ethanporcaro/eric-fulltext-meta huggingface dataset:
Design and Implementation of BusinessApp, a MALL Application to Make Successful Business Presentations
Author: Calle-Martínez, Cristina
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Business,Computer Oriented Programs,Handheld Devices,Telecommunications,Computer Assisted Instruction,English (Second Language),Second Language Instruction,Language Skills,Business Communication,Public Speaking,Skill Development,Language Acquisition,Electronic Learning,Self Evaluation (Individuals),Independent Study,Design,Oral English,Communication Skills

Little by little, (or, simply, MALL) is taking force in the field of education, as it supports language blended learning and language learning ubiquity. The study presented here belongs in the Social Ontology-based Cognitively Augmented Language Learning Mobile Environment (SO-CALL-ME) research project, whose final aim is to design and create English as a Foreign Language (EFL) mobile applications (henceforth, apps) that apply a solid pedagogy to teaching technical and language skills. Thus, these apps provide a very flexible form of learning that is also practical, interactive, adaptive, dynamic and deeply rooted in daily sociocultural situations and contexts. In particular, our study has aimed at designing and implementing an app to help its users create and perform successful business presentations. Thus, the potential users of our app are both professionals and students in general, since business presentations are a compulsory and essential activity in most professional environments nowadays. Using our app will allow them to learn these skills ubiquitously and autonomously, since it contains self-evaluating (automatically corrected) exercises. [The research described in this paper has been partly funded by the &quot;Spanish Ministry of Science and Innovation&quot;, Grant FFI2011-29829.] [For the complete volume, &quot;New Perspectives on Teaching and Working with Languages in the Digital Era,&quot; see ED565799.]
Generating a Spanish Affective Dictionary with Supervised Learning Techniques
Author: Bermudez-Gonzalez, Daniel
Date: 2016-00-00
Type: Reports - Research
Subjects: Dictionaries,Spanish,Natural Language Processing,Psychological Patterns,Classification,Automation,Definitions,Artificial Intelligence

Nowadays, machine learning techniques are being used in several Natural Language Processing (NLP) tasks such as Opinion Mining (OM). OM is used to analyse and determine the affective orientation of texts. Usually, OM approaches use affective dictionaries in order to conduct sentiment analysis. These lexicons are labeled manually with affective orientation (polarity) of words such as positive or negative. There are few dictionaries of affective orientation for Spanish; also, the size of these dictionaries is small. Thus, we propose a method for building a large affective Spanish dictionary for subjectivity and sentiment analysis. Supervised learning techniques are used to classify the entries from a lexical dictionary according to their affective orientations based on their definitions. We combine three classifiers (decision trees, naive Bayes, and a support vector machine) to determine the final polarity of each entry, that is, positive or negative. [For the complete volume, &quot;New Perspectives on Teaching and Working with Languages in the Digital Era,&quot; see ED565799.]
Grammar Processing through English L2 E-Books: Distance vs. Face-to-Face Learning
Author: Escobar-Álvarez, Mª Ángeles
Date: 2016-00-00
Type: Reports - Research
Subjects: Grammar,Second Language Instruction,English (Second Language),Electronic Publishing,Distance Education,Conventional Instruction,College Students,Textbooks,Student Motivation,Mixed Methods Research,Essays,Printed Materials,Foreign Countries

For university teachers in Distance Education, e-books should be an optimum solution since they do not have the opportunity to flip through the pages of print texts together with their students in the same classroom. College students usually use criteria such as cost, efficiency and personal comfort. Working with e-textbooks can be a tough decision for them. However, we present the advantages of an e-grammar book approach to foreign language teaching, and put forward a learning-efficient way to work with e-textbooks with the purpose of improving student motivation in a distance learning context. [For the complete volume, &quot;New Perspectives on Teaching and Working with Languages in the Digital Era,&quot; see ED565799.]
Audiovisual Translation and Assistive Technology: Towards a Universal Design Approach for Online Education
Author: Patiniotaki, Emmanouela
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Audiovisual Aids,Audiovisual Communications,Translation,Assistive Technology,Instructional Design,Online Courses,Electronic Learning,Disabilities,Accessibility (for Disabled),Interdisciplinary Approach,Educational Research,Access to Education,Educational Environment

