ethanporcaro/eric-fulltext-meta huggingface dataset:
A Pre-Mobility eTandem Project for Incoming International Students at the University of Padua
Author: Griggio, Lisa
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Universities,Foreign Students,Foreign Countries,Student Mobility,Management Systems,Exchange Programs,International Cooperation,Educational Cooperation,Higher Education,Program Descriptions,Social Media,Computer Mediated Communication,Electronic Learning,Critical Thinking,Cultural Awareness,Italian,Second Language Learning,College Students

This study focuses on a strategic partnership with students from the University of Padua and international students coming to Padua mainly in the setting of Erasmus student mobility and exchange programs. The project is designed specifically for incoming international students to facilitate their integration into the Italian higher educational learning environment. They can practice their Italian, have practical information about Padua and its university, and get to know local students with whom they can possibly have face-to-face relationships after their arrival. The online exchange--based on the principles of tandem learning--is carried out in the setting of a one-to-one and a many-to-many interaction using different technological tools which include a dedicated institutional Moodle platform, a social Facebook area restricted to the eTandem community and other networking systems such as Skype, e-mail, chat and WhatsApp. We have found that the project helps both Italian and international students develop their digital, linguistic and intercultural competencies, boosts their critical thinking and cultivates their curiosity towards others. It facilitates international students' integration into their target country/university/culture. [For the complete volume of short papers, see ED572005.]
The Effects of Multimodality through Storytelling Using Various Movie Clips
Author: Kim, SoHee
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Story Telling,Multimedia Instruction,Films,Auditory Stimuli,Visual Stimuli,English (Second Language),Second Language Instruction,College Students,Foreign Countries,Language Proficiency,Video Technology,Surveys

This study examines the salient multimodal approaches for communicative competence and learners' reactions through storytelling tasks with three different modes: a silent movie clip, a movie clip with only sound effects, and a movie clip with sound effects and dialogue. In order to measure different multimodal effects and to define better delivery modes, three one-shot commuter-based tests for each mode and one survey were conducted. Three tasks were administered on the websites specially designed for the study using Flying Popcorn 7.0, a web authoring programme. After viewing each movie clip, participants were asked to immediately record a one-minute story. There were 90 Korean English learners who attended academic English classes at a university located in South Korea. The results showed that there was a significant difference in their speaking performance when using the movie clip with sound effects and dialogue. In the survey, participants responded that the movie clip with sound effects and dialogue provided a good way to assess speaking and listening within a given time frame. [For the complete volume of short papers, see ED572005.]
Task-Oriented Spoken Dialog System for Second-Language Learning
Author: Kwon, Oh-Woog
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Task Analysis,Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Dialogs (Language),Teaching Methods,Computer Software,Scripts,Statistical Analysis,Student Surveys,English (Second Language),Native Speakers,Language Teachers,Foreign Countries,Oral Language

This paper introduces a Dialog-Based Computer Assisted second-Language Learning (DB-CALL) system using task-oriented dialogue processing technology. The system promotes dialogue with a second-language learner for a specific task, such as purchasing tour tickets, ordering food, passing through immigration, etc. The dialog system plays a role of a ticket agent, a waiter, or an immigration officer at each task and the learner completes the task through talking with the system in the second-languages. The system gives a new situation of the task at every trial, so that the learner could have a different experience and learn various expressions in the same task. Our DB-CALL system is based on a task-oriented dialog system consisting of a language understanding module using a structural support vector model and a dynamic dialog graph based dialog management module. Our task-oriented dialog system is trained from the intention-annotated real dialog scripts. The experiments for the performance of our proposed dialog system show the average task success rate of 85.52%, the average turn success rate of 85.32%, and the average turn length of 14.61. In a satisfactory survey targeting the subjects, the subjects agreed that our system makes them learn the second-language more efficiently and with less effort. [For the complete volume of short papers, see ED572005.]
The Multimodality of Lexical Explanation Sequences during Videoconferenced Pedagogical Interaction
Author: Holt, Benjamin
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Semiotics,Preservice Teachers,Videoconferencing,Second Language Instruction,Undergraduate Students,Business Administration Education,French,Language Teachers,Nonverbal Communication,Classification

