ethanporcaro/eric-fulltext-meta huggingface dataset:
The Provision of Feedback Types to EFL Learners in Synchronous Voice Computer Mediated Communication
Author: Ko, Chao-Jung
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Feedback (Response),Computer Mediated Communication,Synchronous Communication,English (Second Language),Tutoring,College Students,Pretests Posttests,Interviews,Pronunciation,Visual Aids,Speech Communication,Foreign Countries,Qualitative Research,Statistical Analysis

This study examined the relationship between Synchronous Voice Computer Mediated Communication (SVCMC) interaction and the use of feedback types, especially pronunciation feedback types, in distance tutoring contexts. The participants, divided into two groups (explicit and recast), were twelve beginning/low-intermediate level English as a Foreign Language (EFL) students from different departments of a university in Southern Taiwan. Each group consisted of two subgroups (SVCMC with and without webcam image). All participants completed spoken tasks with a student tutor who provided each of them with either explicit or recast feedback over four sessions. The data were collected from students' pre- and post-pronunciation performance and the tutor interview transcripts with the students. The findings of the study are presented in this paper. [For full proceedings, see ED564162.]
Is Junior Reserve Officer Training Corps (JROTC) Participation an Equitable Substitution for an Alternative Physical Education Credit in High School?
Author: Bruno, Michael A.
Date: 2016-00-00
Type: Reports - Research
Subjects: Military Training,High School Students,Student Participation,Physical Education,Credits

As school districts nationwide struggle to raise academic achievement of students, an emphasis is made to increase the rigor of core subjects such as math, language arts, reading and writing. To balance the school day, courses such as physical education, health, and fine arts are given less prominence in scheduling. For physical education (PE), a remedy practiced by school districts is to allow alternative credit through participation in Junior Reserve Officer Training Corps (JROTC), marching band, cheerleading, athletic teams, or community league sports (NASPE, 2012). Earlier research conducted by Lounsbery, Holt, Monnat, Funk, and McKenzie (2014) argue that substitution of PE credit through JROTC participation is not equitable. While the research conducted by Lounsbery, et al (2014) provides an objective argument, the scope of the study lacked a comprehensive lens to accurately evaluate the merits of JROTC as a viable substitution for PE credit.
Design and Empirical Evaluation of Controlled L2 Practice through Mini-Games--Moving beyond Drill-and-Kill?
Author: Cornillie, Frederik
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Educational Games,Teaching Methods,Technology Uses in Education,Second Language Instruction,Second Language Learning,Drills (Practice),Transfer of Training,Story Reading,Grammar,Secondary School Students,Control Groups,Experimental Groups,Foreign Countries,Comparative Analysis,English (Second Language)

A key design issue for tutorial CALL is that controlled practice activities need to engage learners in meaningful L2 processing, so that any knowledge developed in such practice may transfer to meaningful L2 use in complex skills. Furthermore, activities for controlled practice ideally engender intrinsic motivation, so that learners are willing to practise and remediate problems outside of the classroom. This paper reports on an experimental and design-focused study that tackled these challenges by means of mini-games embedded in a mystery story read in class. Results show that intensive receptive practice helped learners to develop knowledge that was accurate and quickly retrievable on tests of near transfer, and that practice also transferred to more complex written productive tasks, as well as--to a smaller extent--to spoken productive tasks. We make suggestions for future design on the basis of the spoken productive language test used in this study. [This paper was also presented at the 2014 EUROCALL Conference, Groningen, The Netherlands.] [For full proceedings, see ED564162.]
AWE-Based Corrective Feedback on Developing EFL Learners' Writing Skill
Author: Lu, Zhihong
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Writing Evaluation,Automation,Feedback (Response),English (Second Language),Second Language Learning,Writing Skills,Skill Development,Foreign Countries,Personal Autonomy,College Students,Higher Education,Web Based Instruction,Online Courses,Instructional Effectiveness,Writing Attitudes,Writing Improvement,Gender Differences

The effective design and use of Automated Writing Evaluation (AWE) tools in developing English as a Foreign Language (EFL) learners' writing skill and learner autonomy have remained great challenges for system designers, developers, and EFL instructors compared with that of the pencil-paper writing in the context of regular teacher-fronted classroom in Chinese higher educational institutions. The function of Corrective Feedback (CF) provided by the &quot;Pigai&quot; system, i.e. a web-based AWE tool in China (http://www.pigai.org/), can be reflected on the students' writing scripts. To measure if AWE-based CF is beneficial to EFL learners in improving their writing skill as well as learner autonomy, a study was carried out based on the &quot;Pigai&quot; system in a web-based college English course which focuses on developing learners' output abilities. The correlated data and feedback showed that the application of AWE-based CF, i.e. 10-minute online writing performance, did have a marked impact on EFL learners' writing skill and learner autonomy. In this paper, the effects of using the AWE system and its CF on students' efficacy in English writing as well as its pedagogical effectiveness will be discussed. Learners' perceptions toward AWE-based CF and the effective use of AWE tools in EFL contexts will also be covered. [For full proceedings, see ED564162.]
Errors in Automatic Speech Recognition versus Difficulties in Second Language Listening
Author: Mirzaei, Maryam Sadat
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Assistive Technology,Speech Communication,Computer Assisted Instruction,Second Language Instruction,Second Language Learning,Computer Mediated Communication,Error Patterns,Listening Comprehension,Listening Skills,Audio Equipment,Difficulty Level,Word Recognition

