ethanporcaro/eric-fulltext-meta huggingface dataset:
Immersive Virtual Reality versus Webcam in an Online Language Course
Author: Herrera, Borja
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Online Courses,Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Computer Simulation,Video Technology,Spanish,Distance Education,Teacher Student Relationship,Teacher Attitudes,Student Attitudes,Nonverbal Communication,Integrated Learning Systems,Computer Mediated Communication,Comparative Analysis,Teaching Methods

This paper investigates the differences between Immersive Virtual Reality (IVR) and the webcam (WBC) in the context of a Spanish distance-learning course. Two specific objectives were set: (1) to determine the existence of a relationship of dependence between the device used and the oral interaction, and (2) to analyse the existence of a dependency relationship between the device utilised and the perception of copresence. To that end, online courses and semi-structured interviews were conducted. Regarding the first objective, there is a higher chance of speaking exchanges between student-tutor and tutor-student when using WBC. As for the second objective, we did not have sufficient feedback to determine whether the perception of copresence varies depending on the two profiles. However, the analysis indicates that non-verbal communication was essential for IVR volunteers to experience copresence. The conclusions suggest that the IVR could be more appropriate than WBC for socio-constructivist and communicative teaching pedagogies [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Promoting Common Ground Building in L2 Cross-Cultural Conversations
Author: Mirzaei, Maryam Sadat
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Intercultural Communication,Second Language Learning,Second Language Instruction,English (Second Language),Cultural Differences,Computer Simulation,Cultural Awareness,Goal Orientation,Vignettes,Scaffolding (Teaching Technique),Student Attitudes,Computer Mediated Communication,Computer Games,Native Language,Transfer of Training

Teaching culture out of context may not be the optimal approach, yet it could be achieved by immersive technologies. This study uses an immersive theme-based environment and focuses on cross-cultural interactions between learners of different cultures in goal-oriented scenarios. We collected interactions among learners with different cultural backgrounds and annotated common ground formation and conversation breakdowns in those interactions. Next, we recreated the scenarios in a 3D immersive environment using an in-house situation creation toolkit to enable experiencing the situation by using choices to navigate the conversation and observing the consequences. In case the conversation derails, we provide timely scaffolding by offering appropriate communication strategies to rebuild common ground. Learners can be the actors of the scenarios but can also be the observers by switching between roles and points of view. Preliminary experiments with 20 L2 learners of English from different cultures showed that practicing with immersive conversational game-play is effective for raising cultural awareness and learning to choose appropriate strategies for smooth interactions. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Promoting Informal Learning by Integrating Smartphones into the Language Classroom
Author: Mullen, Martin
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Informal Education,Foreign Countries,Second Language Instruction,College Students,Student Attitudes

Although smartphones have become normalised in people's everyday behaviours, they remain under-exploited from a language learning perspective. This paper describes a study in an Irish university which explored the nature and extent of language learners' existing use of smartphones for informal learning purposes through a survey, a case study, and a group interview. The results showed that firstly, smartphones played only a limited and tangential role in their language learning, and secondly, that learners had narrow perceptions of what 'actual, proper study' entails, demonstrated by their overwhelming preference for more traditional language learning resources and practices. The paper finishes by making suggestions regarding how smartphones can be integrated into the language classroom, at both third and second level, to help broaden learner perceptions of what language study is, and consequently, allow smartphones to play a more significant role in their learning practices. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
To Zoom or Not to Zoom: Japanese and Ukrainian Students&apos; Attitudes towards Online Language Learning
Author: Selwood, Jaime
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Cultural Differences,Coping,Videoconferencing,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Online Courses,Privacy,Computer Software,Second Language Learning

This paper reports on research that aimed to provide initial insight into how university students in two different countries, Japan and Ukraine, coped with greater use of videoconferencing software and whether this resulted in any issues surrounding their online privacy. To facilitate learning under the COVID-19 pandemic, instructors and learners had to speedily adapt to a 'new normal' of intense videoconferencing online learning. However, did this rapid implementation of online learning negatively impact students' privacy? The findings presented in this reflective paper suggest that despite initial concerns, students who participated in the research exhibited low-level concerns regarding the impact of videoconferencing software on their online privacy. Although, students' privacy concerns did grow when presented with long-term or permanent use of online learning as an integral part of a language learning structure. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Transitioning to the Next Generation of Metadata. OCLC Research Report
Author: Smith-Yoshimura, Karen
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Metadata,Information Management,Library Services,Data,Libraries,Archives,Library Materials,Bibliometrics,Indexing,Personnel Needs,Library Personnel,Educational Opportunities,Independent Study,Labor Turnover

