ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating a Novel CALL Tool for the Development of Oracy and Academic Language in Young English Language Learners
Author: Feroce, Nick
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Oral Language,Second Language Learning,Second Language Instruction,Teaching Methods,Computer Assisted Instruction,Language Proficiency,Scores,English (Second Language),Elementary School Students,Outcomes of Education,Academic Language,English Language Learners,Kindergarten,Program Effectiveness,Comparative Analysis,Blended Learning

This study examines the relationship between English language proficiency outcomes and the use of a Computer-Assisted Language Learning (CALL) tool that is designed to strengthen the academic English and oral proficiency skills of young English Learners (ELs). We compare scores on a standardized English language proficiency assessment for 2,034 ELs from kindergarten through Grade 5 in the US who either used the CALL tool during the 2020-2021 academic school year (n=1,478) or did not (n=556). Descriptive analyses show larger scores for students who used the program than those who did not, and this was seen across student demographic subgroups. Statistical analyses reveal that this difference is significant even when accounting for student demographics and enrolled school and that greater program use is related to higher proficiency scores. The largest effects are seen for oral proficiency scores. The study raises implications for use of CALL tools in contexts where English is the language of education. [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.]
Evaluation of the DDL Training Workshop for In-Service Chinese Language Teachers
Author: Chang, Li-ping
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Language Teachers,Second Language Learning,Second Language Instruction,Teacher Workshops,Learning Analytics,Data Analysis,Teaching Methods,Teacher Attitudes,Mandarin Chinese,Computational Linguistics,Instructional Design,Individual Characteristics,Language Variation,Foreign Countries

In this study, we held a 12-hour workshop focused on training the Data-Driven Learning (DDL) approach for in-service Chinese teachers aiming to implement this pedagogy in Mandarin Chinese classrooms in the future. We analyzed data from a postworkshop questionnaire to understand how the individual-level traits of Chinese teachers (such as their experience, ability, and motivations) relate to their integration of corpus-based methods. The questionnaire results indicate that teacher confidence in using the corpus is critical for the future application of DDL in teaching Chinese as a second language. Teachers who use corpus-based pedagogies are more positive at designing and guiding DDL activities and are more willing to practice DDL in language classes. [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.]
Easy as ABC: Using LARA to Build Multimedia Alphabet Books
Author: Akhlaghi-Baghoojari, Elham
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Alphabets,Childrens Literature,Electronic Books,Second Language Learning,Educational Technology,Open Educational Resources,Reading Instruction,Reading Material Selection,Computer Assisted Instruction,Arabic,English (Second Language),Indo European Languages,French,Hebrew,Sign Language,Irish,Slavic Languages,Ukrainian,Multimedia Materials

We present a study in which multimedia alphabet books were constructed for ten languages using the Learning And Reading Assistant (LARA) platform. We describe the alphabet books we built, the different design features they instantiate, and an initial evaluation using an anonymous online questionnaire. Links are provided to the books themselves, which are freely available on the web. [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.]
Chatbots in Language Learning: AI Systems on the Rise
Author: Godwin-Jones, Robert
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Artificial Intelligence,Computer Assisted Instruction,Technology Uses in Education

The use of chatbots in language learning has been on the rise. In recent Computer-Assisted Language Learning (CALL) research, there is a consensus that rule-based, scripted voice systems are optimal for language learning. Such systems integrate well into instructed language learning in that interactions with the user are predictable and controlled. Open, AI-based voice systems (such as in personal assistants like Siri) do not provide that degree of task-oriented learning. However, the argument is made here that they have the potential to provide open-ended conversational practice and language development which aligns with an ecological, usage-based perspective on language development. [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.]
Computer-Assisted Pronunciation Training in Icelandic (CAPTinI): Developing a Method for Quantifying Mispronunciation in L2 Speech
Author: Richter, Catlin
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Indo European Languages,Second Language Instruction,Pronunciation,Computer Assisted Instruction,Instructional Effectiveness,Feedback (Response),Error Correction,Norwegian,Electronic Learning,Foreign Countries

