ethanporcaro/eric-fulltext-meta huggingface dataset:
Telecollaborative Desktop-Videoconferencing Exchange: The Case of Mark
Author: Martin, Véronique
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Videoconferencing,Second Language Learning,Second Language Instruction,Learning Motivation,Case Studies,French,North Americans,International Educational Exchange,Video Technology,Models,Autobiographies,Journal Writing,Electronic Mail,Surveys,Males,College Students,Cooperative Learning,Conversational Language Courses,Computer Mediated Communication,Qualitative Research,Questionnaires,Student Attitudes,Discourse Analysis,Cultural Awareness,Student Behavior,Communicative Competence (Languages)

This presentation is a case study of the Intercultural Communicative Competence (ICC) development of Mark, one of ten American students engaged in a desktop-videoconferencing telecollaborative exchange with a class of French students. Due in part to its inherent complexity, this context has not been widely researched. To observe ICC development, I used a combination of a priori categories based on the &quot;Attitude&quot; component of Byram's (1997) model, that is, the willingness to show value to one's partner or relativize one's self, and a set of emerging themes (Boyatzis, 1998) gathered from the data. The video-recorded sessions are analyzed in conjunction with data from background surveys, autobiographies, journal entries, and email exchanges. This methodology sheds light on the behavioral choices of a participant who, despite a high level of engagement and motivation, does not appear to take advantage of the exchange for the purpose of ICC development, a behavior that I noticed in other members of his class. While linguistic development can be observed, there is little display of &quot;self-relativizing&quot; and &quot;valuing others&quot; (Byram, 1997, p. 34). These results raise the question of how the methodology could be modified to better foster ICC development in students like Mark, or whether it is even possible to reach this goal within such a mediated environment. [For full proceedings, see ED565087.]
A Case Study on English Language Learners' Task-Based Interaction and Avatar Identities in Second Life: A Mixed-Methods Design
Author: Chen, Julian ChengChiang
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Second Language Learning,Second Language Instruction,Learning Strategies,Task Analysis,English (Second Language),Computer Assisted Instruction,Computer Simulation,Educational Research,Teaching Methods,Communication Strategies,Course Descriptions,Adult Learning,Cognitive Processes,Self Concept,Self Esteem,Computer Games,Mixed Methods Research,Grounded Theory

English as a foreign language (EFL) learners' language use in 3-D virtual environments is a vibrant avenue that still deserves more research attention in the field of CALL. To contribute research and pedagogical implications to the current Second Life (SL) literature, this study aims to examine EFL adult learners' use of communication strategies during task-driven, voice-based negotiation, as well as to explore their avatar identities during their language practices in a task-based virtual course in SL. Operationalized by task-based interaction, quantitative results show that confirmation checks, clarification requests and comprehension checks are the most frequently used strategies. The interrelationship among task types, negotiation and strategy use is also established--jigsaw task prompts the most instances of negotiation and strategy use. Qualitative results drawn from triangulation of multiple data sources reveal that SL is endorsed as a promising learning environment owing to its simulated immersion, augmented reality, tele/co-presence and masked identities via avatars. This study demonstrates that implementation of task-based instruction can be maximized by 3-D simulated features in SL. It also implicates that 1) twoway directed tasks with convergent and single-outcome conditions will stimulate more cognitive and linguistic processes of negotiation involving interactional modifications, and 2) avatar identities can boost EFL learners' sense of self-image and confidence. [For full proceedings, see ED565087.]
Supporting Content and Language Integrated Learning through Technology
Author: Gimeno-Sanz, Ana
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Course Content,Language of Instruction,Teacher Surveys,Secondary School Teachers,Teacher Attitudes,Foreign Countries,Programming,Computer Assisted Instruction,Audio Equipment

This paper describes Clilstore and how this tool can support Content and Language Integrated Learning (CLIL), which involves teaching a curricular subject through the medium of a foreign language, as was evidenced through data collected from two surveys conducted with secondary school teachers from various European countries. [For full proceedings, see ED565087.]
The Use of a Wiki at a College in Hungary as a Tool to Enhance Personal Learning
Author: Asztalos, Réka
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Electronic Publishing,Second Language Learning,Second Language Instruction,Teaching Methods,Lifelong Learning,Self Management,Task Analysis,Student Attitudes,Tourism,Undergraduate Students,English for Special Purposes,English (Second Language),Technology Uses in Education,Foreign Countries,Questionnaires,Self Evaluation (Individuals),Skill Development,Longitudinal Studies,Case Studies