This study aims to identify and analyze the ways in which semiotic resources are orchestrated by teacher-trainees during videoconferenced French foreign language teaching. Our corpus is made up of six weeks of interaction between seven teacher trainees enrolled in a master's program at Université Lumière Lyon 2 in France and 12 undergraduate business students at Dublin City University in Ireland. 15.5 hours of video data were transcribed using ELAN, and 195 lexical explanation sequences were identified. These sequences were categorized according to whether the lexical problem came from an inability to understand or an inability to speak, and were then split into phases according to a three-step canonical model (Lauzon, 2008). During each phase we look at which semiotic resources were used, combined and co-contextualized by the teacher trainees. Our methodology, which will be used to complete our PhD project, is outlined here as well as preliminary results. [For the complete volume of short papers, see ED572005.]
The Exercise: An Exercise Generator Tool for the SOURCe Project
Author: Kakoyianni-Doa, Fryni
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Foreign Countries,Language Processing,Web Based Instruction,Learning Activities,Instructional Materials,French,Integrated Learning Systems

The Exercise, an Exercise generator in the SOURCe project, is a tool that complements the properties and functionalities of the SOURCe project, which includes the search engine for the Searchable Online French-Greek parallel corpus for the UniveRsity of Cyprus (SOURCe) (Kakoyianni-Doa &amp; Tziafa, 2013), the PENCIL (an alignment tool) (Kakoyianni-Doa, Antaris, &amp; Tziafa, 2013), and the Synonyms and the Library tools. These are designed as freely available resources for language processing, easy to use by teachers and learners. The Exercise tool enables teachers to create either online activities or print out paper-based worksheets, including a variety of texts and activities on topics, in a variety of exercise types (e.g. multiple choice, word, phrase or sentence matching, filling the gaps with missing words/phrases, text reconstruction, listening, etc.). [For the complete volume of short papers, see ED572005.]
An Audio-Lexicon Spanish-Nahuatl: Using Technology to Promote and Disseminate a Native Mexican Language
Author: García-Mencía, Rafael
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Spanish,American Indian Languages,Audio Equipment,Dictionaries,Telecommunications,Handheld Devices,Volunteers,Vocabulary Development,Educational Resources,Native Language,Second Language Learning,Children,Youth,Computer Assisted Testing,Educational Technology,Foreign Countries,Language Skill Attrition,Mexicans,Language Maintenance,American Indians

This research focuses on the design of resources for both reappraising the knowledge of a native language for those who speak or have notions of Nahuatl, and getting familiar with terms for those who do not speak this language. An audio-lexicon Spanish-Nahuatl, ALEN, was developed taking advantage of new technologies, especially mobile devices and gadgets, as an opportunity to reach children and youth mainly. A beta version of ALEN has been tested by volunteers with very promising results. Examinations of knowledge of Nahuatl language before and after one week of use of ALEN have shown that most volunteers improved their vocabulary. [For the complete volume of short papers, see ED572005.]
The Digichaint Interactive Game as a Virtual Learning Environment for Irish
Author: Ní Chiaráin, Neasa
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Second Language Instruction,Technology Uses in Education,Educational Technology,Educational Games,Computer Games,Irish,Program Effectiveness,Audio Equipment,Simulated Environment,Pretests Posttests,Questionnaires,Likert Scales,Secondary School Students,Student Attitudes,Foreign Countries

Although Text-To-Speech (TTS) synthesis has been little used in Computer-Assisted Language Learning (CALL), it is ripe for deployment, particularly for minority and endangered languages, where learners have little access to native speaker models and where few genuinely interactive and engaging teaching/learning materials are available. These considerations lie behind the development of &quot;Digichaint,&quot; an interactive language learning game which uses &quot;ABAIR&quot; Irish TTS voices. It provides a language-rich learning environment for Irish language pedagogy and is also used as a testbed to evaluate the intelligibility, quality and attractiveness of the &quot;ABAIR&quot; synthetic voices. [For the complete volume of short papers, see ED572005.]
Investigating the Affective Learning in a 3D Virtual Learning Environment: The Case Study of the Chatterdale Mystery
Author: Molka-Danielsen, Judith
Date: 2016-08-00
Type: Reports - Research
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Simulated Environment,Second Language Instruction,Educational Games,Interviews,Foreign Countries,English (Second Language),Higher Education,Student Attitudes

This research is motivated by the emergence of virtual technologies and their potential as engaging pedagogical tools for facilitating comprehension, interactions and collaborations for learning; and in particular as applied to learning second languages (L2). This paper provides a descriptive analysis of a case study that examines affective learning outcomes. We present an extension of an Affective Learning Model (ALM) in light of gaming in a 3D Virtual Learning Environment (VLE) in support of an L2 course. We identify affordances while applying an example of a serious game within the selected VLE. The findings of this case investigation give evidence that the gaming activities supported affective learning outcomes. This finding aligns with prior research of the ALM. Our research is based on a set of data collected during a case study as part of Euroversity, a three-year European Commission Project (2011-2014). [For the complete volume of short papers, see ED572005.]
Can a &quot;Shouting&quot; Digital Game Help Learners Develop Oral Fluency in a Second Language?
Author: Grimshaw, Jennica
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Instruction,Teaching Methods,Computer Assisted Instruction,Computer Games,Educational Games,Telecommunications,Handheld Devices,Language Fluency,English (Second Language),Control Groups,Experimental Groups,Conventional Instruction,Pretests Posttests,Program Effectiveness,Foreign Countries,Statistical Analysis