We are developing a Computer-Assisted Pronunciation Training (CAPT) system for learners of Icelandic as a second and foreign language (L2). Based on pre-designed tasks in pronunciation exercises, this system will provide corrective feedback on learners' speech. One of the main features we are implementing is a new method for automatic pronunciation scoring to provide immediate feedback on learners' errors. We report promising results for a pilot study of this method in Norwegian, where the pronunciation score successfully distinguishes between native speakers and adult learners, and we discuss how this method informs our continued development of Icelandic CAPT. [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.]
ESPACE L2: Exploring Spacing Effects in Explicit and Implicit Online Learning of L2 English
Author: Whyte, Shona
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Learning Processes,Retention (Psychology),Syntax,Incidental Learning,Vocabulary Development,Learning Activities,Linguistic Input,Language Tests,Computer Assisted Instruction,Receptive Language,Expressive Language,Feedback (Response),Test Items,English (Second Language),Program Descriptions,Undergraduate Students,Foreign Countries

Language researchers and teachers have long been interested in the timing of learning, and the distributed practice effect, whereby greater inter-session intervals result in longer retention, is well-known (Kim &amp; Webb, 2022). Many L2 studies have focused on the intentional learning of lexis (Edmonds, Gerbier, Palasis, &amp; Whyte, 2021), neglecting implicit learning and syntactic development (Rogers, 2021). The present project includes both explicit vocabulary learning activities and incidental exposure to a complex syntactic structure via a bespoke online L2 English learning platform. The goal is to investigate the two types of learning in two spacing conditions. This paper describes (1) the learning activities created to present opportunities for explicit vocabulary learning and the concealed syntactic input, and (2) the tests used to evaluate participants' receptive and productive knowledge of target items. It aims to inform computer assisted language learning design with respect to pedagogical progression, learning activities, feedback, and learning schedules. [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.]
Differences in the Effectiveness of Remote Online Teaching and Face-to-Face On-Campus Teaching Using the DDL Approach in L2 English Verb-Noun Collocations
Author: Satake, Yoshiho
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Vocabulary Development,Undergraduate Students,Verbs,Nouns,Teaching Methods,Memorization,Foreign Countries,Data Use,Online Courses,In Person Learning,College Freshmen,Electronic Learning

This study explores the effectiveness of Data-Driven Learning (DDL) approach to second-language (L2) English vocabulary learning in on-demand online distance learning at a private university in Tokyo, Japan. The participants were 49 Japanese undergraduates, intermediate L2 English learners at the B1 level in the Common European Framework of Reference for languages (CEFR). The experimental group consisted of 25 students who completed verb-noun collocation correction tasks between the pre-test, and the post- and delayed post-tests. The control group consisted of 24 students who took the tests but did not perform the error correction task. The results show that for memorizing verb-noun collocations, on-demand online DDL -- in which learners refer to screenshots of concordance lines -- is as effective as DDL in a traditional on-campus setting, where learners search the Corpus of Contemporary American English (COCA) for themselves, even though the learning activities in remote online on-demand and face-to-face on-campus DDL are not exactly the same. This study suggests the potential of DDL in online on-demand classes. When a variety of teaching methods are being explored, DDL seems a viable option as an approach to L2 teaching. [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.]
How COVID-19 Has Impacted the Needed Resources of Arts Graduates. SNAAP DataBrief. Volume 9, Number 1
Author: Skaggs, Rachel
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Art Education,Graduates,Artists,Needs,Resources,COVID-19,Pandemics,Interprofessional Relationship,Equipment,Business Skills,Social Isolation,Space Utilization

Structures like labor market uncertainty and the demands of the art world shaped what resources arts alumni needed before the pandemic. The specific changes and challenges brought on by COVID-19 are shaping the resources arts graduates need most now. Broadly, artists indicated that the resources most needed during this time were related to professional networks, physical space and equipment, and business advising. As prior SNAAP research firmly establishes, artists need their network, but isolation emerged as the most frequent problem among interviewees. [This research was supported by The Ohio State University Global Arts + Humanities Discovery Theme and by Arts + Design Alumni Research, d.b.a. SNAAP.]
The Role of Learners&apos; Memory in App-Based Language Instruction: The Case of Duolingo
Author: Vasileiou, Iro
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Computer Software,Second Language Learning,Second Language Instruction,Vocabulary Development,Independent Study,Translation,Task Analysis,Syntax,Adult Learning,Short Term Memory,Individual Differences,Visual Perception,Navajo,Word Recognition,Accuracy,Computer Assisted Instruction,Foreign Countries