Wikis have been extensively used in language teaching for collaborative writing. However, there are very few studies about wikis as holistic learning environments. To fill this niche, the present research project aimed to explore the potential of the wiki as a platform for knowledge building and personalized learning that may enhance lifelong learning and students' self-regulation. Individual learning paths were encouraged by the introduction of a personalized evaluation system, in which points were given for any task the students had completed. A further aim was to find out about students' perceived language development, their disposition towards the wiki and the evaluation system with the help of mid-course and end-of-course questionnaires. The participants of the study were 26 tourism BA students at a university in Budapest who used the wiki for all the three terms of their language course. Results show that the integration of a wiki in a professional English course in higher education is received positively by the students. [For full proceedings, see ED565087.]
The &quot;7 Keys of the Dragon&quot;: An E-Learning Gamelike Environment for Albanian and Russian
Author: Revithiadou, Anthi
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Russian,Indo European Languages,Heritage Education,Second Language Learning,Second Language Instruction,Open Source Technology,Learning Motivation,Fiction,Computer Games,Learning Activities,Scaffolding (Teaching Technique),Teaching Methods,Language Tests,Essays,Electronic Learning,Constructivism (Learning),Transformative Learning,Error Correction,Web Based Instruction,Foreign Countries,Greek,Language Acquisition,Elementary School Students

In this article we report on the development of an interactive open source extensible software, dubbed &quot;The 7 Keys of the Dragon,&quot; for the teaching/learning of Albanian and Russian to students (9-12 years old) with the respective languages as their heritage languages. Based on the assumption that games in language learning are associated with intrinsic motivation and meaningful exposure to the target language, the environment is set on the basis of a fictional storyline in which the wizard of a village is captured by a dragon. The user needs to go through certain learning tasks in order to collect enough points that would allow him/her to set the wizard free. A variety of scaffolding materials (synchronized audio texts, translations, glossaries), quiz types and in-class or at home activities accompany each of the ten texts that comprise the current version of the environment. The software is designed to provide real-time correction of all quizzes. A separate application for teachers facilitates essay correction and commenting on the students' language learning progress and achievements. The e-learning environment builds on &quot;constructivist&quot; and &quot;transformative pedagogy.&quot; [For full proceedings, see ED565087.]
Effects of Summary Writing on Oral Proficiency Performance within a Computer-Based Test for Integrated Listening-Speaking Tasks
Author: Lu, Zhihong
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Writing (Composition),English (Second Language),Second Language Learning,Second Language Instruction,Audio Equipment,Video Technology,Correlation,Pretests Posttests,Surveys,Test Items,Test Construction,Computer Assisted Testing,Oral Language,Language Proficiency,Statistical Analysis,Psychometrics,Computer Assisted Instruction,Language Tests,Listening Skills,Questionnaires,Test Anxiety,College Students,Student Attitudes

The effective design of test items within a computer-based language test (CBLT) for developing English as a foreign language (EFL) learners' listening and speaking skills has become an increasingly challenging task for both test users and test designers compared with that of pencil-and-paper tests in the past. It needs to fit integrated oral proficiency tasks into the framework of quantitative psychometric testing modes. It also needs to meet higher demands of test takers living in today's digitized world. To test if summary writing in integrated listening-speaking tasks is beneficial to EFL learners in decreasing their anxiety in the follow-up speaking task, a fifteen-week experiment was carried out at a CALL-based English audio-video speaking class (EAVSC). To measure the effects, both pre- and post-tests along with follow-up surveys were carried out. Analyses of correlated data show that there is a positive correlation between EFL learners' performance of summary writing and that of the follow-up oral test item, i.e. the personal statement. [For full proceedings, see ED565087.]
Peer Assessment in the Classroom Using Mobile Devices
Author: Pellowe, William
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Peer Evaluation,Handheld Devices,Feedback (Response),Audience Response Systems,Student Surveys,Online Surveys,Learning Modules,Item Response Theory,Computer Software,Data Analysis,Feasibility Studies