The OCLC Research Library Partners Metadata Managers Focus Group, first established in 1993, is one of the longest-standing groups within the OCLC Research Library Partnership (RLP), a transnational network of research libraries. The Focus Group provides a forum for administrators responsible for creating and managing metadata in their institutions to share information about topics of common concern and to identify metadata management issues. The issues raised by the Focus Group are pursued by OCLC Research in support of the RLP and inform OCLC products and services. This report, &quot;Transitioning to the Next Generation of Metadata,&quot; synthesizes six years (2015-2020) of OCLC Research Library Partners Metadata Managers Focus Group discussions and what they may foretell for the &quot;next generation of metadata.&quot; The firm belief that metadata underlies all discovery regardless of format, now and in the future, permeates all Focus Group discussions. This report traces how metadata is evolving and considers the impact this transition may have on library services, posing such questions as: (1) Why is metadata changing? (2) How is the creation process changing? (3) How is the metadata itself changing? and (4) What impact will these changes have on future staffing requirements, and how can libraries prepare? Transitioning to the next generation of metadata is an evolving process, intertwined with changing standards, infrastructures, and tools. Together, Focus Group members came to a common understanding of the challenges, shared possible approaches to address them, and inoculated these ideas into other communities that they interact with. The document concludes with some observations on the forecasted impact of the next generation of metadata on the wider library community. [For &quot;Transitioning to the Next Generation of Metadata: An Annotated Bibliography of Selected OCLC Research Hanging Together Blogs. OCLC Research Supplemental,&quot; see ED617938.]
Accessibility Strategies for Remote Teaching and Learning: A Guide for Teachers to Support Students and Families
Author: Smarter Balanced Assessment Consortium
Date: 2021-07-16
Type: Guides - Classroom - Teacher
Subjects: Educational Technology,Technology Uses in Education,Distance Education,Access to Education,Synchronous Communication,Asynchronous Communication,Equal Education,Students with Disabilities,Special Needs Students,Assistive Technology,Calculators,Dictionaries,Reference Materials,Glossaries,English Language Learners,Visual Aids,Sign Language,Braille,Instructional Materials

One of the foundational principles of the Smarter Balanced Assessment Consortium (Smarter Balanced) system is accessibility for students -- multi-tiered resources and strategies that ensure equitable and valid access for students to instructional and assessment content. This Guide includes 54 accessibility strategies that can be used by teachers, students, and families to support direct/synchronous and indirect/asynchronous remote teaching and learning. The accessibility strategies described here are based on accessibility resources available on the Smarter Balanced summative and interim assessments and detailed in the &quot;Usability, Accessibility, and Accommodations Guidelines.&quot; The purpose of this document is to provide a description of what accessibility resources look like in direct/synchronous and indirect/asynchronous teaching and learning environments. [For the &quot;Usability, Accessibility, and Accommodations Guidelines,&quot; see ED617375.]
Students&apos; Perceptions of Digital Storytelling in Primarily Asynchronous EFL Classes at a Japanese University
Author: Kasami, Naoko
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Story Telling,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Computer Assisted Instruction,Evaluation Criteria,Elective Courses,Undergraduate Students,Distance Education,COVID-19,Pandemics,Assignments,Educational Technology,Positive Attitudes,Teaching Methods,Technical Support,Majors (Students),Information Science Education

This study aims to analyse the initial use of Digital Storytelling (DS) in primarily asynchronous classes in order to yield results and recommendations for future courses. All participants were students in elective English courses at a Japanese university in Spring, 2020. Due to COVID-19, the courses were redesigned and conducted remotely with the use of pre-recorded materials. Data were collected through a post-questionnaire. This short paper reports what was found from the data by analysing the questionnaire with CALL evaluation criteria developed by Jamieson, Chapelle, and Preiss (2005). From the post-questionnaire, it was revealed that the DS assignment was perceived positively to some extent in remote learning settings. However, it also highlighted the need for further in-depth technical and language support and interactive learning opportunities. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Community Cultural Wealth Goes to College: A Review of the Literature for Career Services Professionals and Researchers. WCER Working Paper No. 2021-6
Author: Bañuelos, Nidia
Date: 2021-10-00
Type: Information Analyses
Subjects: Cultural Capital,College Students,Cultural Background,Career Development,Career Centers,Career Choice,Hispanic American Students,Family Influence,Social Capital