The current study investigated the role of visual short-term memory, working memory, and declarative memory as individual differences in the earliest stages of vocabulary and syntactic learning in &quot;Duolingo&quot;-based language instruction. Thirty-eight L1-Greek adults completed memory tasks and engaged in learning Navajo on &quot;Duolingo.&quot; Subsequently, vocabulary and syntax were assessed respectively via a word recognition, a word translation, and a grammaticality judgement task. Multiple regression analyses revealed an advantage for distributed practice both in vocabulary and syntax, after controlling for amount of practice. Further, declarative memory played a significant role in learning syntax and vocabulary, when measured in a word translation task. Extending the analysis for the first time to app-based environments, the results of the present study confirm the importance of declarative memory and distributed practice in adult acquisition of L2 vocabulary and syntax. [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.]
How COVID-19 Has Impacted the Needed Skills of Arts Graduates. SNAAP DataBrief. Volume 9, Number 2
Author: Skaggs, Rachel
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Art Education,Graduates,Artists,Needs,COVID-19,Pandemics,Skills,Skill Development,Cooperation,Technological Literacy,Interpersonal Competence,Money Management,Business Skills,Entrepreneurship,Interprofessional Relationship

Arts alumni pursued and refined a variety of skills during the pandemic. Among these skills were an increased need for the kinds of financial and business management, entrepreneurial, and networking skills that are well-established in past SNAAP research. Aside from these established skill needs, two broad categories of skill emerged as increasingly relevant compared to pre-pandemic artistic work: technological skills and skills related to interpersonal relationships and working collaboratively. [This research was supported by The Ohio State University Global Arts + Humanities Discovery Theme and by Arts + Design Alumni Research, d.b.a. SNAAP.]
The Use of Machine Translation in L2 Education: Japanese University Teachers&apos; Views and Practices
Author: Ohashi, Louise
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Translation,Second Language Learning,Second Language Instruction,Computational Linguistics,Teacher Attitudes,Teaching Methods,Cheating,Language Teachers,Universities,College Faculty,Language Skills,Instructional Effectiveness,Foreign Countries

Machine Translation (MT) is receiving increasing attention within language education due to both its affordances and the potential it offers for academic misconduct. To understand more about teachers' views and practices, a survey was conducted with 153 foreign language (L2) educators who teach at Japanese universities. The survey examined their; (1) use of MT to assist with L2 reading, writing, speaking, and listening, both personally and in their courses; (2) views on MT in language education; and (3) knowledge of how to help students use MT effectively and their willingness to learn about this. The results indicated that most teachers supported the use of MT as a learning tool, but many had concerns over its misuse. Few felt they had enough knowledge to guide students toward effective use and the vast majority wanted to learn more about how to do so. These findings highlight a need for teacher support and underscore the necessity of more research and workplace discussions on the integration and regulation of MT within L2 education. [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.]
Blended Mobility Project: Ireland, Germany, and Spain
Author: Carthy, Úna
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Blended Learning,Foreign Countries,Student Mobility,Computer Mediated Communication,Global Approach,Citizenship Education,College Students

Within the parameters of the new Erasmus programme, this Blended Intensive Programme (BIP) combines virtual exchange with physical mobility. There were three institutions involved in this project: Letterkenny Institute of Technology, Ireland, Hochschule Bremerhaven, Germany, and Malaga Healthcare College, Spain. The virtual exchange ran for five weeks from November to December 2021 and the physical mobility took place in Bremerhaven in the first week of April 2022. Twenty-seven participating students from diverse academic backgrounds engaged in shared tasks during the virtual exchange on a Blackboard platform, hosted by Letterkenny Institute of Technology and were awarded two ECTS credits, which was embedded into their local curricula. Content was delivered using both synchronous and asynchronous tools. The topic was global citizenship and students collaborated in multicultural teams to create presentations on their chosen topics. In addition to this team work, they also shared their individual insights into the course content by posting to a discussion forum in Weeks 1, 3, and 4. [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.]
Using the Bilingual Corpus of Romanian Academic Genres (ROGER) Platform to Improve Students&apos; Academic Writing
Author: Oravi?an, Alexandru
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Romance Languages,Academic Language,Computational Linguistics,Phrase Structure,Writing Skills,Undergraduate Students,Teaching Methods,Learning Management Systems,Writing Assignments,Native Language,English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Bilingualism,Interlanguage,Interference (Language)

