ethanporcaro/eric-fulltext-meta huggingface dataset:
Creativity and Collaboration: Using CALL to Facilitate International Collaboration for Online Journalism at a Model United Nations Event
Author: Sheehan, Mark D.
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Creativity,Computer Assisted Instruction,Simulation,Journalism,Foreign Countries,Second Language Learning,Second Language Instruction,Journalism Education,English (Second Language),Online Courses,Cooperative Learning,Asians,Foreign Students,Language of Instruction,College Students,Multimedia Materials,Outcomes of Education

Much has been gained over the years in various educational fields that have taken advantage of CALL. In many cases, CALL has facilitated learning and provided teachers and students access to materials and tools that would have remained out of reach were it not for technology. Nonetheless, there are still cases where a lack of funding or access to CALL tools prevents teachers and students from reaping the benefits of CALL. Furthermore, in countries inundated by technology, opportunities for students to create and collaborate using CALL may get lost amid the noise of the latest program, or the trendiest learning tools. The project described in this article involves students in a different way to use CALL for learning; it has them work together using technology, troubleshooting problems, and creating online news stories. This article describes a digital journalism simulation called JUEMUN Journalism. JUEMUN, the Japan English University Model United Nations, is an annual event that brings together students from around the globe to participate in a Model United Nations (MUN). A component of this event includes teams of journalists who cover the events at the MUN, and report on them in four formats: podcasts, video broadcasts, a written chronicle, and editorial cartoons. [For full proceedings, see ED564162.]
Successful EFL Teaching Using Mobile Technologies in a Flipped Classroom
Author: Obari, Hiroyuki
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Blended Learning,Technology Uses in Education,Educational Technology,Comparative Analysis,Instructional Effectiveness,Conventional Instruction,Private Colleges,Undergraduate Students,Foreign Countries,English (Second Language),Second Language Instruction,Scores,Language Tests,Handheld Devices,Computer Software,Pretests Posttests,Interviews,Language Proficiency,Language Skills,Surveys,Telecommunications,Video Technology,Second Language Learning

Two case studies evaluating the effectiveness of a flipped classroom compared to a traditional classroom were performed. The studies were conducted from April 2014 to January 2015 at a private university in Tokyo, targeting 60 first-year and 25 third-year undergraduates, respectively. In the first study, an assessment of pre- and post-treatment Test of English for International Communication (TOEIC) scores revealed students exposed to the flipped lessons improved from a mean of 474 (SD 111) to 649 (SD 96), which was greater than that of the control students who improved from 484 (SD 123) to 617 (SD 115). In the second study, students were exposed to flipped lessons for 24 weeks using a variety of materials such as the &quot;Lecture Ready II&quot; digital text with iPad, COOORI e-learning software for learning words and phrases related to the digital text, ATR CALL Brix e-Learning, Newton e-Learning, and TED Talks. An assessment of pre- and post-treatment TOEIC scores and Oral Proficiency Interview by computer-based (OPIc) speaking test results showed students improved from a mean of 577 (SD 132) to 758 (SD 105), an improvement of 24% in just the speaking test. Surveys administered after exposure to the flipped lesson activities indicated students were satisfied with their flipped classroom lessons and motivated by the Blended Learning (BL) environment that incorporated mobile learning. [For full proceedings, see ED564162.]
The Effects of Cardio-Syntactic Analysis Instruction on Writing Scores in a 11th Grade High School Classroom
Author: Kariuki, Patrick N.
Date: 2015-11-04
Type: Speeches/Meeting Papers
Subjects: Writing Achievement,Grade 11,High School Students,Essays,Scoring Rubrics,Statistical Analysis,English Instruction,Writing Instruction,Honors Curriculum,Syntax,Transformational Generative Grammar,Instructional Effectiveness

The purpose of this research was to determine the effects of Cardio-Syntactic Analysis instruction on writing scores in an 11th grade English class. The sample consisted of 35 students enrolled in an Honor's English 11 class at Volunteer high School, in Church Hill, TN. The class was randomly assigned into an experimental group of 17 students and a control group of 18 students. The students in the experimental group participated in two days of intensive study of Cardio-Syntactic Analysis. Meanwhile, the control group worked on a game project that was due at a later date. The control group was not in the classroom during the instruction. After the instruction, both experimental and control groups were given a prompt, and 80 minutes to complete a well-formulated essay. Data were collected using a rubric to quantitatively score the essay. The rubric consisted of several categories. Data were then analyzed using t-test for independent means. The results indicated a significant difference between the experimental and control group for their performance. The experimental group outperformed the control group in the overall scores; similarly, they outperformed in the instructional categories taught within Cardio-Syntactic Analysis. The findings of the study suggest that secondary students could benefit from Cardio-Syntactic Analysis instruction in their English classes.
Use of Mobile Testing System PeLe for Developing Language Skills
Author: Titova, Svetlana
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Teaching Methods,Inquiry,Language Skills,English (Second Language),Second Language Instruction,Formative Evaluation,Summative Evaluation,Randomized Controlled Trials,Comparative Analysis,Statistical Analysis,College Students,Qualitative Research,Student Motivation,Cooperative Learning,Technology Uses in Education

