IF 4.5 1区文学

Recall Pub Date : 2022-11-21 DOI: 10.1017/S0958344022000209

Sangmin-Michelle Lee

{"title":"Factors affecting incidental L2 vocabulary acquisition and retention in a game-enhanced learning environment","authors":"Sangmin-Michelle Lee","doi":"10.1017/S0958344022000209","DOIUrl":"https://doi.org/10.1017/S0958344022000209","url":null,"abstract":"Abstract In recent years, the number of studies investigating the effectiveness of using digital games for incidental second language (L2) vocabulary learning has been rapidly increasing; however, there is still a lack of research identifying the factors that affect incidental L2 vocabulary learning. Hence, the current study examined vocabulary-related (word level, exposure frequency, salience) and learner-related (language proficiency, interest, viewing captions) variables and investigated factors affecting EFL students’ incidental vocabulary learning in the use of a vernacular (noneducational) murder mystery game (N = 59). The study employed a quantitative research method and descriptive and inferential statistics (repeated measures ANOVA and multiple linear regression). The results showed that playing the game greatly facilitated L2 vocabulary acquisition and retention. Among the vocabulary-related variables, the study found that only salience significantly influenced vocabulary acquisition. Regarding the learner-related variables, the students’ interest and viewing captions were positively related to vocabulary learning, whereas their language proficiency levels were negatively correlated. The study found that the students’ conscious attention, in conjunction with salience of the word, was the main facilitating factor in incidental vocabulary acquisition and retention in the game-enhanced language learning environment. The study suggested pedagogical implications for incidental vocabulary learning through game play based on the results of the study.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"274 - 289"},"PeriodicalIF":4.5,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46506199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Assessment of L2 intelligibility: Comparing L1 listeners and automatic speech recognition 第二语言可理解性评估:比较母语听众和自动语音识别

IF 4.5 1区文学

Recall Pub Date : 2022-11-18 DOI: 10.1017/S0958344022000192

Solène Inceoglu, Wen-Hsin Chen, Hyojung Lim

{"title":"Assessment of L2 intelligibility: Comparing L1 listeners and automatic speech recognition","authors":"Solène Inceoglu, Wen-Hsin Chen, Hyojung Lim","doi":"10.1017/S0958344022000192","DOIUrl":"https://doi.org/10.1017/S0958344022000192","url":null,"abstract":"Abstract An increasing number of studies are exploring the benefits of automatic speech recognition (ASR)–based dictation programs for second language (L2) pronunciation learning (e.g. Chen, Inceoglu & Lim, 2020; Liakin, Cardoso & Liakina, 2015; McCrocklin, 2019), but how ASR recognizes accented speech and the nature of the feedback it provides to language learners is still largely under-researched. The current study explores whether the intelligibility of L2 speakers differs when assessed by native (L1) listeners versus ASR technology, and reports on the types of intelligibility issues encountered by the two groups. Twelve L1 listeners of English transcribed 48 isolated words targeting the /ɪ-i/ and /æ-ε/ contrasts and 24 short sentences that four Taiwanese intermediate learners of English had produced using Google’s ASR dictation system. Overall, the results revealed lower intelligibility scores for the word task (ASR: 40.81%, L1 listeners: 38.62%) than the sentence task (ASR: 75.52%, L1 listeners: 83.88%), and highlighted strong similarities in the error types – and their proportions – identified by ASR and the L1 listeners. However, despite similar recognition scores, correlations indicated that the ASR recognition of the L2 speakers’ oral productions mirrored the L1 listeners’ judgments of intelligibility in the word and sentence tasks for only one speaker, with significant positive correlations for one additional speaker in each task. This suggests that the extent to which ASR approaches L1 listeners at recognizing accented speech may depend on individual speakers and the type of oral speech.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"89 - 104"},"PeriodicalIF":4.5,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41641249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teachers’ perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study 教师语料库素养感知与语料库融入课堂教学意向的调查研究

IF 4.5 1区文学

Recall Pub Date : 2022-11-18 DOI: 10.1017/S0958344022000180

Qing Ma, M. Chiu, Shanru Lin, Norman B. Mendoza

{"title":"Teachers’ perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study","authors":"Qing Ma, M. Chiu, Shanru Lin, Norman B. Mendoza","doi":"10.1017/S0958344022000180","DOIUrl":"https://doi.org/10.1017/S0958344022000180","url":null,"abstract":"Abstract Given the importance of corpus linguistics in language learning, there have been calls for the integration of corpus training into teacher education programmes. However, the question of what knowledge and skills the training should target remains unclear. Hence, we advance our understanding of measures and outcomes of teacher corpus training by proposing and testing a five-component theoretical framework for measuring teachers’ perceived corpus literacy (CL) and its subskills: understanding, search, analysis, and the advantages and limitations of corpora. Also, we hypothesised that teacher CL is linked to their intention to use corpora in classroom teaching. Specifically, 183 teachers and student teachers received corpus training to develop their CL and then completed a survey to measure their CL and intention to use corpora in teaching in Likert-scale items together with open-ended questions. Confirmatory factor analysis indicated that a hierarchical factor structure for CL using the aforementioned five subfactors best fitted the data. Moreover, structural equation modelling indicated that CL is positively linked to the participants’ intention to integrate corpora into classroom teaching. While all five subskills are important for teachers, greater effort should be made to develop their corpus search and analysis skills, which can be viewed as the “bread and butter” of corpus training.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"19 - 39"},"PeriodicalIF":4.5,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43606662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Communication strategy use of EFL learners in videoconferencing, virtual world and face-to-face environments 英语学习者在视频会议、虚拟世界和面对面交流环境下的交际策略运用

