Characteristics","authors":"Jiayao Wan","doi":"10.4018/ijcallt.313057","DOIUrl":"https://doi.org/10.4018/ijcallt.313057","url":null,"abstract":"In recent years, as the digital technology develops by leaps and bounds and the intercultural communication deepens further, Chinese culture has been presented in multimodal texts such as visual texts, audiovisual texts, and hypertexts. The term translation in multimodal texts is different from that in single-modal texts in many ways, but translators often overlook other modalities than verbal text when translating terms. At first, this study discussed the multimodal interpretations of Chinese cultural terminology. Then, Dunhuang cultural terms and their corresponding translations in different multimodal texts were collected. By analyzing the existing term translations, it was found that translators often translate the literal meaning of the terms and ignore other modalities such as images, so the acceptability of the terms is not high. Also, there are no established principles and strategies to guide its translation. Therefore, this study explored any practicable principles or strategies that could guide the cultural term translation in multimodal texts.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"26 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89372324","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
Learning Culture in a Virtual Classroom 虚拟课堂中的学习文化
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-10-10 DOI: 10.4018/ijcallt.313056
Hongge Zhao
{"title":"Learning Culture in a Virtual Classroom","authors":"Hongge Zhao","doi":"10.4018/ijcallt.313056","DOIUrl":"https://doi.org/10.4018/ijcallt.313056","url":null,"abstract":"The study reports how “A Glimpse of China,” a cultural course that had been typically conducted offline for cultural immersion, adapted to the COVID-19-imposed challenges of an online transition. The teaching team sought the guidance of social constructivism and the WisCom Framework, made adaptations in the instructional design, assessed the learning outcomes and course effects, and proposed a plan for future improvements. Content analysis of the course reports of 10 students from Class 2020 and 2021 confirmed the success of the online transition, and yet indicated that experiential learning and interactive collaboration should be strengthened for better learning experience and outcomes. As an improvement for future students, a set of experiential projects is developed. Each project constitutes a collaborative inquiry cycle that aims to build a more desirable wisdom community for both the learners and the instructor.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"8 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76634608","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
ESL Learners Processes and Perceptions of Using Google Docs in Collaborative Academic Writing ESL学习者在协作学术写作中使用谷歌文档的过程和感知
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-10-01 DOI: 10.4018/ijcallt.310077
A. Zainal, Ma Fei Fan
{"title":"ESL Learners Processes and Perceptions of Using Google Docs in Collaborative Academic Writing","authors":"A. Zainal, Ma Fei Fan","doi":"10.4018/ijcallt.310077","DOIUrl":"https://doi.org/10.4018/ijcallt.310077","url":null,"abstract":"This study aims to investigate the processes of learners' collaborative writing using Google Docs and their perceptions of the collaborative process. Twenty-four undergraduate ESL learners undertaking an academic writing course participated in this study. They were tasked with a paired writing assignment as part of the coursework. Google Docs was used by each pair in revising their drafts before they submitted the final version of their academic essay. Adopting a mixed-methods approach, the qualitative phase involved conducting a textual analysis based on the drafts that the students prepared. The categories used to analyse the revisions were adapted from Kessler et al.'s (2012) analytical categories to understand the focus of learners' revisions. Students' responses to an online survey administered at the end of the course formed the quantitative data. The findings provide insights into the processes of collaborative online writing and students' perceived usefulness of Google Docs as a tool for collaboration.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"26 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77821471","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
EFL Preservice Teacher Perceptions of Flipped Learning 英语职前教师对翻转学习的认知
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-10-01 DOI: 10.4018/ijcallt.310083
Eunjeong Park
{"title":"EFL Preservice Teacher Perceptions of Flipped Learning","authors":"Eunjeong Park","doi":"10.4018/ijcallt.310083","DOIUrl":"https://doi.org/10.4018/ijcallt.310083","url":null,"abstract":"The purpose of this exploratory study is to examine ELF preservice teachers' perceptions of and experiences with flipped learning. Thirty preservice teachers participated in a survey, and 15 of them agreed to interviews in this study. For data analysis, survey responses were first analyzed using descriptive statistics. Then, the interviews were analyzed through thematic analysis, which is a useful way of exploring recurring themes and patterns in qualitative data analysis. The findings revealed that the preservice teachers considered flipped learning extremely useful and effective for self-regulation and autonomy. They also discussed affordances and challenges with flipped learning. In terms of the online sessions for previewing, however, they perceived the need for instant feedback from instructors and interactions with colleagues. Lastly, the preservice teachers argued that the online sessions before the class should be closely connected to the actual classroom learning. Pedagogical implications are also discussed in this study.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"65 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78269831","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
An Investigation on the Online Learning Engagement of Malaysian Secondary School Students from Different School Types 马来西亚不同学校类型中学生在线学习投入调查
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-10-01 DOI: 10.4018/ijcallt.310079
Nurjanah Mohd Jaafar, Lay Shi Ng, Najihah Mahmud, S. M. Thang, Warid Mihat
{"title":"An Investigation on the Online Learning Engagement of Malaysian Secondary School Students from Different School Types","authors":"Nurjanah Mohd Jaafar, Lay Shi Ng, Najihah Mahmud, S. M. Thang, Warid Mihat","doi":"10.4018/ijcallt.310079","DOIUrl":"https://doi.org/10.4018/ijcallt.310079","url":null,"abstract":"This study explored the perceptions of students from different types of schools in Malaysia towards their online learning engagement during COVID-19's movement control order using Fredricks et al.'s framework of behavioural, cognitive, and emotional engagement. In addition to these variables, external support provided to the students was also considered. To this end, a questionnaire that examined the students' general online practices and online learning engagement was administered. Seven hundred sixty-eight students from four different types of secondary schools (national, Chinese, international, and high performing schools) responded to the questionnaire. The findings from the ANOVA analysis indicated that generally the respondents demonstrated positive online learning practices. However, the amount of time spent interacting with teachers online should be much improved. The findings also indicated significant differences in perceptions towards online learning engagement and external support based on school types.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"31 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88144291","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