One of the objectives of this paper is to investigate the pedagogical impact of both the mobile testing system PeLe (Norway, HiST) and the enquiry-based learning approach on language skills development in the context of mobile-assisted learning. The research aims to work out a methodological framework of PeLe implementation into the language classroom through formative assessment, immediate feedback and interactive post-test activities. The framework was developed and pilot tested in a joint research project (MobiLL) by English as a foreign language (EFL) teachers at Lomonosov Moscow State University (LMSU, Russia) and University College HiST (Norway) during two semesters of the 2013-2014 academic year. Students enrolled in a preparatory English course at LMSU were randomly assigned to 2 experimental groups and 2 control groups. Students in the experimental groups took a series of PeLe supported grammar and vocabulary tests as volunteers using handheld devices. The control groups were tested by the traditional testing method--pen and paper. The analysis based on quantitative research data demonstrated that PeLe supported language classes resulted in language skill gains. Qualitative data analysis highlighted the positive effect of mobile formative assessment and of posttest activities on learner motivation and collaboration skills. This study suggests that the use of technology was effective in engaging students in enquiry-based tasks, to produce more output in the target language. [For full proceedings, see ED564162.]
Instructors' Attitudes towards CALL and MALL in L2 Classrooms
Author: Pagel, James W.
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Telecommunications,Handheld Devices,Technology Uses in Education,Teacher Attitudes,Educational Technology,College Faculty,Second Language Instruction,Comparative Analysis,Surveys,Private Colleges,Foreign Countries,Likert Scales,Technological Literacy,Teaching Methods,English (Second Language)

As part of an ongoing study on learners' and instructors' attitudes toward the use of computers and mobile devices in second-language (L2) learning situations, our purpose here is to identify how language instructors value the use of computers and mobile devices in their teaching. We compare the responses of a survey administered during the past four years to instructors within two faculties of a private university in Tokyo, Japan, with the responses collected from a similar survey administered in 2014 to instructors solicited through various Computer- Assisted Language Learning (CALL) organizations. The response rate for the in-house survey during the first three years was low; however, in 2015 the response rate was much higher, with responses from both full-time and part-time staff totaling 34. The survey responses from the CALL organizations totaled 121. The respondents' places of employment ranged from Europe to the Asia Pacific Rim. In addition to offering an interpretation of a sampling of the Likert scale items found on the surveys, the authors concentrate on comparing the comments offered by instructors regarding which skills they focus on in the CALL classroom, as well as what applications they encourage their students to use on their mobile devices. [For full proceedings, see ED564162.]
Learners' Agency in a Facebook-Mediated Community
Author: Wu, Greg Chung-Hsien
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Social Media,Vocabulary Development,Majors (Students),English (Second Language),Second Language Learning,Foreign Countries,College Students,Qualitative Research,Extracurricular Activities,Technology Uses in Education,Pretests Posttests,Questionnaires,Communities of Practice,Semi Structured Interviews

Agency, defined by Gao (2013) as learners' &quot;dynamic strategic behavior&quot; (p. 29) in response to contextual realities, has been central to educational undertakings. While the affordances of social networking sites like Facebook have been extensively examined in a number of educational studies, there has been a scarcity of research on critically appraising language learners' agency in the Facebook community. By exploring learners' agency, this study aims to unveil language learners' self-regulation, autonomous action, and decision-making. Five Taiwanese third-year English majors were recruited as case subjects for the qualitative inquiry. They participated in an extracurricular project for vocabulary learning in Facebook. Data triangulation comprised a set of pre- and post-vocabulary tests to investigate their progress in acquiring academic words, an open-ended questionnaire for their perceptions of the online learning experience, and the data of their postings and interactions in this Facebook community. Results from the in-depth interview reveal that learner agency in vocabulary learning via Facebook depends on their strategically selecting (1) academic words to post, (2) Google images to illustrate the referred words, and (3) online dictionary definitions. In addition, interactiveness and responsiveness among the Facebook community members support the creation of an &quot;affinity space&quot; (Gee, 2003) for the learners that stimulates a critical awareness of their self-regulation and learner autonomy. The pedagogical implication is that the Facebook-mediated community can enhance the interactive learning activity. [For full proceedings, see ED564162.]
Learning about Language Learning on a MOOC: How Massive, Open, Online and &quot;Course&quot;?
Author: Orsini-Jones, Marina
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Large Group Instruction,Technology Uses in Education,Online Courses,Educational Technology,Foreign Countries,Teacher Attitudes,Preservice Teachers,Student Attitudes,Blended Learning,Second Language Instruction,English (Second Language),Qualitative Research,Statistical Analysis,Diaries,Focus Groups,Online Surveys