IF 4.5 1区文学

Recall Pub Date : 2022-10-27 DOI: 10.1017/S0958344022000210

Nazlı Ceren Cirit-Işıklıgil, Randall W. Sadler, Elif Arıca-Akkök

{"title":"Communication strategy use of EFL learners in videoconferencing, virtual world and face-to-face environments","authors":"Nazlı Ceren Cirit-Işıklıgil, Randall W. Sadler, Elif Arıca-Akkök","doi":"10.1017/S0958344022000210","DOIUrl":"https://doi.org/10.1017/S0958344022000210","url":null,"abstract":"Abstract This study investigates the communication strategy (CS) use of English as a foreign language (EFL) learners in videoconferencing (VC), virtual world (VW), and face-to-face environments. The study was conducted with 30 senior Turkish undergraduate EFL students. The data were collected via video and audio recordings of three opinion-exchange tasks, a background and post-task questionnaire, and an interview that includes a retrospective think-aloud protocol. The participants worked in groups of five to complete the opinion-exchange tasks in each of the three environments. The findings indicated that the participants made use of a wide range of CSs, and although some of the CSs differed, mostly the same types were employed in all the environments. However, the results revealed that the frequency of CSs showed variance among environments, with the highest number in the VC environment and the lowest in the VW. It was possible to establish a connection between the differences in the frequency and the types of strategy use with the distinctive features of the environments, the proficiency level of the participants, and the type of the tasks that was utilized. Additively, 10 new strategy types were discovered.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"122 - 138"},"PeriodicalIF":4.5,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45757785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Postsecondary L2 writing teachers’ use and perceptions of Grammarly as a complement to their feedback 中学后二语写作教师对Grammarly的使用和认知作为反馈的补充

IF 4.5 1区文学

Recall Pub Date : 2022-10-03 DOI: 10.1017/S0958344022000179

Svetlana Koltovskaia

{"title":"Postsecondary L2 writing teachers’ use and perceptions of Grammarly as a complement to their feedback","authors":"Svetlana Koltovskaia","doi":"10.1017/S0958344022000179","DOIUrl":"https://doi.org/10.1017/S0958344022000179","url":null,"abstract":"Abstract Although it has been suggested that automated writing evaluation (AWE) can liberate teachers’ time to focus more on higher-order concerns as it can take care of lower-order concerns, AWE’s impact on teachers’ feedback practice is underexplored. Additionally, scant literature exists on teachers’ perception of AWE when they use it to complement their feedback. This study explored how Grammarly shaped postsecondary L2 writing teachers’ feedback when it was used to complement teacher feedback as well as teachers’ perceptions of the tool. To understand Grammarly’s impact, teachers’ comments on 10 essays were analyzed. The teachers then had a semi-structured interview aimed at exploring their perceptions of Grammarly. The findings showed that teachers provided feedback both on global and local aspects of writing despite using Grammarly as a complement, and there was no division of labor such as that a teacher takes care of higher-order and Grammarly takes care of lower-order concerns. The findings also revealed factors that impacted teachers’ feedback, including teachers’ use of Grammarly reports, their attitudes toward automated feedback, as well as their beliefs about feedback and course objectives. Overall, of the six teachers, four were positive about Grammarly, while two were skeptical. The study provides implications on how to use Grammarly meaningfully as a complement to teacher feedback.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"290 - 304"},"PeriodicalIF":4.5,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46149606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Genre effect on Google Translate–assisted L2 writing output quality 流派对谷歌翻译的影响——辅助二语写作输出质量