Automatic Speech Recognition (ASR) technology has become a part of contemporary Computer-Assisted Language Learning (CALL) systems. ASR systems however are being criticized for their erroneous performance especially when utilized as a mean to develop skills in a Second Language (L2) where errors are not tolerated. Nevertheless, these errors can provide useful information and propose further implications. In this study we investigate the relationships between the underlying features causing ASR errors and those that make L2 listening difficult. This research is inspired by the comparable nature of the difficulties both ASR and L2 listeners encounter in recognizing speech. The aim of this study is to enhance Partial and Synchronized Caption (PSC) systems, which we previously developed for fostering L2 listening skill. PSC presents only a selective set of words (those leading to listening difficulties) in order to encourage listening to the audio and read for problematic words only. To enhance PSC's word selection, we strive to detect individual difficult sentences/words in terms of recognition by referring to ASR errors. Our system compares these errors with PSC choices to find the overlaps and seek further enhancement. The results revealed a close relationship between ASR errors and factors leading to L2 listening difficulties. The findings indicated that ASR errors can contribute to word selection in PSC. [For full proceedings, see ED564162.]
High School Students' Use of Digital Tools for Learning English Vocabulary in an EFL Context
Author: Cojocnean, Diana
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Vocabulary Development,English (Second Language),Mixed Methods Research,Focus Groups,Interviews,Questionnaires,Technology Uses in Education,Use Studies,Learning Strategies,Preferences,Student Surveys,Student Attitudes,Foreign Countries

This study investigated Romanian high school students' use of digital tools for learning vocabulary in English. Although students have a wide range of technological affordances at their disposal, little is known about how they make use of them or the extent to which they are aware of how to use them in their vocabulary learning. The study features a sequential mixed-methods research design combining results from focus group interviews and a self-reported questionnaire which was answered by 1,239 students enrolled in nine high schools across Romania. [For full proceedings, see ED564162.]
Graded Lexicons: New Resources for Educational Purposes and Much More
Author: Gala, Núria
Date: 2015-08-00
Type: Reports - Descriptive
Subjects: Vocabulary Development,Lexicology,Difficulty Level,Word Frequency,Predictor Variables,French,Computational Linguistics,Courseware,Readability Formulas,Educational Resources,Lexicography,Educational Practices

Computational tools and resources play an important role for vocabulary acquisition. Although a large variety of dictionaries and learning games are available, few resources provide information about the complexity of a word, either for learning or for comprehension. The idea here is to use frequency counts combined with intralexical variables to account for the difficulty of a word. By using such predictors, we have built a lexical resource for French, ReSyf, where words are available with their word senses and their synonyms according to a complexity level. In this paper, we will present the methodology used to build the resource and we will discuss possible applications, from enhancing vocabulary acquisition to text simplification. [For full proceedings, see ED564162.]
Selective Teaching of L2 Pronunciation
Author: Husby, Olaf
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Instruction,Pronunciation,Computer Assisted Instruction,Intelligent Tutoring Systems,Foreign Countries,Norwegian,Dialects,Databases,Phonology,Vocabulary Development

The pronunciation of a second or foreign language is often very challenging for L2 learners. It is difficult to address this topic in the classroom, because learners with different native languages (L1s) can have very different challenges. We have therefore developed a Computer-Assisted Listening and Speaking Tutor (CALST), which selectively offers exercises for listening and pronunciation training tailored in relation to the learner's native language (L1). Based on information given in its connected database L1-L2&quot;map&quot;, CALST offers exercises focused on Norwegian segmentals for speakers of more than 500 languages, and exercises related to phonotactics for 10 languages. Exercises focusing on stress placement in words, word tones, fast speech phenomena and intonation are under development. As there is no spoken standard of Norwegian, the user can choose one of eight dialects as target language. The latter choice is so far valid for segmental exercises only. L1-L2&quot;map&quot; is easily expandable, and single language access is given to expert contributors on request at http://calst.hf.ntnu.no/L1-L2map/. At present, CALST can be used to learn Norwegian pronunciation (www.calst.no). However, it can easily be extended to other languages by adding relevant content into the existing framework. [For full proceedings, see ED564162.]
Activities and Reflection for Influencing Beliefs about Learning with Smartphones
Author: Cochrane, Robert
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Beliefs,Handheld Devices,Technology Uses in Education,Learning Activities,English (Second Language),Attitude Change,Student Attitudes,Intervention,Pretests Posttests,Electronic Learning,Action Research,College Freshmen,Student Surveys,Usability,Foreign Countries

