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

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EFL Learners' Perceptions and Attitudinal Fluctuations Toward Digital Multimodal Composition 英语学习者对数字多模态作文的感知与态度波动
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2023-02-03 DOI: 10.4018/ijcallt.317748
Assim S. Alrajhi
{"title":"EFL Learners' Perceptions and Attitudinal Fluctuations Toward Digital Multimodal Composition","authors":"Assim S. Alrajhi","doi":"10.4018/ijcallt.317748","DOIUrl":"https://doi.org/10.4018/ijcallt.317748","url":null,"abstract":"This longitudinal study used a mixed-methods approach to investigate multiple digital multimodal composition (DMC) tasks effect on EFL learners' attitudes toward DMC. The sample consisted of Arabic-speaking students (n = 40), enrolled in an English language program at a Saudi university. Data comprised multiple sources, including five online tasks, five questionnaires, reflections, and focus group discussions. The findings show that students maintained positive attitudes toward DMC, suggesting that such attitudes are not a consequence of the novelty effect, postulated in previous cross-sectional research. Furthermore, there is a significant attitudinal fluctuation observed in attitudes toward how DMC facilitates meaning communication. Meanwhile, major themes emerged that explain positive attitudes, including enjoyability, communication, motivation, Second language and writing development, and satisfaction. Conversely, the availability of nonlinguistic components might pose negative effects on learners. This paper sheds light on pedagogical implications and avenues for future research.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78728520","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
Designing Group Tasks in Online Task-Based Language Teaching Environments 在线任务型语言教学环境下的小组任务设计
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2023-01-27 DOI: 10.4018/ijcallt.315305
Zilu Jiang, Babatunde Akinkuolie, Lizeng Huang, Kui Xie
{"title":"Designing Group Tasks in Online Task-Based Language Teaching Environments","authors":"Zilu Jiang, Babatunde Akinkuolie, Lizeng Huang, Kui Xie","doi":"10.4018/ijcallt.315305","DOIUrl":"https://doi.org/10.4018/ijcallt.315305","url":null,"abstract":"The design of online task-based language learning (TBLT) tasks encompasses the design of activity, settings, procedures, and participants. Previous empirical studies have conducted an extensive investigation on each design factor; however, an effective design of the online environment is built upon the interplay between the consideration of task types, online learning modalities, task implementation, and the participant background. A systematic review is needed to examine the potential synergistic effects of task design factors on students' online language learning experiences. The study investigated the current trends in the design of group TBLT task types in online settings and how task types and design features (modalities, participants, and task implementation) jointly influenced the language learning experience. The analysis revealed eight popular task types and synthesized how change the expression to \" the design features affect\" language learning engagement and performance. The authors further discussed implications for future online TBLT task design and research.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84575995","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
Language Teaching, Language Learning, and Virtual Exchange in an Age of Complexity 复杂时代的语言教学、语言学习与虚拟交流
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2023-01-06 DOI: 10.4018/ijcallt.316459
M. Dooly
{"title":"Language Teaching, Language Learning, and Virtual Exchange in an Age of Complexity","authors":"M. Dooly","doi":"10.4018/ijcallt.316459","DOIUrl":"https://doi.org/10.4018/ijcallt.316459","url":null,"abstract":"As the introduction to this special issue on virtual exchange (VE), this paper presents a glimpse back at the development of VE through the lens of the central definitions that have been historically associated with VE and how these have had an impact on the evolution of VE practice and research. Next, the role of intercultural competence (IC) is discussed. IC is a prominent aspect of VE in foreign language education and also emerges as a primary topic in the articles in this special issue. Given that VE is most commonly identified within formal education contexts, the article then foregrounds recent debate on whether VE is an educational approach or method and how this may impact teacher education. Finally, looking forward, the text outlines the importance of VE for upcoming generations and how VE might keep pace with anticipated technological advances.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84304829","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
Navigating the Digital World 驾驭数字世界
IF 1.4
International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-10-10 DOI: 10.4018/ijcallt.313441
Amily Guenier, Gen Min
{"title":"Navigating the Digital World","authors":"Amily Guenier, Gen Min","doi":"10.4018/ijcallt.313441","DOIUrl":"https://doi.org/10.4018/ijcallt.313441","url":null,"abstract":"This study explores a multimodal approach to teaching contemporary Chinese culture to foster university students' intercultural awareness and intercultural communication competence via a third space. Two universities in the UK took part in the study where the course contents moved from static notions of culture-as-fact in terms of national traditions to digital presentation of and live discussion about contemporary China. The pedagogy includes discussing Chinese celebrities' digital videos and films on digital platforms, and students' digital presentations in multimodal modes. Findings from students' comments in the module evaluations, students' reflective essays, and lecturers' observations prove the viability of this approach, and the data analyzed via themes address the function of the third space, the application of multimodality, and approaches to intercultural awareness and intercultural communication competence. The paper suggests that multimodality can be an effective approach to advancing theory and practice in future contemporary culture teaching.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75294206","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 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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
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":null,"pages":null},"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
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":null,"pages":null},"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
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