ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of CALL in the Ecology of Language Teachers&apos; Well-Being and Professional Development
Author: Nguyen, Dinh Thien Bao
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Language Teachers,Computer Assisted Instruction,Second Language Instruction,Foreign Countries,Well Being,Professional Development,Educational Technology,Physical Health,Mental Health,Holistic Approach

While previous studies have established the significance of CALL (Computer-Assisted Language Learning) in language education, the extent to which CALL influences language teachers' well-being and their professional development has not yet been fully understood. This echoes Dörnyei's (2018) argument that although language teachers are the most important factors in learners' success, their contributions have not been considered sufficiently. As such, this short paper presents an ongoing mixed-methods project investigating Vietnamese and Japanese language teachers' well-being and the role of CALL in the ecology of language teaching at both personal and work levels using Bronfenbrenner's (1979) ecological system framework. The primary method is the grounded theory analysis and preliminary results from Vietnamese teachers' semi-structured interviews which have shown the importance of CALL in language teachers' well-being's ecology. Also, the role of the community of practice has also emerged as an informal support in language teachers' ecological well-being system. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
The Attitudes of Student-Teachers to the Perceived Usefulness of CALL in Initial Teacher Education
Author: Hanna, Louise
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Student Teachers,Student Attitudes,Computer Assisted Instruction,Second Language Learning,Preservice Teacher Education,Foreign Countries

The attitudes of student-teachers to Computer Assisted Language Learning (CALL) remains an under-explored topic in research literature. This mixed-methods study engaged student-teachers in focus group discussions at commencement and completion of Initial Teacher Education (ITE). These student-teachers were situated across England, Scotland, Wales, and Northern Ireland. Student-teachers' beliefs regarding the perceived value of CALL experienced a considerable transformation between initial and follow-up focus group interactions. Beginning student-teachers collectively portrayed CALL in a complimentary light, with 67.5% of participant dialogue positively coded via thematic analysis. This contrasts with follow-up student-teacher discourse, where only 38.55% of nodes in NVivo were positively coded. Overall, belief changes were most marked for positive categories of CALL. Thus, maintaining optimistic opinions to CALL could be a worthwhile endeavour to promote student-teacher acceptance of digital technologies in language learning. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Exploring the Impact of a Group Dynamics Training Activity on Learner Engagement during Online Classes of French as a Foreign Language
Author: Rosso, Ana
Date: 2022-12-12
Type: Reports - Research
Subjects: Group Dynamics,Learning Activities,Learner Engagement,Electronic Learning,French,Second Language Learning,Cooperative Learning,Foreign Countries,College Students

This paper focuses on the impact of introducing a Group Dynamics Training Activity (GDTA) on learners' reported engagement during the course. The context is a university Common European Framework of Reference for languages (CEFR) B2 French language online course over the course of two semesters. Data was collected in the form of online surveys during the semester prior to the introduction of the GDTA and during the semester when it was administered. This case study uses quantitative analysis of Likert-scale question responses and qualitative analysis of open fields in the questionnaires using a content analysis methodology. Results indicate that the GDTA had a positive impact on learners, particularly on the social and cognitive dimension of learner engagement. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
The Development of the FineTune App
Author: Black-Rotchin, Sivan
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Computer Software,Self Determination,Telecommunications,Handheld Devices,Phonetics,Teaching Methods,Computer Assisted Instruction,Game Based Learning,Second Language Learning,Second Language Instruction,English (Second Language),Pronunciation Instruction

This paper introduces &quot;FineTune,&quot; a mobile application currently in development that features a gamified version of High Variability Phonetic Training (HVPT). The aims of this paper are twofold: (1) to outline the theoretical motivation for the app's features, which includes a discussion of HVPT, gamification, and Self-Determination Theory (SDT), and (2) to describe how &quot;FineTune&quot; functions as a mobile application, considering the theories that informed its design. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Expanding Design Skills for Language Teachers: A Corpus-Based Web Application for &apos;Language for Work&apos; Content Creation in Italian L2
Author: Michelini, Elena
Date: 2022-12-12
Type: Reports - Research
Subjects: Computational Linguistics,Teaching Methods,Italian,Second Language Learning,Second Language Instruction,Language Teachers,Instructional Design,Adult Students,Immigrants,Occupations,Instructional Materials,Multimedia Materials,Teacher Collaboration,Employment Opportunities,Language Proficiency,Foreign Countries

