ethanporcaro/eric-fulltext-meta huggingface dataset:
Syntactic Complexity Development in College Students&apos; Essay Writing Based on AWE
Author: Li, Wenjin
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: College Students,Syntax,Writing (Composition),Essays,Writing Skills,Second Language Instruction,Grammar,Foreign Countries,Writing Evaluation,English (Second Language),Revision (Written Composition),Educational Technology

Syntactic complexity is considered to be an important device for assessing the quality of writing in a second language (L2), as it indicates the diversity and complexity of production units or grammatical structures. This paper studies the development of Chinese college students' syntactic complexity in essay writing by using an Automatic Writing Evaluation (AWE) tool, the Pigai system (www. pigai.org, which has been most widely used in China in the last ten years). The data analysis showed that the students' syntactic competences in their final drafts outperformed that in their first drafts in three aspects: length of production unit, amount of subordination, and amount of coordination. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
From Cloning to Self-Authoring Video Content in the Language Classroom: A Reflection on Practice
Author: Loftus, Maria
Date: 2020-12-14
Type: Reports - Research
Subjects: French,College Second Language Programs,Open Source Technology,Video Technology,College Freshmen,Second Language Learning,Computer Literacy,Foreign Countries,Technology Uses in Education,Second Language Instruction,Student Attitudes

This paper will detail the introduction of the open-source content creation tool H5P in a first year university French language module with 115 students in autumn 2019 and its evaluation in early spring 2020. The aim of this project is to analyse what happens when students are given access to an authoring tool traditionally intended for and used by educators and how it impacts their language learning and their digital skills. The background to this initiative will be documented and findings from the post-project student survey and focus group will be shared. The researchers will also detail plans for a second iteration of this initiative, which will be refined based on the findings. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
From Crisis to Opportunity: Recovering California&apos;s Commitment to Equity. Supporting Families with Distance Learning
Author: Education Trust-West
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Distance Education,Access to Computers,English Language Learners,Students with Disabilities,Family School Relationship,Partnerships in Education,Educational Finance,Access to Information,Individualized Education Programs,Parent Surveys,Student Surveys,Elementary Secondary Education

While family engagement has always been an important component for supporting student learning in school, the abrupt switch to distance learning in March has dramatically changed the role of parents and other at-home care-providers to that of teacher, tutor, counselor, and technology coach. The transition to distance learning has been particularly challenging for families with limited access to and experience with online learning tools, students gaining English proficiency, and students with disabilities. As schools plan for the 2020-21 school year, engaging and supporting families in distance learning must be a priority for state and school leaders. This report provides opportunities for improving support for families with distance learning for the Governor, state leaders, and the California Department of Education, as well as school, district, and county office education leaders. [This report was developed in partnership with Parent Institute for Quality Education.]
Exploring the L2 Learning Benefits of Digital Game-Based Spoken Interaction among Japanese Learners of English
Author: Hofmeyr, Michael
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Teaching Methods,Cooperative Learning,Educational Games,Puzzles,College Students,Program Effectiveness,Interaction,Interpersonal Communication,Computer Games,Educational Technology,Electronic Learning

This paper describes the initial findings of an exploratory research project investigating the use of the cooperative digital puzzle game Keep Talking and Nobody Explodes as a means to facilitate Second Language Acquisition (SLA). A qualitative case study approach was taken to closely examine the linguistic interaction between three L2 learners of English at a Japanese university who played the game over four one-hour sessions. The findings include clear examples of learners negotiating for meaning and making use of a range of discourse strategies theorised to contribute to effective language learning within an interactionist SLA framework. By demonstrating that the learner-to-learner interaction evoked by this game can set in motion multiple processes linked to L2 development, the results suggest that the game, as well as others that make use of a similar information-gap mechanic, could be effectively put to use for language learning and teaching purposes in a variety of formal and informal educational contexts. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Effects and Users&apos; Reactions to the Use of CAPT and HVPT on Japanese EFL Learners&apos; Segmental Perception and Production
Author: Iino, Atsushi
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Phonetics,Auditory Perception,Second Language Learning,Second Language Instruction,English (Second Language),Acoustics,Pronunciation,Video Technology,Student Attitudes,Speech Communication,Phonemes,Foreign Countries,Economics Education,Majors (Students),Pretests Posttests,Instructional Effectiveness

High Variability Phonetic Training (HVPT) is a perception-based pronunciation training which has brought about progress in both perception and production in English as a Foreign Language (EFL) classrooms. This could be due to the increased exposure to second language sound varieties presented at random, which is unique to HVPT. Progress in production, however, was usually slower than in perception. One explanation for this is that, in EFL contexts, the learners have fewer chances to find clues on how to articulate the target sounds, such as /r/, since HVPT only provides acoustic images. This study examines the effect of explicit instruction before and during HVPT training. The participants were shown a video on how to articulate the target sounds, and were asked to repeat the sounds after the stimuli during HVPT. The results showed significant increases, particularly in production. On a follow-up questionnaire, a majority of the participants expressed that they benefited from the inclusion of explicit instruction. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Sentiment Analysis of Students&apos; Attitudes toward Mobile Learning Activities
Author: Ilic, Peter
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Electronic Learning,Learning Activities,Psychological Patterns,Student Journals,English (Second Language),Second Language Learning,Undergraduate Students,Foreign Countries