This paper reports on an exploratory research project on the evaluation of the engagement with a Massive Open Online Course (MOOC) carried out by six members of staff and two &quot;expert students&quot; involved in the MA in English Language Teaching (ELT) in the Department of English and Languages at Coventry University (CU), United Kingdom, between November and December 2014. Its main aim was to investigate how both expert and trainee English teachers and teacher trainers would find the experience of engaging with a FutureLearn MOOC on this subject created by the University of Southampton in collaboration with the British Council--&quot;Understanding Language: Learning and Teaching.&quot; The participants involved agreed to record their thoughts while they were taking part in the MOOC and then met once per week for four weeks at the end of each MOOC unit to carry out a collaborative staff/student reflective evaluation of their experience. The paper will discuss the way in which the participants engaged with this project, which became a blended learning community of professional development practice linked to the global community of practice on the MOOC, and present their perspectives on the pros and cons of integrating a MOOC as an Open Educational Resource (OER) into an existing curriculum. [For full proceedings, see ED564162.]
The Integration of a Three-Year-Long Intercultural Collaborative Project into a Foreign Language Classroom for the Development of Intercultural Competence
Author: Hirotani, Maki
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Intercultural Communication,Cultural Awareness,Second Language Learning,Second Language Instruction,Social Media,Cooperative Learning,Program Descriptions,Video Technology,English (Second Language),Japanese,Foreign Countries,College Students,Questionnaires

Many studies on intercultural communication introduced how their collaborative projects were conducted. There are also several studies that discuss how intercultural collaborative activities can be integrated into a foreign language curriculum, as well as a big project (the INTENT project) that helps teachers integrate collaborative activities into their language curricula. Nonetheless, intercultural collaborative projects have not yet been mainstreamed for various reasons, such as insufficient pedagogical support from their institutions and a lack of interest in getting involved in projects among colleagues. We need to continuously examine and develop activities that can be relatively easily integrated into language curricula and that are appealing to more teachers to get involved in collaborative projects. Starting in the fall of 2013, we have been conducting a three-year experimental Facebook video project with learners of English in Japan and those of Japanese in the US. This paper will provide a brief overview of the Facebook collaboration projects and present the outcomes. [For full proceedings, see ED564162.]
The Use of Monolingual Mobile Dictionaries in the Context of Reading by Intermediate Cantonese EFL Learners in Hong Kong
Author: Zou, Di
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Dictionaries,Foreign Countries,Internet,Incidental Learning,Sino Tibetan Languages,Native Speakers,Reading Comprehension,Teaching Methods,Instructional Effectiveness,Inferences,Pretests Posttests,Language Tests,Scores

Previous studies on dictionary consultation investigated mainly online dictionaries or simple pocket electronic dictionaries as they were commonly used among learners back then, yet the more updated mobile dictionaries were superficially investigated though they have already replaced the pocket electronic dictionaries. These studies are also limited in that they concentrated generally on intentional learning and have not much inspected the significance of dictionary consultation for incidental learning. Moreover, most of them selected monosemous words as target lexical items, yet the learning of polysemous words has not been examined in depth. Therefore, in response to the call for research on the effectiveness of mobile dictionary consultation in promoting incidental learning of polysemy, we conducted an experiment among 82 intermediate Cantonese English as a Foreign Language (EFL) learners in Hong Kong, attempting to figure out what challenges these learners encountered while learning target words in the context of reading through consulting mobile dictionaries. These subjects were asked to comprehend a reading text with ten underlined target words, 32 of whom inferred meanings of these words and 50 looked them up using mobile dictionaries. The results of the study showed that mobile dictionaries facilitate word learning significantly, yet the format of these dictionaries is significant, and dictionary training is indispensable. [For full proceedings, see ED564162.]
Layers of CALL Hegemonies: An Iranian Experience
Author: Marandi, S. Susan
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Computer Assisted Instruction,Educational Technology,Second Language Instruction,English (Second Language),Internet,Cultural Awareness,Power Structure