IF 4.5 1区文学

Recall Pub Date : 2022-07-25 DOI: 10.1017/S0958344022000143

Assim S. Alrajhi

{"title":"Genre effect on Google Translate–assisted L2 writing output quality","authors":"Assim S. Alrajhi","doi":"10.1017/S0958344022000143","DOIUrl":"https://doi.org/10.1017/S0958344022000143","url":null,"abstract":"Abstract This study investigates and compares the quality of Google-translated texts (GTTs) across writing genres (narrative, descriptive, expository, and persuasive) with EFL student–generated texts (SGTs), and explores students’ attitudes toward Google Translate (GT) output. In a mixed-methods design with a computational approach to text analysis, this study utilizes multiple data sources, including 328 written texts, written reflections, four attitude questionnaires, focus group discussion, and individual interviews. Forty-one Arabic-speaking undergraduate students majoring in English language and translation at a Saudi university participated in this study. They engaged in eight computer-mediated writing sessions by responding to tasks using English, then responding to the same tasks using their first language (L1). Subsequently, they utilized GT to translate L1 texts into English and compared SGTs with GTTs. The findings show that GTTs have higher literacy levels and richer content in the persuasive and expository genres, and higher style levels in the narrative and descriptive genres. Moreover, the comparison between SGTs and GTTs reveals that GTTs have higher literacy levels, better style, and richer content in the descriptive, expository, and persuasive genres. Meanwhile, the students hold positive views on the general quality, grammatical accuracy, and provision of lexical alternatives in GTTs across genres. Pedagogical implications are discussed.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"305 - 320"},"PeriodicalIF":4.5,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47347176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Review of research on applications of speech recognition technology to assist language learning 语音识别技术在语言学习中的应用研究综述

IF 4.5 1区文学

Recall Pub Date : 2022-07-14 DOI: 10.1017/S095834402200012X

R. Shadiev, Jiawen Liu

{"title":"Review of research on applications of speech recognition technology to assist language learning","authors":"R. Shadiev, Jiawen Liu","doi":"10.1017/S095834402200012X","DOIUrl":"https://doi.org/10.1017/S095834402200012X","url":null,"abstract":"Abstract Speech recognition technology (SRT) is now widely used in education because of its potential to aid learning, particularly language learning. Nevertheless, SRT has received only limited attention in earlier review studies. The present research aimed to address this gap in the field. To this end, 26 articles published in SSCI journals between 2014 and 2020 were selected and reviewed with respect to domain and skills, technology and their application, participants and duration, measures, reported results, and advantages and disadvantages of SRT. The results showed that English received much more attention than any other language, and scholars mostly focused on facilitating pronunciation skills. Dragon Naturally Speaking and Google speech recognition were the most popular technologies, and their most frequent application was providing feedback. According to the results, college students were involved in research more than any other group, most studies were carried out for less than one month, and most scholars administered a questionnaire or pre-/posttest to collect the data. Positive results related to gains in proficiency and student perceptions of SRT were identified. The study revealed that improved affective factors and enhanced language skills were advantages, whereas a low accuracy rate and insufficiency (i.e. lack of some useful features to support learning efficiently) of SRT were disadvantages. Based on the results, the study puts forward several implications and suggestions for educators and researchers in the field.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"74 - 88"},"PeriodicalIF":4.5,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46772135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Unpacking second language writing teacher knowledge through corpus-based pedagogy training 通过基于语料库的教学法培训，揭开第二语言写作教师知识的包装

IF 4.5 1区文学

Recall Pub Date : 2022-07-04 DOI: 10.1017/S0958344022000106

N. Schmidt

引用次数: 4

Towards a signature pedagogy for technology-enhanced task-based language teaching: Defining its design principles 面向技术增强的任务型语言教学的签名教学法:定义其设计原则

IF 4.5 1区文学

Recall Pub Date : 2022-06-28 DOI: 10.1017/S0958344022000118

L. Canals, Y. Mor

引用次数: 2

Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology 英语教师教育虚拟交换中的批判性数字素养：一种解释主义方法

IF 4.5 1区文学

Recall Pub Date : 2022-06-14 DOI: 10.1017/S095834402200009X

Zeynep Bilki, M. Satar, Mehmet Sak

{"title":"Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology","authors":"Zeynep Bilki, M. Satar, Mehmet Sak","doi":"10.1017/S095834402200009X","DOIUrl":"https://doi.org/10.1017/S095834402200009X","url":null,"abstract":"Abstract Virtual exchange (VE) is an ideal venue for digital literacy skills development (Fuchs, Hauck & Müller-Hartmann, 2012) and for critical digital literacy (CDL) (Hauck, 2019). Yet literacy is a fluid, deictic term, the meaning of which is context dependent, and digital literacies need to be defined and conceptualised within a specific context. Recent CALL literature highlights the interest in CDL from various perspectives, but how CDL is conceptualised by the VE participants themselves is not explored. Participants of this study were 37 trainee English language teachers in the UK and Turkey who joined a 6-week VE. Their ongoing reflections on CDL were captured through reflective e-portfolio entries following each VE task. Thematic analysis revealed four components of CDL in this specific VE: (1) participants’ awareness of digital affordances for self-expression, (2) semiotic and interactional means to build connections, (3) ensuring inclusiveness of all community members, and (4) implications of socio-political contexts of each participant for meaning-making and interaction. We conclude that in future pedagogical implementations of VE, facilitators can foster trainee teachers’ CDL development through more closely guided and informed reflection on the four themes presented in this paper. As such, this study makes a novel contribution to our understanding of CDL in VE settings for ELT teacher education by offering a social semiotic second language acquisition orientation within an interpretivist paradigm.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"35 1","pages":"58 - 73"},"PeriodicalIF":4.5,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47814581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

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