In this research, students' sentiments and emotions embedded in their learning journals are analyzed to understand their attitudes to mobile-based lessons as they progress during an English as a Foreign Language (EFL) course. Sentiment Analysis (SA) was utilized to extract emotions and sentiment throughout students' learning experience, as expressed in their weekly online learner journals. The sentiment scores were generated from four sentiment dictionaries with different scales. The findings suggest that overall, the students had a positive sentiment and emotions toward mobile learning, consisting of anticipation, trust, joy, and surprise. The strongest negative emotion was fear, which may be explained by anxiety surrounding communication in a foreign language. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
CMC and MALL Unite
Author: Montaner-Villalba, Salvador
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Computer Mediated Communication,Handheld Devices,Telecommunications,Computer Software,Second Language Learning,Second Language Instruction,Teaching Methods,English (Second Language),Electronic Publishing,Comparative Analysis,Writing Instruction,Social Media,Content and Language Integrated Learning,Computer Games,Foreign Countries,Secondary School Students,Spanish,College Students,German,Audio Equipment

There is no doubt that Computer Mediated Communication (CMC) and mobile mediated communication are linked as technology continues to transform the way we communicate with each other. Campbell (2019) analyzed how mobile communication evolved into portable devices to form a complete system of mobile media, reshaping the fabric of our social lives via 'sociality' and 'spatiality'. In this short paper, we would like to offer a brief overview of the diverse oral presentations which took place in the joint CMC and MALL (Mobile Assisted Language Learning) Special Interest Group (SIG) symposium at the online conference this year. This short paper will introduce various online apps which are available for free in both computer-based and mobile versions and can be adapted to foreign language learning in various ways. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Individual versus Collective Digital Storytelling in EFL Education in Terms of Student Perceptions
Author: Kasami, Naoko
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Instruction,Story Telling,Skill Development,Educational Technology,Technology Uses in Education,Cooperative Learning,Assignments,Student Attitudes,Foreign Countries,Nonmajors

The purpose of this study was to explore students' perceptions of individual and collective Digital Storytelling (DS). All participants were non-English major students in Japan. The study goal of the course was to acquire skills and knowledge to present ideas and messages effectively in English with the use of information communications and technology. Students in this study completed a single DS assignment under one of two different conditions; students adhering to the first condition created a digital story individually, whereas students who adhered to the second condition created a digital story collectively, in pairs or groups of three. While the analysis of the post assignment questionnaire showed that more than 90% of students under both conditions perceived the assignment positively, there are also some implications to consider for improving each approach. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Exploring Marginalised Communities with Online Student Portfolios Using Google Drive and TEDx Talks
Author: Jolley, Kym
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Disadvantaged,Writing Instruction,Writing Assignments,Computer Software,Speeches,Portfolios (Background Materials),Computer Assisted Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Undergraduate Students,Student Attitudes,Social Problems,STEM Education,Majors (Students)

Two university writing classes (N=49) in Japan completed three writing tasks that focused on marginalised communities utilising Google Drive and TEDxKyoto Talks as part of a writing portfolio assessment. Participants also completed a voluntary reflective survey. The reflective survey results indicated that students demonstrated an increased awareness of the communities discussed and a desire to undertake further similar exercises. Furthermore, the portfolio responses indicated that the students were capable of tackling complex topics effectively in the L2 writing classroom when combining TEDx Talks with Google Drive. This indicates that tasks which focus on issues of social importance utilising Computer Assisted Language Learning (CALL) inside the English as a Foreign Language (EFL) writing classroom can be both pedagogically and socially meaningful. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
The Trouble with Telecollaboration in BMELTET
Author: Orsini-Jones, Marina
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Online Courses,Cooperative Learning,International Educational Exchange,Teacher Education,Undergraduate Students,Graduate Students,Language Teachers,English (Second Language),Foreign Countries,Instructional Effectiveness

This study reports on the 2019-2020 October-February cycle of the project, Blending Massive Open Online Courses in English Teacher Education with Telecollaboration (BMELTET). The project blends the MOOC &quot;Understanding Language&quot; (Futurelearn) with telecollaboration -- or Collaborative Online International Learning (COIL) or Virtual Exchange (VE). It involves students enrolled on teacher education courses at both undergraduate level (from Spain) and postgraduate level (from the UK and China). This work discusses some of the challenges encountered in this 2019-2020 pre-COVID cycle and proposes, in line with other previous related studies, that telecollaboration is troublesome for students as it takes them out of their comfort zone. It does not align with what they were expecting to study at university. At the same time, BMELTET illustrates the gains that students and staff can make when engaging in such a project and its transformational impact on their beliefs. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Exploring L2 TV Mode Preferences and Perceptions of Learning
Author: Pattemore, Anastasia
Date: 2020-12-14
Type: Reports - Research
Subjects: English (Second Language),Second Language Instruction,Television Viewing,Teaching Methods,Program Effectiveness,Student Attitudes,Undergraduate Students,Foreign Countries,Vocabulary Development,Language Usage,Grammar,Pronunciation,Transcripts (Written Records),Visual Aids