Created by LatCrit scholars in the mid-2000s, Community Cultural Wealth (CCW) is an antideficit framework for understanding educational inequality. Since its publication, Yosso's (2005) seminal paper on the topic has been cited thousands of times by scholars in fields as distinct as engineering, K-12 education, and public health. This paper reviews the recent scholarship on college students' experiences and outcomes that uses CCW as a guiding framework. Although the intended audience for this review is career services professionals in colleges and universities, my hope is it can also be helpful for scholars of career development who want to brush up on the CCW literature and consider future research questions the framework presents. The existing literature offers insights on the college-to-career transition. It reveals the centrality of familial capital in shaping students' career pathways, the function of resistant capital in forming students' career interests, the utility of students' existing social capital in the job search process, and the role of counterspaces in activating CCW for career success. However, CCW scholarship typically focuses on college students' matriculation, persistence, sources of support, and wellbeing, not on their career development--including the psychological, spiritual, sociocultural, political and economic factors influencing students' career interests and the knowledge, relationships, and environmental contexts shaping their career choices (Duffy &amp; Dik, 2009). This gap presents opportunities for researchers and career services professionals to partner in creating and evaluating programming with CCW in mind. There are also opportunities to increase the methodological diversity of CCW scholarship, to consider the ways in which students mix CCW with &quot;dominant&quot; forms of capital for career success, to collect data from employers, faculty, and other gatekeepers, and to account for the role of institutional context.
Developing Intercultural Communicative Competence in the ClerKing Telecollaborative Project
Author: Madden, Oneil
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Intercultural Communication,Second Language Learning,Second Language Instruction,Exchange Programs,Undergraduate Students,Metalinguistics,Foreign Countries,Cultural Awareness,English (Second Language),Computer Software,Videoconferencing,French,Communication Problems,Computer Mediated Communication,Scheduling,Conflict,Diaries,Student Attitudes

Living in the 21st century means living in an era that is increasingly globalising where cross-cultural communication is essential; thus, students should be given opportunities to cultivate their Intercultural Communicative Competences (ICC). This paper reports on Phase 3 of ClerKing, a Franco-Jamaican telecollaborative project, which involved Applied Foreign Languages (AFL) students of English from Clermont Auvergne University (UCA), France, and students of French from the University of the West Indies (UWI), Mona, Jamaica. WhatsApp and videoconferencing were used to facilitate the interactions. Using the exploratory approach, we seek to identify different parameters of ICC, relying on Byram's (1997) and Deardorff's (2006) models. Preliminary findings show that students demonstrated and developed ICC such as openness and curiosity, culture-specific knowledge, an understanding of worldviews, sociolinguistic awareness, flexibility and adaptability, and negotiation of meaning. However, time difference, personal and academic schedules, connectivity issues, and misjudged/misinterpreted communication can lead to intercultural conflict. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
The Affective Benefits of Speech Recognition Systems on Pronunciation Monitoring
Author: Chujo, Junko
Date: 2021-12-13
Type: Reports - Research
Subjects: Audio Equipment,Pronunciation Instruction,Teaching Methods,Learning Motivation,Computer Software,Computer Assisted Instruction,English (Second Language),Undergraduate Students,Foreign Countries,Oral Language,Worksheets,Instructional Effectiveness,Student Attitudes,Engineering Education

This research aimed to investigate the effects of pronunciation monitoring on learners' affective factors through self-monitoring activities using speech recognition systems. The effect of a specifically designed pronunciation activity for Japanese university students was analyzed. The worksheet form of the activity was based on the use of speech recognition systems such as Siri and Google apps. A special focus was placed on the development of students' affective phase toward English and pronunciation learning. The research concluded that the activity had a positive impact for increasing awareness of, interest in, and motivation toward pronunciation improvement and it highlighted the important role of teaching pronunciation in English oral communication skills in the limited English exposure of the English as a Foreign Language (EFL) context. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Professionalization Tools: Impact of the Game-Based Website &apos;Check Your Smile&apos; on Specialized Terminology Acquisition
Author: Yassine-Diab, Nadia
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Game Based Learning,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Languages for Special Purposes,Learning Processes,Electronics,Vocabulary Development,Language Tests,Required Courses,Cooperative Learning,Multilingualism,Dictionaries,Scores,Engineering Education,Language of Instruction,English for Academic Purposes,Undergraduate Students,French,Foreign Countries