Audiovisual Translation (AVT) and Assistive Technology (AST) are two fields that share common grounds within accessibility-related research, yet they are rarely studied in combination. The reason most often lies in the fact that they have emerged from different disciplines, i.e. Translation Studies and Computer Science, making a possible combined approach quite a demanding task due to their interdisciplinarity and the need for exploration of various parameters. Moreover, by focusing on certain needs and modes, several angles are added to the investigation. At the same time, due to their specific characteristics, the possibility of practical and applicable proposals towards the achievement of accessible education can be high. This paper aims to present some basic connections between the different disciplines involved in the &quot;Accessible Online Education Research&quot;, whose goal is to provide a theoretical framework for the joint investigation of AVT and AST-based approaches to accessible online education, and suggest possible implementations of the two disciplines for the creation of universal educational environments. [For the complete volume, &quot;New Perspectives on Teaching and Working with Languages in the Digital Era,&quot; see ED565799.]
Using Audio Description to Improve FLL Students' Oral Competence in MALL: Methodological Preliminaries
Author: Ibáñez Moreno, Ana
Date: 2016-00-00
Type: Reports - Research
Subjects: Audio Equipment,Oral Language,Second Language Learning,Second Language Instruction,Telecommunications,Handheld Devices,Distance Education,Computer Software,Pronunciation,Pronunciation Instruction,Teaching Methods,Questionnaires,English (Second Language)

During the last decades of the 20th century, audiovisual products began to be audio described in order to make them accessible to blind and visually impaired people (Benecke, 2004). This means that visual information is orally described in the gaps between dialogues. In order to meet the wishes of the so-called On Demand (OD) generation that wants &quot;anything, anytime, anyplace&quot;, we implemented Audio Description (AD) as a tool to promote oral production skills by means of mobile devices (android smart phones) and designed an app named VIdeos for SPeaking (VISP). In this paper we describe the methodological steps followed until the achievement of this first version of VISP, and we present the first prototype, which will be applied to distance education students and in other ubiquitous learning environments. [For the complete volume, &quot;New Perspectives on Teaching and Working with Languages in the Digital Era,&quot; see ED565799.]
An Updated Account of the WISELAV Project: A Visual Construction of the English Verb System
Author: Pablos, Andrés Palacios
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Cognitive Style,Grammar,Verbs,English (Second Language),Second Language Learning,Morphology (Languages),Research Projects,Visualization,Visual Stimuli,Applied Linguistics,Teaching Methods,Technology Uses in Education,Computer Software

This article presents the state of the art in WISELAV, an on-going research project based on the metaphor Languages Are (like) Visuals (LAV) and its mapping Words-In-Shapes Exchange (WISE). First, the cognitive premises that motivate the proposal are recalled: the power of images, students' increasingly visual cognitive learning style, and the importance of grammar in L2 learning. Then an updated report follows on WISE's analysis of the English verb system, an interpretation in terms of a transfer of morphological-functional information, represented through a series of fitting shapes. These are purposely assigned, as certain basic iconicity principles are applied to associate verb grammar meanings and graphic forms. The shapes so described appear with the steps taken to develop a pilot computer programme and to both highlight the visual aspects of the system and eventually enable its use online. [For the complete volume, &quot;New Perspectives on Teaching and Working with Languages in the Digital Era,&quot; see ED565799.]
Exploring the Application of a Conceptual Framework in a Social MALL App
Author: Read, Timothy
Date: 2016-00-00
Type: Reports - Research
Subjects: Social Media,Computer Oriented Programs,Handheld Devices,Second Language Learning,Models,Design,Oral Language,Written Language,Competence,Computer Mediated Communication,Usability,Pilot Projects,College Students,Business English,English for Special Purposes,Listening Comprehension