This study examines the development of oral fluency in a Computer-Mediated Communication (CMC) environment that uses a &quot;shouting&quot; digital game as a pedagogical tool: Spaceteam ESL4. Spaceteam ESL is a game for mobile devices that involves time-sensitive aural exchanges among players (English learners), with great potential to promote fluency development (via speed) in a non-threatening environment (mediated by the game, a CMC tool). 20 high-beginner/low-intermediate English as a Second Language (ESL) learners participated in the study, divided into two groups: an experimental group (n = 11), which played the game for 15 minutes as a warm-up in class for a period of six weeks, and the control group (n = 9), which was engaged in &quot;traditional&quot; classroom activities such as info gap, story retelling, and other interactive activities for the same period of time. The study followed a mixed-methods design with pre-, post-, and delayed post-tests to measure developments in oral fluency (measured via the computation of number of syllables per second). The results suggest that mobile games such as Spaceteam ESL have the potential to assist in fluency development, but further investigation is needed. [For the complete volume of short papers, see ED572005.]
Students' Perceptions of Online Apprenticeship Projects at a University
Author: Kikuchi, Hisayo
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Apprenticeships,Foreign Countries,Mentors,Handheld Devices,Telecommunications,College Freshmen,Universities,Questionnaires,Likert Scales,Video Technology,English (Second Language),Second Language Instruction

The purpose of this study is to examine the impact of a hybrid apprenticeship model in the context of university level English education in Japan. The focus is on freshman perceptions and attitudes toward their English learning. For this study, seniors were asked to create brief videos in English sharing study strategies, helpful student life tips, and advice regarding study abroad programs. The study examined (1) the improvement of the freshmen's smartphone video assignments before and after they viewed the seniors' videos discussed above, and (2) pre- and post-questionnaires with four Likert-scale items and one open question. These results show that the apprenticeship videos can not only serve as modeling but also foster scaffolding outside of the classroom. [For the complete volume of short papers, see ED572005.]
HR4EU--A Web-Portal for E-Learning of Croatian
Author: Filko, Matea
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Serbocroatian,Second Language Instruction,Web Sites,Educational Technology,Technology Uses in Education,Cultural Awareness

In this paper, we present the HR4EU--a web portal for e-learning of Croatian. HR4EU is the first portal that offers Croatian language courses which are free-of-charge and developed by language professionals. Moreover, HR4EU also integrates bidirectional interaction with some of the previously developed language resources for Croatian. The HR4EU portal offers three general (beginner, intermediate, advanced) and two specialized (Croatian for business users, Croatian for students) Croatian language courses. Apart from language courses, the portal also offers information about Croatia presented via interactive maps, as well as other information, which can be useful to foreigners living or studying in Croatia. Moreover, HR4EU introduces users to language resources and shows them how they can efficiently be used when learning a new language on their own. [For the complete volume of short papers, see ED572005.]
Implications on Pedagogy as a Result of Adopted CALL Practices
Author: Pagel, James W.
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Grammar,Vocabulary Development,Memorization,Student Centered Learning,Student Surveys,Student Attitudes,Translation,Foreign Countries,Longitudinal Studies,Language Teachers,Telecommunications,Handheld Devices,Computer Attitudes,Communicative Competence (Languages),Teacher Attitudes,College Faculty,College Students,Likert Scales,Teacher Surveys

As part of a longitudinal study on learner and instructor attitudes and patterns of computer and mobile device usage, we have attempted to identify how language instructors and students value their use in L2 learning. During the past five years at Aoyama Gakuin University (AGU) in Tokyo, we have surveyed both students and instructors annually in two separate schools. In the present study, results from the surveys administered to both students and instructors within the two schools are examined and compared, with a focus exclusively on the survey questions corresponding to pedagogically-related issues. Overall, the results show a steady movement on the part of instructors away from a more traditional approach to teaching English, emphasizing grammar and vocabulary memorization, to a more communicative-based approach. Similarly, survey responses from students revealed a clear preference for learner-centered classroom instruction over a traditional grammar-translation and teacher-centered approach. [For the complete volume of short papers, see ED572005.]
What Students Think and What They Actually Do in a Mobile Assisted Language Learning Context: New Insights for Self-Directed Language Learning in Higher Education
Author: García Botero, Gustavo
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Computer Oriented Programs,College Students,Second Language Instruction,Educational Technology,Technology Uses in Education,Student Motivation,Surveys,Semi Structured Interviews,Value Judgment,Foreign Countries,Questionnaires