Peer feedback can engage the learning process, but collecting the survey data into a usable format can be time-consuming, which can deter classroom teachers from undertaking the kind of in-depth analysis for classroom research. To overcome this detriment, and in order to research the effects of learning by assessing, we created a peer feedback module (&quot;add-on&quot;) to a free, open-source student response system (SRS). Using this SRS, teachers create a survey for peer feedback. Students can access this survey through any web browser on any kind of device, from computers to smartphones, to rate their classmates' performances. The survey is reused for each feedback session. This module can output data files compatible with MFRM (many-faceted Rasch measurement) software, which allows teachers to analyse the collected data in a very short amount of time. [For full proceedings, see ED565087.]
Tableaux Vivants as Vehicles for Cultural Exchange
Author: Dias, Joseph V.
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Intercultural Communication,English (Second Language),Second Language Learning,Computer Mediated Communication,International Educational Exchange,Associative Learning,Simulation,Second Language Instruction,Prompting,Cultural Awareness,Web Sites,Foreign Countries,Spanish,High School Students,College Students,Vocabulary Development,College School Cooperation,Pictorial Stimuli,Cooperative Learning

Intercultural simulations, such as Barnga (Thiagarajan &amp; Steinwachs, 1990), along with the use of critical incidents (Gibson, 2002; Gropper, 1996), have long been a mainstay of intercultural communication courses and have found their way into English as a second language (ESL) and English as a foreign language (EFL) classrooms (Apedaile &amp; Schill, 2007). In this paper, a computer-mediated communication (CMC)-enhanced cultural exchange project, which is in the spirit of these intercultural simulations, will be described and evaluated. In the process of the exchange project, conducted between universities and high schools in Japan and the United States, students in the respective settings exchanged word associations and tableaux vivants based on the same word prompts. A variety of web tools facilitated the project: the forms and spreadsheets available through Google Drive to gather the word associations; word cloud creation websites to visually represent the word associations; as well as online forums for the two groups to exchange impressions and interpretations. It was found that the exchange facilitated interesting insights and interpretations and allowed for the critical analysis of the concept of culture itself. Some of the artifacts produced through a series of these exchanges will be shown and applications of the project to tandem language learning will be explained. [For full proceedings, see ED565087.]
The LMS Development for a Blended EFL e-Learning
Author: Okada, Takeshi
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Blended Learning,Management Systems,Electronic Learning,English (Second Language),Second Language Learning,Teaching Methods,Foreign Countries,Second Language Instruction,Reading Instruction,Language Teachers,Word Lists,Computer Assisted Instruction

This paper illustrates the general idea of an on-going project for the development of a new blended e-learning package for the English as a foreign language (EFL) reading instruction in Japanese universities. The authors want to draw the attention of the readers to the Learning Management System (LMS) of the package and focus on the role a new e-learning system plays in actual face-to-face classrooms. Through an e-learning system, an EFL teacher can browse particular words, phrases or sentences where his/her students have learning difficulty on a real-time basis on the tablet screen. Grasping graphically particular parts the students need to be instructed, the teacher can determine the level of teaching in response to the students' demands. The system is designed to generate word/phrase lists for individual learners' further self-learning. These word/phrase lists, accompanied by additional information about learning records such as date, passage ID, reading ease score, type/token ratio and lexical density, may function as eligible e-portfolios for both teachers and learners. Instead of getting involved in the discussion on the technical details of the e-learning system itself, the authors show how the actual EFL reading instruction and learning can dynamically be designed through a newly-proposed system that provides opportunities to share pedagogical issues with people working on similar project. [For full proceedings, see ED565087.]
Partial and Synchronized Captioning: A New Tool for Second Language Listening Development
Author: Mirzaei, Maryam Sadat
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Listening Skills,Listening Comprehension,Word Frequency,Character Recognition,Word Recognition,Metadata,Program Evaluation,Program Effectiveness,Usability,Educational Technology,Courseware,Reading Rate,Teaching Methods,Foreign Countries,College Students

This study investigates a novel method of captioning, partial and synchronized, as a listening tool for second language (L2) learners. In this method, the term partial and synchronized caption (PSC) pertains to the presence of a selected set of words in a caption where words are synced to their corresponding speech signal, using a state-of-the-art automatic speech recognition (ASR) technology. The system automatically selects words/phrases which are likely to hinder the learner's listening comprehension and discards the rest. To evaluate the system, the performance of 58 Kyoto University students was assessed by a listening comprehension test on TED talks, under three conditions: no caption, full caption and PSC. Analysis of results revealed that while reducing the textual density of captions to less than 30%, PSC realizes comprehension performance as well as the full caption condition. Moreover, it gains higher scores compared to other conditions for a new segment of the same video without any captions. The findings suggest that PSC can be incorporated into CALL systems as an alternative method to enhance L2 listening comprehension. [For full proceedings, see ED565087.]
A Context-Aware Solution in Mobile Language Learning
Author: Fatahipour, Majid
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Technology Uses in Education,Second Language Instruction,Teaching Methods,Context Effect,Models,Educational Technology,Individual Characteristics,Cognitive Style