Many adult migrants lacking L2 linguistic autonomy cannot afford the time to master host countries' languages before providing for their basic needs. Thus, second language training that focuses on occupational integration is at times more urgent than a more generally social one, as the European 'language for work' approach suggests. Given the shortage of both support sector experts in Italian L2 classes and an appropriate variety of teaching materials for beginners, this paper introduces a PhD work-in-progress project proposing an IT procedure which enables language teachers to collaboratively design specialised multimedia content for beginners, thus enhancing work-related second language development. The article discusses the results of some preliminary surveys and argues the importance of the use of technology when expanding teachers' design skills. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Telecollaboration and Languages for Specific Purposes
Author: Montaner-Villalba, Salvador
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Computer Mediated Communication,Cooperative Learning,English for Special Purposes,Second Language Learning,Electronic Learning,College Students,Foreign Countries,Cultural Awareness,Pragmatics

There is no doubt that telecollaboration currently plays an important role in foreign language learning and, not less so, in the field of English for Specific Purposes (ESP). Guth (2020) highlighted how telecollaboration has rapidly evolved in the past years as an innovative approach, and how it has brought together a whole community of academics and researchers interested in the field. In this paper, a brief overview of the various presentations that took place in the EuroCALL Computer-Mediated Communication (CMC) Special Interest Group (SIG) Symposium is offered. The paper introduces four projects based on telecollaboration contextualised within an ESP classroom in higher education. The first one focuses on a collaborative debate project using English as a lingua franca; the second elaborates on improving learners' pragmatic skills through telecollaborative roleplays; the third describes an immersive Virtual Exchange (VE) aiming to foster the students' civic and entrepreneurial competence, while enhancing their intercultural communicative competence. The fourth project aimed at improving students' business communication and management skills in English in a multicultural environment. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Religious Beliefs: A Barrier to Cross-Cultural Communication in the ClerKing Telecollaborative Project
Author: Madden, Oneil N.
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,English (Second Language),French,Second Language Learning,Cooperative Learning,Videoconferencing,Religion,Individual Differences,Religious Factors,Beliefs,Intercultural Communication,Moral Issues,Values,College Students

Globalisation amplifies the need to improve Intercultural Communicative Competences (ICC). However, telecollaborative cross-cultural communication may be affected by different factors such as morals, values, and differences in viewpoints, as observed in numerous European and North American projects. Still, there is a dearth of experiments from the Anglophone Caribbean's stance. Therefore, this paper seeks to highlight how religious ideologies affect international communication in ClerKing -- a Franco-Jamaican telecollaborative project that occurred in different phases over a three-year period with learners of English from Clermont Auvergne University (UCA) and learners of French from Shortwood Teachers' College (STC) and the University of the West Indies (UWI), Mona. Using the exploratory approach, pre- and post-project questionnaires, learning and reflective journals, and different multimodal exchanges were analysed. Preliminary findings suggest that religion was a major theme highlighted in all phases of the project, leading to challenged communication and somewhat negative perception of the target culture. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Self-Regulated Listening Experience with Smart Captioning
Author: Mirzaei, Maryam Sadat
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Metacognition,Listening Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Captions,Learning Strategies,Individual Differences,Feedback (Response),Scores,Language Tests,Speech Communication,Learning Processes,Learning Analytics,Speeches,Undergraduate Students,Engineering Education,Foreign Countries,Video Technology,Teaching Methods