In an attempt to understand whether Mobile-Assisted Language Learning (MALL) could foster students' self-directed learning, this paper analyzes a self-directed learning experience by means of a language app: Duolingo. In this study, higher education language students were encouraged to use Duolingo outside of the classroom. The data collected via app tracking, surveys and semi-structured interviews reveal that the low activity in the app contrasts the high value students attribute to it. Students indicated that the low activity is due to other obligations in their lives. They also expressed the need of external motivation to finish the course. The study suggests that mentoring and modeling are still needed in the development of self-directed study skills and it highlights the importance of implementing different data collection techniques to understand what students think and do in MALL. [For the complete volume of short papers, see ED572005.]
Demystifying Pronunciation with Animation
Author: Ward, Monica
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Animation,Pronunciation,Orthographic Symbols,Computer Graphics,Irish,Teaching Methods,Educational Strategies,Foreign Countries

The orthographical depth of a language impacts on a learner's ability to learn a language (Katz &amp; Frost, 1992). If it is easier for learners to read the language as it is written, it will make the learning process easier. One way to address the problem of orthographically deep or opaque languages where the pronunciation is not very easy to determine is to demystify its pronunciation by using animation. This involves showing learners graphically how a combination of certain letters or diacritics produces a particular sound. This is particularly useful when the combination is different to what might be expected given the learner's knowledge of how those letters or symbols sound individually. This is also important when two orthography systems may appear similar on a superficial level but are actually different. This paper provides an overview of the animation component of the CALLIPSO system--a CALL resource for Irish orthography and pronunciation. Irish uses the same letters as the English alphabet but there are differences in the letter-sound correspondences. In the animation component, words are passed to the animation tool which demonstrates how each combination of letters gives rise to the overall pronunciation of the word. The tool is language independent and can be used for languages other than Irish. [For the complete volume of short papers, see ED572005.]
A CALL for Evolving Teacher Education through 3D Microteaching
Author: Pappa, Giouli
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Microteaching,Computer Assisted Instruction,Teacher Education Programs,Masters Programs,Peer Teaching,Student Journals,Foreign Countries,Language Teachers,Graduate Students,Virtual Classrooms,Distance Education,Second Language Learning

This paper describes micro-teaching delivery in virtual worlds. Emphasis is placed on examining the effectiveness of Singularity Viewer, an Internet-based Multi-User Virtual Environment (MUVE) as the tool used for assessment of the student teacher performance. The overall goal of this endeavour lies in exploiting the opportunities derived from such an immersive environment in order to provide better distance education. To this end, a total of eight language teacher practitioners from different parts of the world took part in this study and engaged in peer-microteaching as part of their Master of Arts (MA) in Computer Assisted Language Learning (CALL) programme. Data acquisition involved screen recordings of the peer microteaching sessions, statements in participants' reflective journals and both debriefings and written communication within the virtual world. Our results indicated the positive potential of using MUVE platforms as instruments in the assessment of student teacher performance. [For the complete volume of short papers, see ED572005.]
Mobile-Assisted Language Learning Community and Culture in French-Speaking Belgium: The Teachers' Perspective
Author: Van de Vyver, Julie
Date: 2016-08-00
Type: Reports - Research
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology,Secondary Education,Second Language Instruction,Teacher Attitudes,Technology Integration,Online Surveys,Questionnaires,Usability,Intention,Likert Scales

This paper focuses on the perceptions and uses of mobile technologies by 118 Belgian teachers in foreign language teaching and learning in secondary education. The purpose of the study is to analyze the teachers' attitudes towards the use of mobile technologies in- and outside the classroom via an online questionnaire. The preliminary findings presented in this paper establish that the concept of a &quot;Mobile-Assisted Language Learning (MALL) community&quot; does not yet exist in our context as the use of mobile devices is still limited. Nevertheless, it can also be stated that teachers' attitudes and behavioral intention towards the use of tablets are slightly more positive than towards the use of smartphones, and that a vast majority of the teachers are interested in being trained to MALL. [For the complete volume of short papers, see ED572005.]