Learner corpora of written texts from academic writing assignments provide a practical resource for students, particularly in fostering academic writing skills. One such corpus is the newly available ROGER (Corpus of Romanian Academic Genres), a bilingual comparable corpus containing learner discipline-specific academic writing data in Romanian native language (L1) and English as a foreign language (L2). This paper aims to illustrate a series of academic writing teaching approaches supported by the ROGER platform (launched in May 2022) to be applied by tutors in an academic writing classroom setting. The results are structured according to Ädel's (2010) methodological model for fostering rhetorical functions and specific phraseology in academic writing, coupled with addressing metadiscourse markers to better assist in the enhancement of students' academic writing skills at the university undergraduate level. [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.]
Does Participating in a Telecollaborative Project Foster the Acquisition of Apologies? Insights from the English for Specific Purposes Context
Author: Di Sarno-García, Sofia
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: English for Special Purposes,Correlation,Second Language Learning,Second Language Instruction,Speech Acts,Pragmatics,Role Playing,Comparative Analysis,Teaching Methods,Computer Mediated Communication,Spanish,In Person Learning,Task Analysis,Foreign Countries,Engineering Education,Aerospace Education,Videoconferencing,Intercultural Communication,Native Speakers,Cooperative Learning,Undergraduate Students,Taxonomy,Computational Linguistics

The aim of the study was to investigate whether telecollaboration is a suitable environment for the acquisition of the speech act of apologies. Participants were aerospace engineering students from the Universitat Politècnica de València (Spain) who performed six open role-plays to elicit apologies. The Control Group (CG, n=17) carried out the task in pairs with their Spanish classmates in a Face-To-Face (FTF) setting, while the Experimental Group (EG, n=7) conducted the task with first language (L1) or highly proficient speakers of English from the University of Bath (UK) through synchronous Zoom sessions. The results of the descriptive analysis revealed a higher tendency of improvement in the EG, which also used a higher number of strategies compared to the CG. Findings from the quantitative analysis carried out through an Eta coefficient revealed a significant correlation (r=0.71) between the number of strategies used and the modality where they were performed. [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.]
Comparative Analysis of Students&apos; Views of Online Learning in the First and Second COVID-19 Semesters: Examples from Türkiye, Poland, Republic of North Macedonia, and Bosnia and Herzegovina
Author: Hatipoglu, Çiler
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Student Attitudes,Cultural Differences,Educational Change,Interaction,Attitude Change,Teacher Student Relationship,Student Adjustment,Computer Literacy,Barriers,Peer Relationship,Semester System,Study Habits,Mental Health,College Students

The abrupt change from face-to-face to Online Learning (OL) in the emergency COVID-19 semester surprised and forced students to alter their study habits. Then came the second online period, and students were expected to be happier and more successful since now they were familiar with OL. Was this the case? Had the ways students learned, their perceptions of human interactions among teachers and students in OL, their opinions on the learning environment and their computer literacy changed? Our paper aims to answer those questions using comparative analyses of data sets from the first and second OL periods and attempts to uncover the positive and negative shifts and the topics that remained unchanged. The study's findings show that COVID-19 related educational changes had multidirectional influences on students' learning, ingroup interactions, and views about education and OL. Hopefully, the empirical data collected in this study will provide valuable information about OL's immediate and prolonged effects. [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.]
Using LARA to Create Annotated Manuscripts and Inscriptions for Museums: An Initial Feasibility Study
Author: Bédi, Branislav
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Museums,Exhibits,Documentation,Translation,Written Language,Indo European Languages,Poetry,Ideography

We argue that museums presenting exhibits of ancient texts may be able to benefit from accompanying them with annotated electronic versions. We present a short study using two sample annotated texts built using the Learning And Reading Assistant (LARA) platform for a fragment of an Old Norse manuscript and an inscription in Ancient Egyptian hieroglyphs respectively. The results of an online questionnaire suggested that people already interested in ancient languages would view the idea very positively. [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.]