English education in Japan faces numerous challenges, including an English as a Foreign Language (EFL) context, mandatory English classes, and an exam-oriented education system. Computer technology and the almost universal possession of smartphones can ease the burden of learning, but only if these tools are used effectively. Japanese university students report having very low computer skills and their smartphones are seen as tools for maintaining social contacts and as gaming devices. Smartphones then become a distraction, keeping students from achieving academic success. What is unclear is whether students are unaware of, or unwilling to use, the educational and productivity functions of their smartphones. This project aimed to examine beliefs about learning with smartphones and what changes in beliefs and behavior occur through the introduction of smartphone apps and online applications utilizing task-based activities requiring the educational and productivity aspects of smartphones. Pre and post intervention surveys were administered measuring beliefs about learning and smartphone usage. Four first-year university classes (N = 146) enrolled in a mandatory listening and speaking course participated in this study. This presentation will report the findings of the survey on learning and what changes were observed. The design of the activities and problems that occurred during the term will also be discussed. [For full proceedings, see ED564162.]
Implementing Verbal and Non-Verbal Activities in an Intercultural Collaboration Project for English Education
Author: Fujii, Kiyomi
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Program Implementation,Intercultural Programs,Intercultural Communication,English (Second Language),Japanese,International Educational Exchange,Learning Activities,Communication Skills,Verbal Communication,Nonverbal Communication,Questionnaires,Student Surveys,Pretests Posttests,College Students,Foreign Countries,Social Media

Technological development offers language teachers a myriad of options for collaborative activities. Learners, in turn, benefit from increased opportunities to interact with people who can speak their target language. Research has previously highlighted the importance of developing learners' intercultural competence through such activities. The researchers implemented verbal and non-verbal activities in an intercultural collaboration project for learners of English in Japan and learners of Japanese in the U.S. This paper will detail the project activities and provide a comprehensive summary of the results, especially as they pertain to interaction with native speakers of the target language to develop verbal and non-verbal communication skills. [For full proceedings, see ED564162.]
Corpus-Supported Academic Writing: How Can Technology Help?
Author: Chitez, Madalina
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Computational Linguistics,Teaching Methods,Second Language Learning,Second Language Instruction,Foreign Countries,Phrase Structure,German,Economics Education,Writing (Composition),English,Syntax,Computer Software,Writing Instruction,English for Academic Purposes

Phraseology has long been used in L2 teaching of academic writing, and corpus linguistics has played a major role in the compilation and assessment of academic phrases. However, there are only a few interactive academic writing tools in which corpus methodology is implemented in a real-time design to support formulation processes. In this paper, we describe several corpus-related methods that we have developed and implemented as part of an interactive thesis-writing tool, &quot;Thesis Writer,&quot; designed and constructed jointly by the Language Competence Centre and the Center for Innovative Teaching and Learning of the Zurich University of Applied Sciences in Switzerland. &quot;Thesis Writer&quot; (TW) hosts several linguistic-support tools and is designed in its first pilot version to support thesis writing in economics with the help of two self-compiled corpora in English and German. Students can access the corpora directly via the IMS Open Corpus Workbench or via a pre-selected collection of central rhetorical elements through the phrase book. Several search options and tutorials have been tested and included into the TW platform: the corpus simple search tool, the corpus syntactic search tool, and the academic phrasebook. In the case of the latter, a new methodology led to the identification of lists of phrases distributed in research-cycle sections of the thesis. [For full proceedings, see ED564162.]
GenieTutor: A Computer Assisted Second-Language Learning System Based on Semantic and Grammar Correctness Evaluations
Author: Kwon, Oh-Woog
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Semantics,Grammar,Teaching Methods,Second Language Learning,Second Language Instruction,Feedback (Response),Error Correction,Dialogs (Language),English (Second Language),Speech,Intelligent Tutoring Systems,Distance Education,Classification,Role Playing,Asians,Foreign Countries,College Students