This article introduces self-regulation features with Partial and Synchronized Caption (PSC) for practicing listening skills and fostering self-paced and autonomous learning. PSC generates a partial caption by focusing on acoustically and lexically difficult words and synchronizes each word's appearance with the speaker's speech. The aim is to reduce textual density in the caption and encourage more listening than reading. Given that difficulty translates differently for individual learners, we created a user-friendly interface that allows a more individualized experience with our generated caption. We collected the user-configuration log data of 33 intermediate English learners to analyze learner behavior during self-paced practice, along with the comprehension scores of the subsequent tests and learner feedback. The data showed differences in learners' strategies with a relative tendency to reduce their reliance on captions. Self-paced practice was received positively by most but not all learners, indicating the importance of individual differences in self-regulated listening. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Game Based Language Learning for Irish: Noticing Errors While Playing
Author: Ward, Monica
Date: 2022-12-12
Type: Reports - Research
Subjects: Game Based Learning,Second Language Learning,Irish,Error Correction,Computer Assisted Instruction,Elementary School Students,Uncommonly Taught Languages

Game Based Language Learning (GBLL) is an approach to language learning in which learning happens in the process of playing a game. GBLL has several potential benefits including enhanced reading, writing, and cultural awareness. This paper provides a brief overview of Cipher -- Faoi Gheasa, a GBLL app for Irish and learners' feedback on the game. The app inverts the current Intelligent Computer Assisted Language Learning (ICALL) approach to error detection and it asks players (learners) to spot the deliberate errors (ciphers) in texts that have been changed by an evil character called Sypher. Many elements of game playing are included in the app. It has been played by over 150 primary school learners of Irish. While there is still room for improvement, the overall feedback from the students was very positive. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Growth Mindset, CALL, and Students as Partners--Does It Work in a Primary School Context?
Author: Ward, Monica
Date: 2022-12-12
Type: Reports - Research
Subjects: Student Attitudes,Computer Assisted Instruction,Second Language Learning,Elementary School Students,Partnerships in Education,Foreign Countries,Spanish,Teacher Student Relationship,Learner Engagement

This paper explores the use of a Computer Assisted Language Learning (CALL), growth mindset infused, student partnership approach to language learning in a primary school context. Early success is important in language learning. Students may doubt their ability to learn a language, especially if they have had a non-positive experience of learning a language. This research study looks at a research intervention for learning Spanish in an Irish primary school. A combination of in-class and CALL resources were used to teach Spanish in six sessions to 120 students from six different classes (10-12 years of age), all of whom were beginners. Most had learnt Irish since four or five years of age and had no previous exposure to CALL, growth mindset, or a student partnership. There were several logistical hiccups along the way, including a low response rate to the end of intervention survey (via questionnaire). However, the overall indications are that the students enjoyed the approach and that it could be used in other contexts. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Systematic Teaching of English Affixes through the Online Material Affix Master 10
Author: Iso, Tatsuo
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Morphemes,Teaching Methods,Direct Instruction,Independent Study,Knowledge Level,Instructional Effectiveness,Online Courses,English (Second Language),Foreign Countries,Engineering Education,Majors (Students),Undergraduate Students

This study examines whether ten weeks of direct instruction of affixes with online systems can improve learners' knowledge of affixes by using Affix Master 10 (AM10), a collection of online self-study materials developed by the current researchers. The aim of AM10 is to let students comprehensively learn 30 prefixes and 31 suffixes. The two research questions are (1) whether systematic instruction of affixes using the online program improves learners' knowledge of affixes (prefixes and suffixes), and (2) whether systematic instruction of affixes using the online program improves learners' knowledge of affixes without direct instruction as well as those with direct instruction. The results found that after learning with AM10, the affix knowledge statistically significantly increased. Furthermore, it seemed to contribute to the learning of the affix system itself, which was evidenced by the gain in knowledge of untaught affixes. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Teacher Attitudes toward Online Assessment in Challenging Times
Author: Vurdien, Ruby
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Language Teachers,Evaluation,Computer Assisted Testing,Teacher Attitudes,Pandemics,COVID-19,Elementary Secondary Education,Higher Education,Electronic Learning,Second Language Instruction