This article presents a prototype social Mobile Assisted Language Learning (henceforth, MALL) app based on Kukulska-Hulme's (2012) conceptual framework. This research allows the exploration of time, place and activity type as key factors in the design of MALL apps, and is the first step toward a systematic analysis of such a framework in this type of app in the future. Firstly, the selected conceptual framework is discussed, emphasising the adequacy of its development (or even adaptation) for the systematised design of mobile apps for second language learning. Secondly, the prototype of the Audio News Trainer (ANT) app, which aims at developing oral and written competences in a mixed individual-social modality, is presented in terms of its formal features and its functionality. Finally, some preliminary findings are presented together with suggestions for further development. [For the complete volume, &quot;New Perspectives on Teaching and Working with Languages in the Digital Era,&quot; see ED565799.] [The research presented in this article has been supported by the SO-CALL-ME Project (with funding from the Spanish Ministry of Science and Innovation; FFI2011-29829).]
Virtual Learning Environments on the Go: CALL Meets MALL
Author: Arús Hita, Jorge
Date: 2016-00-00
Type: Reports - Research
Subjects: Technology Uses in Education,Educational Technology,Telecommunications,Handheld Devices,Integrated Learning Systems,English (Second Language),Second Language Instruction,Teaching Methods,Foreign Countries,Grammar,Listening Comprehension,Vocabulary Development,Feedback (Response),Questionnaires,College Students,Student Attitudes

This paper presents &quot;Eating out,&quot; a Moodle-based digital learning resource for English as a Foreign Language (EFL) teaching that can be run both on computers and mobile devices. It is argued that Mobile Assisted Language Learning (MALL) resources do not necessarily need to be specifically designed for such platforms. Rather, a carefully planned methodology and a well-grounded theoretical basis for the explanation of lexicogrammatical issues are posited as the keys to the creation of Foreign Language Teaching (FLT) digital resources for which computer as well as mobile device users feel they are getting their time's worth. [For the complete volume, &quot;New Perspectives on Teaching and Working with Languages in the Digital Era,&quot; see ED565799.]
Integrating Computer-Assisted Translation Tools into Language Learning
Author: Fernández-Parra, María
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Translation,Second Language Learning,Second Language Instruction,Teaching Methods,Learning Experience,Computer Assisted Instruction,Higher Education

Although Computer-Assisted Translation (CAT) tools play an important role in the curriculum in many university translator training programmes, they are seldom used in the context of learning a language, as a good command of a language is needed before starting to translate. Since many institutions often have translator-training programmes as well as language-learning programmes within one department or school, this paper explores the possibilities of expanding the usefulness of CAT tools from the Translation curriculum into the Foreign Language Learning curriculum. While it is not expected that CAT tools will replace any other methods of language learning, this paper hopes to show that CAT tools can nevertheless contribute to enhance the language learning experience. [For the complete volume, &quot;New Perspectives on Teaching and Working with Languages in the Digital Era,&quot; see ED565799.]
Transcription and Annotation of a Japanese Accented Spoken Corpus of L2 Spanish for the Development of CAPT Applications
Author: Carranza, Mario
Date: 2016-00-00
Type: Reports - Research
Subjects: Japanese,Second Language Learning,Phonemes,Computational Linguistics,Pronunciation Instruction,Pronunciation,Oral Language,Language Proficiency,Computer Assisted Instruction,Accuracy,Longitudinal Studies,Language Variation,Phonology,Phonetics,Spanish,Error Patterns,Statistical Analysis,Computer Software,Second Language Instruction,Teaching Methods