This paper introduces a Dialog-Based Computer-Assisted second-Language Learning (DB-CALL) system using semantic and grammar correctness evaluations and the results of its experiment. While the system dialogues with English learners about a given topic, it automatically evaluates the grammar and content properness of their English utterances, then gives corrective feedback on grammar and semantics. The system consists of a non-native optimized speech recognition module and a semantic/grammar correctness evaluation based tutoring module. The tutoring module decides to continue the dialogue or asks learners to try again by evaluating semantic correctness of their utterances, and also gives them turn-by-turn semantic and grammatical corrective feedback. The semantic correctness evaluation consists of a 2-classes classifier for the &quot;pass or try again&quot; and a 6-classes classifier for semantic corrective feedback, using the domain knowledge and language model. The grammatical correctness is evaluated by a hybrid grammatical error correction system composed of four approaches: a rule-based, a machine learning-based, an n-gram based, and an edit distance based approach. In the experiments, in which 30 subjects in a real environment took part, we acknowledged that the &quot;pass or try again&quot; evaluation has a success rate of 97.5%, the semantic feedback classification has a success rate of 87.8%, and the precision and recall for grammar error correction are 79.2% and 60.9%, respectively. [For full proceedings, see ED564162.]
Developing and Evaluating a Multimodal Course Format: Danish for Knowledge Workers--Labour Market-Related Danish
Author: Frederiksen, Karen-Margrete
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Indo European Languages,Languages for Special Purposes,Knowledge Economy,Computer Assisted Instruction,Second Language Learning,Blended Learning,Relevance (Education),Adult Education,Foreign Countries

This paper presents our reflections on developing the Computer-Assisted Language Learning (CALL) course &quot;Danish for knowledge workers--labour market-related Danish.&quot; As defined by Laursen and Frederiksen (2015), knowledge workers are &quot;highly educated people who typically work at universities, at other institutions of higher education and research, or in private companies working with development and research at a level corresponding to that of a university&quot; (p. 62). We base our reflections primarily on a participant survey, which focuses on the integration of Information and Communications Technology (ICT) into the course format. Our point of departure for developing the course is blending online and classroom learning. In order to fully meet the Danish language needs of the knowledge workers, one essential aspect to reflect on is that of authenticity in language learning, for instance authentic input aimed at specific academic purposes. The notion of authenticity in language learning is a many-faceted concept (Gilmore, 2007; Pinner, 2014); depending on what aspects of language learning you focus on, authenticity may relate to the input, the tasks, or the social situation of the classroom. In order to become part of the workplace, investment (Norton &amp; Toohey, 2011) in Danish language learning is an important keyword. The course participants invest time and energy into learning Danish, and the workplace ideally invests time and money in the employees' language learning with the aim of integrating the employees both socially and professionally. [For full proceedings, see ED564162.]
Tracking Student Retention in Open Online Language Courses
Author: Friðriksdóttir, Kolbrún
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,School Holding Power,Academic Persistence,Open Education,Online Courses,Second Language Instruction,Data Collection,Indo European Languages,Outcomes of Education,Demography,Statistical Analysis,Blended Learning,Graduation Rate

Many scholars call for more diverse data on learners' behaviour in CALL (Colpaert, 2012; Fischer, 2007, 2012; Stockwell, 2012). Student retention and the inconclusive efficacy of online language courses (Gaebel, 2013) has received increased attention with the proliferation of MOOCs (Koller, Ng, Do &amp; Chen, 2013). In this paper we introduce initial findings of tracking data over an eight year period on forty-three thousand learners' progression through the seven courses of &quot;Icelandic Online,&quot; an open, guided online course in Icelandic as a second/foreign language. Preliminary findings indicate low course completion rates, from 2.4% to 18.2%, that vary across courses and seem to cluster around certain junctures in the course content. Results show that retention varies according to mode of delivery (Harker &amp; Koutsantoni, 2005), with the blended learning mode (self-directed learning on campus with a tutor) as most effective in retaining students, followed by the distance learning mode (self-directed learning outside campus with a tutor). Retention is lowest among self-directed students learning outside the context of formal education. These findings raise questions about factors that motivate retention in online courses, which appear to be not only the modes of delivery but also the course content. [For full proceedings, see ED564162.]
Open Online Language Courses: The Multi-Level Model of the Spanish N(ottingham)OOC
Author: Goria, Cecilia
Date: 2015-08-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Large Group Instruction,Second Language Instruction,Spanish,Spanish Culture,Foreign Countries,Instructional Design,Hierarchical Linear Modeling,Models,Open Education

Research into open education has identified a &quot;high number of participants&quot; and &quot;unpredictable mixed abilities&quot; as factors responsible for the relatively weak presence of language Massive Open Online Courses (MOOCs). This contribution presents a model for open online language courses that aims to bridge this gap. The tangible context is a course in Spanish Language and Culture offered by the University of Nottingham: an online course confined within the boundaries of the institution and yet exhibiting several pedagogical features typical of MOOCs. Our Spanish Nottingham Open Online Course combines cultural content and language activities ensuring that language learning is enriched and complemented by informed exchanges on a variety of topics related to the Spanish speaking world. The novelty of our course rests in its design: a highly structured learning environment that facilitates mobility across different language levels and capitalises on community collaboration as a way to support unpredictable mixed abilities and cope with a high number of participants. [For full proceedings, see ED564162.]