This study explores the effects of extensive exposure to L2 TV series, describing perceptions of learning from this type of input. A total of 136 university learners of English participated in a pre-/post-test design study which included extensive watching of ten full-length episodes of an English TV series. There were three groups: captions, textually enhanced captions, and no captions. Learners' viewing mode preference and feeling of learning from L2 media were explored through questionnaires on out-of-class exposure to English media distributed at the beginning and end of the classroom intervention. The study results suggest a shift in the preferred mode of exposure to L2 media after the intervention and provide insights on the students' impressions of and reactions to language learning from L2 TV series. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
CALL Research in the Primary School Setting -- Problems, Possibilities, and Potential
Author: Ward, Monica
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Second Language Learning,Elementary School Students,Irish,Educational Technology

This paper looks at Computer Assisted Language Learning (CALL) in the primary school setting and the problems, possibilities, and potential associated with this context. CALL normalisation is a key feature of successful CALL usage. This paper looks at CALL normalisation in the primary school context through three different lenses: Leakey's (2011) 3P's, Bax's (2003) CALL normalisation, and Chambers and Bax's (2006) CALL normalisation. The paper provides an overview of the use of a CALL resource for primary school students over a period of three years, with students ranging in age from seven to 12, both boys and girls with a number of different teachers across two different schools. It finishes up with some reflections and tips for others looking to work in this particular area. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Implementing Online Discussion Forums Based on Principled Approaches
Author: Woodward, Heather
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Discussion Groups,Computer Mediated Communication,Asynchronous Communication,Electronic Learning,Cooperative Learning,College Students,English (Second Language),Second Language Learning,Educational Technology,Foreign Countries

For three months, Japanese university learners (N=40) utilized the YoTeach! application by Pedagogic and Active Learning Mobile Solutions (PALMS) Project, PolyU as a part of their English discussion class. Researchers re-purposed the application, which originally was designed to be an online classroom backchannel, as an asynchronous, pre-task activity so that learners could exchange ideas about homework topics (e.g. university life, foreign customs) for their discussion. Researchers chose a backchannel chat room rather than a discussion forum to accommodate the learners' spoken interactions rather than formal discussion. To foster interactions, researchers implemented the YoTeach! application based on principles in the field of second language (L2) development and Mobile-Assisted Language Learning (MALL) from Doughty and Long (2003) and Stockwell and Hubbard (2013). Using learners' and researchers' reflection journals, we consider ways we can connect and adapt the principles to our teaching context. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
When International Avatars Meet -- Intercultural Language Learning in Virtual Reality Exchange
Author: Jauregi Ondarra, Kristi
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Intercultural Communication,Computer Simulation,International Educational Exchange,Immersion Programs,College Students,Foreign Countries,Student Attitudes,Cooperative Learning,Official Languages,English (Second Language),Technology Uses in Education,Outcomes of Education

Virtual exchange projects have become an effective pedagogical method to support students' development of intercultural language competence. High-immersion experiences in Virtual Reality (VR) may offer an environment which is conducive to developing such competence. This paper reports on a pilot study carried out with two groups of university students (N=30) in the Netherlands and Germany. The students, involved in a virtual exchange using VR headsets, completed three tasks collaboratively. The aim of the study was to investigate participants' perception regarding (1) their collaboration with foreign peers within the VR setting and (2) the perceived usefulness of the tool. The researchers employed questionnaires and conducted interviews and focus groups. The audio recording transcripts from the VR encounters and students' reflective journals provide further data to triangulate the results. This pilot study provides first results with regard to virtual exchanges carried out in high-immersion VR. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
&quot;There&apos;s No Other Way When Nothing Comes to Mind&quot;: Internet Use in L2 Writing Classes
Author: Kennedy, Olivia
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Internet,Web Sites,Information Sources,Writing Assignments,Writing Instruction,Writing Processes,Brainstorming,Technology Integration,Second Language Learning,English (Second Language),College Freshmen,College Faculty,Teacher Attitudes,Student Attitudes,Plagiarism,Ethics,Foreign Countries

Technology is changing traditional views of language teaching and learning, with generational and cultural differences influencing the ways that we interact with it. This paper describes an action research project undertaken at a university in Japan to understand how students use the Internet to prepare written assignments in L2, and the students' and their instructors' reactions towards this usage. Classroom observation and technology usage logs revealed that students use websites and applications to gather ideas at the start of the writing process, rather than coming up with ideas themselves. Thematic analysis of student journal entries suggests that many students disregarded the brainstorming method that they had been taught due to a lack of confidence either in their ideas or in their linguistic competence. Students did not identify this behaviour as dishonest, unlike 70% of the instructors interviewed. This mismatch in student and instructor views may lead to missed learning opportunities for the L2 writer. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]