This paper addresses the process of transcribing and annotating spontaneous non-native speech with the aim of compiling a training corpus for the development of Computer Assisted Pronunciation Training (CAPT) applications, enhanced with Automatic Speech Recognition (ASR) technology. To better adapt ASR technology to CAPT tools, the recognition systems must be trained with non-native corpora transcribed and annotated at several linguistic levels. This allows the automatic generation of pronunciation variants, new L2 phoneme units, and statistical data about the most frequent mispronunciations by L2 learners. We present a longitudinal non-native spoken corpus of L2 Spanish by Japanese speakers, specifically designed for the development of CAPT tools, fully transcribed at both phonological and phonetic levels and annotated at the error level. We report the results of the influence of oral proficiency, speaking style and L2 exposition in pronunciation accuracy, obtained from the statistical analysis of the corpus. [For the complete volume, &quot;New Perspectives on Teaching and Working with Languages in the Digital Era,&quot; see ED565799.]
ICT in EMI Programmes at Tertiary Level in Spain: A Holistic Model
Author: Hernandez-Nanclares, Nuria
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Information Technology,Language of Instruction,English,English (Second Language),Postsecondary Education,Holistic Approach,Course Content,Blended Learning,Electronic Learning,Lecture Method,Scaffolding (Teaching Technique),Social Media,Electronic Publishing,Web Sites,Student Improvement,Academic Achievement,Intervention,Cognitive Style,Cognitive Ability,Learning Modules,Comparative Analysis,Cohort Analysis,Grades (Scholastic),Instructional Design,Asynchronous Communication,Synchronous Communication,Computer Mediated Communication,Student Evaluation

The European Higher Education Area (EHEA) in Spain has increased the number of degrees taught through English, although secondary schools do not ensure an appropriate set of linguistic skills for bilingual degrees. A holistic, accountable model for Information and Communications Technology (ICT)-supported learning can give students the adequate scaffolding to perform better in their module-related tasks. Using Content and Language Integrated Learning (CLIL) blended with pre- and post-lecture online tasks, social networks and micro-blogging as tools for further practice as well as integrating these into in-class practices, student performance improves. Contrasting the impact of these interventions reveals the need to cater for mixed learning styles and abilities. [For the complete volume, &quot;New Perspectives on Teaching and Working with Languages in the Digital Era,&quot; see ED565799.]
The Importance of Corpora in Translation Studies: A Practical Case
Author: Bermúdez Bausela, Montserrat
Date: 2016-00-00
Type: Reports - Research
Subjects: Translation,Computational Linguistics,Second Language Learning,Second Language Instruction,Teaching Methods,Vocabulary,Phrase Structure,Contrastive Linguistics,Word Lists,Spanish,English,Specialization

This paper deals with the use of corpora in Translation Studies, particularly with the so-called &quot;'ad hoc' corpus&quot; or &quot;translator's corpus&quot; as a working tool both in the classroom and for the professional translator. We believe that corpora are an inestimable source not only for terminology and phraseology extraction (cf. Maia, 2003), but also for studying the textual conventions that characterise and define specific genres in the translation languages. In this sense, we would like to highlight the contribution of corpora to the study of a specialised language from the translator's point of view. The challenge of our particular study resides in combining in a coherent way different linguistic issues with one aim in mind: looking for the best way to help the student acquire and develop their own competence on translation, and that this is reflected in the professional field. [For the complete volume, &quot;New Perspectives on Teaching and Working with Languages in the Digital Era,&quot; see ED565799.]
Using Ontologies to Interlink Linguistic Annotations and Improve Their Accuracy
Author: Pareja-Lora, Antonio
Date: 2016-00-00
Type: Reports - Research
Subjects: Electronic Learning,Automation,Error Correction,Natural Language Processing,Documentation,Form Classes (Languages),Accuracy,Second Language Learning,Linguistics,Taxonomy