Despite obvious benefits, some challenges exist in the way of sustainable utilization of mobile phone technology for language learning tasks. This paper shows how these challenges can be better addressed in the light of recent advancements in mobile phone technology, like context aware mobile learning, informed with a sound pedagogical basis for providing content. Since many models presented so far are either atheoretical or obtain their theory from fields other than language learning, we show how the Four Strands model (Nation, 2007) as an insider model can fit for this purpose, with its related tasks balancing the selected content used in customizing each learner profile, such as scanning data from background knowledge and location every few hours to trace if the user is following the same saved patterns and update the streamlined content when necessary. The resulting interactions are made possible and fit for the purpose through a novel context-aware framework which enables implementation of all Four Strands in language learning. [For full proceedings, see ED565087.]
The Euroversity Good Practice Framework (EGPF) and Its Application to Minority Languages and Elder Learners
Author: Motteram, Gary
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Language Minorities,Older Adults,Heuristics,Guidelines,Networks,Instructional Design,Computer Simulation,Case Studies,Program Descriptions,Course Evaluation,Feedback (Response),Indigenous Populations,Likert Scales,Uncommonly Taught Languages,Language Teachers,Questionnaires,Second Language Learning,Second Language Instruction

The Euroversity Network project (2011-2014) has built a Good Practice Framework (GPF) that functions as a heuristic for course and activity designers wishing to develop courses and other materials for use in a range of virtual worlds. This framework has been tested with a number of courses during the running of the project and the aim is that it will be useful for new designers as a starting point for their own ideas development. The GPF is still open for adjustment and negotiation and this paper shows how two new case studies that were not the direct focus of the project, minority languages and elder learners, help to expose some of the framework's weaknesses, but also many of its strengths. These case studies illustrate that a tool like the GPF can provide an effective mediating function for a variety of courses and other activity in virtual worlds. [For full proceedings, see ED565087.]
Corpus-Based Learning of Cantonese for Mandarin Speakers
Author: Lee, John
Date: 2014-08-00
Type: Reports - Research
Subjects: Computational Linguistics,Mandarin Chinese,Translation,Language Usage,Teaching Methods,Retention (Psychology),Sino Tibetan Languages,College Students,Sentences,Second Language Learning,Second Language Instruction,Foreign Countries,Vocabulary Development,Computer Assisted Instruction,Native Language

This paper reports our experience in using a parallel corpus to teach Cantonese, a variety of Chinese spoken in Hong Kong, as a second language. The parallel corpus consists of pairs of word-aligned sentences in Cantonese and Mandarin Chinese, drawn from television programs in Hong Kong (Lee, 2011). We evaluated our pedagogical approach with Mandarin-speaking students at a university course. For each student, we first diagnosed the set of Cantonese words with which s/he experienced difficulties. Then, on a web-based interface, the student independently searched in the parallel corpus for sentence pairs involving this set of Cantonese words, and analysed the translations and usage examples. Our experiments showed that, in both the short- and long-term, the corpus-based pedagogical method helped students better retain their knowledge of difficult Cantonese words. [For full proceedings, see ED565087.]
Student Engagement in Learning Vocabulary with CALL
Author: Stroud, Robert
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Learner Engagement,Vocabulary Development,Foreign Countries,College Students,Second Language Learning,Second Language Instruction,Teaching Methods,Learning Motivation,Student Surveys,Student Attitudes,English (Second Language),Online Systems

Ensuring that students are &quot;engaged&quot; in learning is a key concern for instructors across many fields. With regards to vocabulary in language learning, teachers should provide students with tasks which promote high levels of motivation and resultant engagement. The recent trend of online systems which have dynamic, collaborative, and even competitive style approaches can potentially take students to new levels of physical and psychological engagement in and out of the classroom. Despite newfound enthusiasm for such systems, there is currently little data regarding student engagement in using such systems when compared to textbooks or other more traditional paper-version approaches. Recent survey data from 131 Japanese university students on the use of a vocabulary learning system (Quizlet, http://quizlet.com) was collected. Findings unsurprisingly showed a clear improvement in the overall engagement of students through using an online system to learn vocabulary. However, a great deal more research is needed to ensure that such engagement amongst students actually leads to better learning and acquisition of words compared to traditional paper-based learning methods. [For full proceedings, see ED565087.]