This paper explores and reports on teacher attitudes toward online assessment in foreign language teaching and learning in Spain and Finland. During the pandemic, teachers have had to face serious challenges, such as the method to be adopted, task design or handling student feedback, in order to ensure effective student assessment. They have had to find completely new ways to assess their students. A qualitative approach was adopted and data were gathered from a questionnaire shared on Google form, which was completed by 23 teachers from Spain and 11 from Finland. The aim was to examine: (1) the advantages and disadvantages of using online assessment tools to measure students' progress; and (2) the participants' perceptions of their experience of assessing their students online. The findings show that while online assessment tools, especially quiz apps, provide instant feedback and correction for students and teachers, it is difficult to control what tools students might be using to support their learning and/or assessment assignments. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Teachers&apos; Physiological Signals to Improve Teacher-Student Relationships
Author: Kennedy, Olivia
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: College Students,College Faculty,Physical Activities,Motion,Interaction,Teacher Student Relationship,Nonverbal Communication,Responses,Human Posture,Student Reaction,Foreign Countries

In this study we explore how the physical movements teachers use can lead to improved interactions between students in a university language course. The study used video to capture and analyse an intervention focusing on the effects of teacher nodding. Results showed that positive measurable differences were found in students' physical postural responses in relation to the frequency with which their teacher nodded. The next stage of this preliminary research project will make use of the data gathered on micro-level interactions to develop technological support mechanisms to be used in the classroom to support teacher-student interactions. Keywords: physiological signals, teacher-student relationship, body posture, student interaction, micro-level interactions. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
ICALL Ecosystems: Making ICALL&apos;s Intelligence Both Accessible and Understandable
Author: Degraeuwe, Jasper
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Spanish,Case Studies,Blended Learning,Writing Instruction,Student Attitudes,Ambiguity (Semantics),Intelligent Tutoring Systems,Online Courses,Natural Language Processing,Vocabulary Development,Attitude Change,Self Efficacy,Student Motivation,Undergraduate Students

This paper presents a reflection on the design of an Intelligent Computer-Assisted Language Learning (ICALL) 'ecosystem', integrated into an online learning environment for Spanish as a Foreign Language (SFL). The innovative dimension of the ecosystem lies in its triple focus: apart from enabling users to create and use intelligent language learning materials, it also tracks their activities in the environment and provides them insights (e.g. through knowledge clips) into Natural Language Processing (NLP), the source of ICALL's 'intelligence'. The reflective analysis is carried out by means of a case study with 32 SFL students, who work with the ecosystem in a blended writing course focused on vocabulary learning, lexical ambiguity, and Word Sense Disambiguation (WSD). Students' attitudes towards engaging in the ICALL ecosystem are gauged through a questionnaire, which revealed a statistically significant positive change in attitude after having completed the course. However, the results also show that enhanced insights into NLP and increased confidence in the computer as a learning assistant do not necessarily go hand in hand with an increased curiosity and a better user experience. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Intercultural Communicative Competence Development through Synchronous Virtual Exchange
Author: Crum, Sibel
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Intercultural Communication,Communicative Competence (Languages),Synchronous Communication,Computer Mediated Communication,Second Language Learning,Cultural Awareness,Bilingual Education,English (Second Language),Turkish,Foreign Countries,Uncommonly Taught Languages,International Educational Exchange,College Students,Linguistic Competence,Student Attitudes,Educational Benefits,Program Effectiveness

Virtual Exchange (VE) in second language education refers to a technology-enabled, interactive, intercultural experience that is designed to increase learners' intercultural communicative competence and performance. In this paper the findings of a bilingual (English/Turkish), synchronous video communication project among 31 US and Turkish college students are presented. Thematic analysis was used in this study. The results show that the VE -- to a certain extent and similarly to other research studies -- achieves the learning objectives of not only increased cultural awareness and communicative competence about the target culture and language itself but also the growth of factual knowledge about diverse topics that the students are interested in learning. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]