For the new approaches to language e-learning (e.g. language blended learning, language autonomous learning or mobile-assisted language learning) to succeed, some automatic functions for error correction (for instance, in exercises) will have to be included in the long run in the corresponding environments and/or applications. A possible way to achieve this is to use some Natural Language Processing (NLP) functions within language e-learning applications. These functions should be based on some truly reliable and wide-coverage linguistic annotation tools (e.g. a Part-Of- Speech (POS) tagger, a syntactic parser and/or a semantic tagger). However, linguistic annotation tools usually introduce a not insignificant rate of errors and ambiguities when tagging, which prevents them from being used &quot;as is&quot; for this purpose. In this paper, we present an annotation architecture and methodology that has helped reduce the rate of errors in POS tagging, by making several POS taggers interoperate and supplement each other. We also introduce briefly the set of ontologies that have helped all these tools intercommunicate and collaborate in order to produce a more accurate joint POS tagging, and how these ontologies were used towards this end. The resulting POS tagging error rate is around 6%, which should allow this function to be included in language e-learning applications for the purpose aforementioned. [For the complete volume, &quot;New Perspectives on Teaching and Working with Languages in the Digital Era,&quot; see ED565799.]
The Implications of Business English Mock Exams on Language Progress at Higher Education
Author: González Romero, Rocío
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Business English,English for Special Purposes,Second Language Learning,Computer Assisted Testing,Language Acquisition,Scaffolding (Teaching Technique),Adults,Higher Education,Online Courses,Electronic Learning,Required Courses,Student Evaluation,Self Evaluation (Individuals),Educational Benefits,Feedback (Response),Adult Learning,College Students,Multiple Choice Tests,Language Tests,Academic Achievement

Language learning has been increasingly influenced by technology over the last decades thanks to its positive effects on language acquisition. It is thanks to the technology's supportive role towards language learning that an increasing number of online foreign language courses have appeared. Besides, foreign language courses are more and more specialised covering a wide range of topics, from nursing to agricultural studies. However, this study is exclusively concerned with a well-known Language for Specific Purposes (LSP) subject: Business English. The objective of this research is twofold: on the one hand, to describe the implications of mock exams on foreign language learning; on the other hand, it aims at contributing to the field of computerised language testing by properly analysing the effects of these kinds of exams on learners' foreign language progress. Previous studies have focused on the development of specific language skills (Dunkel, 1991; Larson, 2000), or have reported the improvement of computer adaptive testing on official language exams (Alderson, 2000), or have simply described the advantages and disadvantages of computer-based tests (Alderson, 2000; Brown, 1997; Dunkel, 1999). However, few studies have considered the role of mock exams as scaffolding activities for language learning. The present study involves adult participants at the higher education context undertaking online Business English as a compulsory subject of their degree on Economics. The paper discusses the importance of scaffolding activities such as mock exams and self-assessment activities in order to ensure learners' language progress and makes reference to supporting articles in the field at the same time that it presents some materials illustrating these developments. [For the complete volume, &quot;New Perspectives on Teaching and Working with Languages in the Digital Era,&quot; see ED565799.]
Vocabulary Notebook: A Digital Solution to General and Specific Vocabulary Learning Problems in a CLIL Context
Author: Bazo, Plácido
Date: 2016-00-00
Type: Reports - Research
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,Course Content,Teaching Methods,Computer Software,Learning Processes,Multimedia Instruction,Foreign Countries,Formative Evaluation,Handheld Devices,Telecommunications,English (Second Language),Teacher Student Relationship

In this paper, we will introduce an innovative software platform that can be especially useful in a Content and Language Integrated Learning (CLIL) context. This tool is called Vocabulary Notebook, and has been developed to solve all the problems that traditional (paper) vocabulary notebooks have. This tool keeps focus on the personalisation of the learning process as a key element, but it also provides the advantages of technology, solving paper-related problems and providing additional multimedia features. Moreover, we will describe the current state-of-the-art in the implementation of CLIL (using Spain as an example) and afterwards we will discuss the benefits that this digital tool provides in a CLIL context. Nowadays, teachers are worried because they devote too much time to the teaching of CLIL vocabulary and not to the application of those words in social tasks, which are a way of consolidating knowledge and key competences at the same time. With Vocabulary Notebook, we will show how this problem can be tackled in a very successful way. Vocabulary Notebook is currently being used for educational purposes in more than 127 countries by more than 17,000 individuals, as well as several educational institutions around the globe. [For the complete volume, &quot;New Perspectives on Teaching and Working with Languages in the Digital Era,&quot; see ED565799.]