Computer assisted vocabulary learning, i.e. specialized terminology acquisition, is a major tool to learning Languages for Specific Purposes (LSP) necessary to students' professionalization. One current area of research is digital game-based language learning because of its motivating qualities. This paper discusses electronics students' acquisition of specific vocabulary as related to the free game-based collaborative platform Check Your Smile (CYS), which is entirely devoted to learning LSP terminology. CYS aggregates various types of games that automatically generate individualized game plays, drawing upon a collaboratively constructed multilingual dictionary. The study focuses on multiple variables including attending a selective engineering course taught in English and the language used to teach the mandatory electronics class. Empirical data shows that students having used CYS tend to obtain better vocabulary test scores than students who did not. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Machine Translation Literacy: A Panorama of Practices at Swiss Universities and Implications for Language Teaching
Author: Delorme Benites, Alice
Date: 2021-12-13
Type: Reports - Research
Subjects: Foreign Countries,Universities,Second Language Learning,Second Language Instruction,Computational Linguistics,Translation,Student Attitudes,Ethics,Teaching Methods,Language Skills,Skill Development,Undergraduate Students,College Faculty,Teacher Attitudes

This short paper presents the quantitative results of an online survey of Swiss university students and staff on their use of Machine Translation (MT). The analysis of the 3,713 responses throws light on the context, purposes, degree of successive revisions, and ethical considerations surrounding the use of MT. With regards to language teachers and students, the quantitative data allows us to draw three preliminary conclusions: MT is a well-established but unspoken practice in Swiss universities, MT is not seen as an alternative to language learning, and MT is seen and already being used as a tool to improve language skills. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Internationalisation at Home through Virtual Exchange: An Encounter between Distance Language Learners and Trainee Language Teachers
Author: Hassan, Xavière
Date: 2021-12-13
Type: Reports - Research
Subjects: Distance Education,Preservice Teachers,Second Language Learning,Second Language Instruction,Undergraduate Students,Open Universities,Masters Programs,Exchange Programs,Computer Mediated Communication,French,Oral Language,Teaching Methods,Technological Literacy,Feedback (Response),Student Motivation,Speech Communication,Graduate Students,Online Courses,Foreign Countries,Cooperative Learning,Professionalism,Language Teachers,Teacher Education Programs

Undergraduate language students from the Open University (OU) and master's degree students from Aix-Marseille Université (AMU) participated in an innovative Virtual Exchange (VE) as part of our institutions' internationalisation at home strategy. Due to the pandemic, the one-week Residential School (RS) abroad, which is part of the Bachelor of Arts (BA) in modern languages at the OU, was replaced with an Alternative Learning Experience (ALE) -- a one-week online intensive programme which included a VE. Its objectives were to support the development of OU students' French oral skills, and the professionalisation of AMU students, by developing their pedagogical and digital skills. Qualitative and quantitative data collected showed a high level of participants' interaction and collaboration, and positive feedback highlighting an increase in motivation and confidence to speak French (OU students) and a valued experience in developing professional ethos, and digital teaching skills (AMU students). [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Assessing Attitudes of University Students toward Online Classes of Icelandic as a Foreign and Second Language during COVID-19
Author: Bédi, Branislav
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: College Students,Student Attitudes,Online Courses,Indo European Languages,Second Language Learning,COVID-19,Pandemics,Synchronous Communication,Distance Education,Foreign Students

Due to the COVID-19 pandemic, the on-campus teaching mode at local universities in Iceland changed to distance teaching and synchronous classes online. This rapid and unexpected change also affected the learners. Although videoconferencing was used as the main point of reference, this method turned out to be less suitable for synchronous online classes with instant feedback. Therefore, a new format of synchronous classes online was adopted. This enabled the teacher and the learners to interact with each other during the online classes. The present article describes a case study of international and foreign students attending regular online classes of Icelandic as a foreign and second language (L2) at a local university in Reykjavik during fall 2020. Attitudes of 26 students toward a changed teaching mode were examined. Data were collected using an online questionnaire at the end of the course and answers analysed based on responses to 72 questions in ten different themes that guided the construction of ten research questions. The results suggest that the teacher's approach to online class organisation could be improved to achieve a better wellbeing among students and create a more effective online teaching environment. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]