It is a commonly held belief that today's &quot;Read/Write Web&quot; has given voice to previously unheard minorities, and that it has enabled all people with an Internet connection to participate in a new &quot;community-driven, participatory space&quot; (Richardson, 2010). Language teachers, no less than others, are also encouraged to believe that the prevalence of networking on the Internet is increasing the multiculturalism of learning and is breaking down cultural barriers. Such a potential obviously has particular relevance to teaching English as an international language and has led many teachers, ourselves included, to rely on the magic powers of the Internet to ensure that our learners have a real audience, thus motivating them to relate their language learning experience to their real-life concerns. However, our personal experiences have sometimes led us to almost unwillingly empathize with those who express concern that the image of a democratic Internet is in fact merely a mirage, all the more dangerous for creating the illusion of all people being given equal voice, while in fact repressing some voices in the most subtle of ways. In this paper, we would like to offer a somewhat different perspective on the hegemonies of Computer-Assisted Language Learning (CALL), first briefly offering our classification of e-learning/CALL hegemonies which builds on Lamy and Pegrum (2012), and then sharing first-hand experiences of some less-frequently explored layers of such hegemonies. We hope that sharing these experiences might be beneficial in highlighting the need for a more critical view toward CALL. [For full proceedings, see ED564162.]
Pedagogical Values of Mobile-Assisted Task-Based Activities to Enhance Speaking Skill
Author: Mohammadi, Mojtaba
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Technology Uses in Education,Telecommunications,Handheld Devices,English (Second Language),Second Language Instruction,Language Skills,Speech Skills,Computer Mediated Communication,Interaction,Teaching Methods,Interpersonal Relationship,Pretests Posttests,Program Effectiveness,Interpersonal Communication,Adolescents

The purpose of the present study was to examine the impact of online mobile-assisted task-based activities on improving Iranian intermediate English as a Foreign Language (EFL) learners' speaking skills. To achieve the purpose of the study, 90 intermediate language learners were selected ranging between 13 to 16 years old and divided into three interactive, non-interactive, and conventional groups. The interactive and non-interactive groups conducted online task-based speaking activities via WeChat mobile application. In the interactive group, the students were encouraged to interact among themselves on the topics from their course book. The non-interactive group experienced the same condition except that they were only supposed to have learner-teacher interactions with no interaction among peers. The conventional group followed the same task-based speaking activities within the class period but with the absence of technology. Data were collected administering the speaking section of Cambridge Preliminary English Test as pre- and post-tests. The results revealed that learners in the interactive group outperformed those in the face-to-face group regarding their speaking skills. [For full proceedings, see ED564162.]
TLC Pack Unpacked
Author: Oberhofer, Margret
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Languages for Special Purposes,Uncommonly Taught Languages,Indo European Languages,English,German,Greek,Italian,Spanish,Second Language Instruction,Caregivers,Migrants,Instructional Design,Foreign Countries

TLC Pack stands for Teaching Languages to Caregivers and is a course designed to support migrants working or hoping to work in the caregiving sector. The TLC Pack resources range from A2 to B2 level of the Common European Framework of Reference for Languages (CEFR), and will be made available online in the six project languages: Dutch, English, German, Greek, Italian and Spanish. TLC Pack will also be available as paper-based materials (PDF) and on a specially designed language learning platform (http://language-for-caregivers.eu). In this paper, we touch upon three challenges we faced during the development of the materials. [For full proceedings, see ED564162.]
A Critical Analysis of Learner Participation in Virtual Worlds: How Can Virtual Worlds Inform Our Pedagogy?
Author: Panichi, Luisa
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Criticism,Virtual Classrooms,Case Studies,Online Courses,Business English,Qualitative Research,Computer Simulation,Computer Assisted Instruction,Learner Engagement,Teaching Methods,Visualization,Instructional Innovation,Computer Mediated Communication,Foreign Countries

This paper reports on an exploratory case study of learner participation within the context of online language learning in virtual world platforms. Data for this investigation was collected through a case study of a Business English course within a qualitative Case-Study Research framework. This study examines learner activity in virtual worlds in relation to three main features of the platform: avatars, artefacts and spaces. The study makes use of &quot;Reflexivity&quot; and &quot;Exploratory Practice&quot; as its core methodological approach to the building of the case. The virtual world data is analysed from a multimodal perspective and makes use of &quot;visualization&quot; as the primary analytical tool. In an attempt to broach the Eurocall 2015 conference topic of Critical Computer-Assisted Language Learning (CALL), this paper will present and discuss three findings: a broadening of our understanding of learner participation in virtual worlds, the critical role played by course designers and teachers in the shaping of learner participation in virtual worlds, and the potential of virtual worlds as a tool for reflective practice and practitioner research. [For full proceedings, see ED564162.]