Malaysian Language Teachers' ICT Competencies 马来西亚语文教师的ICT能力
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-10-01 DOI: 10.4018/ijcallt.310081
Soon Seng Thah
{"title":"Malaysian Language Teachers' ICT Competencies","authors":"Soon Seng Thah","doi":"10.4018/ijcallt.310081","DOIUrl":"https://doi.org/10.4018/ijcallt.310081","url":null,"abstract":"This study was conducted to determine the level of ICT competencies among Malaysian language teachers at both primary and secondary schools. The focus of this study was on four specific domains: 1) technological concepts and operational skills; 2) pedagogical skills; 3) professional skills; and 4) social, ethics, and security skills. These skills were developed based on the guidelines provided by the International Society for Technology in Education (ISTE). The sample comprised 761 teachers. The findings of the study showed significant differences (p<.05) between primary and secondary school teachers in their ICT competencies with significant differences in the domains related to technological concepts and operational skills and social, ethical, and security skills. However, there were no significant differences (p>.05) in terms of pedagogical and professional skills between primary and secondary school teachers.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"2 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80256171","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
University Student Perceptions on the Use of Online-Based Technology in Flipped Classrooms 大学生对在翻转课堂中使用网络技术的看法
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-10-01 DOI: 10.4018/ijcallt.310078
Shana Mat Salleh
{"title":"University Student Perceptions on the Use of Online-Based Technology in Flipped Classrooms","authors":"Shana Mat Salleh","doi":"10.4018/ijcallt.310078","DOIUrl":"https://doi.org/10.4018/ijcallt.310078","url":null,"abstract":"This study explores the experiences and perceptions of 59 first-year university students on flipped learning systems over the course of one semester. The students carried out three separate sessions of flipped methodology classes, utilising a variety of online tools for teaching and communicating with each other. Results indicated that while the students had very little prior knowledge and experience in a flipped classroom, they were generally positive in their initial perception of the learning strategy. Furthermore, the students fully embraced the entire process albeit with some apprehension regarding their peer's motivation and efficiency in conducting the flipped sessions. A pre-sessional survey was conducted at the start of the semester as well as post-sessional surveys after each flipped session to gauge any particular changes in the students' perceptions throughout the study. The overall findings showed positive reception from the students regarding flipped classrooms with notable mentions of improved confidence and the development of active learning approaches.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"20 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78614679","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
Comic Books 漫画书
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-10-01 DOI: 10.4135/9781452206905.n164
Van Huynh Ha Le, Oanh Thi Kieu Doan
{"title":"Comic Books","authors":"Van Huynh Ha Le, Oanh Thi Kieu Doan","doi":"10.4135/9781452206905.n164","DOIUrl":"https://doi.org/10.4135/9781452206905.n164","url":null,"abstract":"Collaborative learning is an educational approach that allows learners to learn effectively in groups and construct new knowledge together. Online collaborative learning takes place on an online platform. This educational approach is evaluated as an effective solution to the learner's isolation in online courses. This action research aims to investigate the impact of online collaborative learning by designing comic books on diminishing the learner's isolation and exploring the obstacles to making online comic books. One hundred fifty freshmen at Van Lang University, Vietnam took part in a 10-week project. The action research method was used in combination with three data collection instruments: notes, questionnaires, and focused group interviews. The findings indicate that online collaborative learning with comics can remove the isolation feelings and bring a sense of community to online learners. The research also pointed out difficulties that may arise during designing comics. The action plan has pedagogical values and should be duplicated for the sake of online learning and teaching.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"21 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87088370","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
To What Extent Do Pictures Support Malaysian Children's Comprehension of Stories? 图片在多大程度上支持马来西亚儿童对故事的理解?
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-10-01 DOI: 10.4018/ijcallt.310080
Chee Hao Sue, S. M. Thang, H. K. Wong, Jennifer Poh Sim Tan, Fung Lan Loo, Rosalind Ahju
{"title":"To What Extent Do Pictures Support Malaysian Children's Comprehension of Stories?","authors":"Chee Hao Sue, S. M. Thang, H. K. Wong, Jennifer Poh Sim Tan, Fung Lan Loo, Rosalind Ahju","doi":"10.4018/ijcallt.310080","DOIUrl":"https://doi.org/10.4018/ijcallt.310080","url":null,"abstract":"Many studies have been conducted on the development of young children; however, not many have explored the cognitive processes of prereaders. The eye-tracker has been used with success to investigate the cognitive processes of young children abroad, but such studies are lacking in Malaysia. This study used an experimental procedure created with eye-tracking technology on 22 prereaders (aged 5 to 6) in a Malaysian kindergarten. The prereaders were exposed to four conditions: (1) listening to narration and viewing a congruent picture with text, (2) listening to narration and viewing an incongruent picture with text, (3) viewing a picture with text without narration, and (4) listening to narration and viewing a text. The main objective of this project is to test which content of pictures helps the students understand the narration and the text, and how they use visual attention to build a better understanding. The findings revealed that children strongly preferred pictures to texts, but when the narration was not present, they spent more time looking at the text.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":"8 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72856982","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
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