ethanporcaro/eric-fulltext-meta huggingface dataset:
CALL: Using, Learning, Knowing. Proceedings of the 2012 EUROCALL Conference (Gothenburg, Sweden, August 22-25, 2012)
Author: Bradley, Linda, Ed.
Date: 2012-08-00
Type: Collected Works - Proceedings
Subjects: Second Language Instruction,Second Language Learning,Computer Assisted Instruction,Teaching Methods,Foreign Countries,Information Technology,Video Technology,Language Tests,English (Second Language),Longitudinal Studies,Language Fluency,Japanese,Novices,Educational Technology,Secondary School Students,Higher Education,Computational Linguistics,Documentation,Scientific Research,Cooperative Learning,Instructional Materials,Feedback (Response),Language Proficiency,Electronic Publishing,Social Networks,Reading Strategies,Handheld Devices,Telecommunications,Web Based Instruction,Online Courses,English for Academic Purposes,Writing Instruction,Error Correction,Cultural Awareness,Italian,Elementary School Students,Foreign Students,College Students,Task Analysis,Program Descriptions

For the first time, the annual conference of the European Association for Computer-Assisted Language Learning (EUROCALL) took place in Sweden. The conference took place at the Faculty of Education on historic ground on the old fortification walls of Carolus Dux from the 17th century right in the centre of the city. This year's host comprised the University of Gothenburg in collaboration with Chalmers University of Technology. The local committee members represented three collaborating institutions: &quot;Faculty of Education, the University of Gothenburg&quot;; &quot;Department of Languages and Literatures, the University of Gothenburg&quot;; and &quot;Division for Language and Communication, Chalmers University of Technology.&quot; This year's conference theme was &quot;CALL: using, learning, knowing.&quot; The conference seeked to establish the current state of the art, how using technologies shape what and how we learn, and what we consider we know from research and development within CALL. These three dimensions are in a continuous fux and interplay as an upward spiral, contributing together to create a dynamic learning experience for the student. There were presentations presented at the conference. 59 of these were submitted as extended papers and appear in this volume of proceedings. An author index is included. (Individual papers contain references.)
Classroom Discussions: Possibilities and Limitations for Democratic Classroom Practices
Author: Aasebø, Turid Skarre
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Classroom Communication,Discussion (Teaching Technique),Democracy,Observation,Debate,Data Analysis,Interviews,Focus Groups,Qualitative Research

Are students offered possibilities to experience democratic practice in classrooms? Using an analysis of empirical data from classroom discussions in lower secondary school, this article identifies and explores two different types of classroom discussions which give students different positions: a conversation in which students are positioned as &quot;poll respondents,&quot; and a more deliberative conversation which positions students as learning debaters. The two forms of classroom discussions are discussed due to the way they give different meaning to democracy, and due to whether the student positions in the classrooms imply contribution to the subject matter and what is considered valuable knowledge in school.
Problematic Internet Usage of ICT Teachers
Author: Gunduz, Semseddin
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Technology Uses in Education,Use Studies,Information Technology,Secondary School Teachers,Measures (Individuals),Likert Scales,Statistical Analysis,Correlation,Scores,Gender Differences,Teaching Experience

Information and communication technologies (ICT) have affected all area in a society. Human can learn quickly and accurately from the internet. The aim of this study was to investigate what the problematic internet usage of ICT teachers. Therefore, the present study investigated the problematic internet usage, who worked as an ICT teacher in secondary schools in Turkey. The data collection tools of the study are &quot;Personal Information Form&quot; designed by the researcher, and Problematic Internet Usage Scale. Descriptive statistics, t-test, ANOVA and Pearson correlation test were used for the statistical analysis of the data. The sample group of this study comprised of 119 ICT teachers. At the end of the research, it was found that male ICT teachers received higher scores in problematic internet usage scale when compared to the female ICT teachers. Participants who had been serving as an ICT teacher for six years and more received higher scores in problematic internet usage level when compared to the other groups.
New Music Technologies: Platforms for Language Growth through Content
Author: Brooks, David L.
Date: 2012-08-00
Type: Reports - Research
Subjects: Music Activities,Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Second Language Instruction,Teaching Methods,Computer Oriented Programs

This educational showcase highlights some of the musical applications and devices that run them for adding music-related content and instructional activities to the foreign language (FL) classroom. Actual instructional uses for these mobile information and communications technology (ICT) devices such as the iPod, iPad, and iPhone, and music apps are introduced, and guidelines for what to consider in making program decisions for adopting such technology are given. Features of a classroom environment that supports language growth, creative self-expression, and increased intercultural competence are special considerations. [For the complete volume, see ED574893.]
Integrating Cognitive-Motivational Strategies into Multimedia-Based English Instruction for Low-Achievers
Author: Chang, Mei-Mei
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Instruction,Student Motivation,Multimedia Instruction,Low Achievement,Grammar,Reading Comprehension,Computer Assisted Instruction,Educational Technology,Pretests Posttests,Questionnaires,Student Attitudes,Instructional Effectiveness,Tests,College Freshmen,Language Proficiency,Quasiexperimental Design

This study investigated whether integrating cognitive-motivational strategies into multimedia-based English instruction could improve low-achievers' academic performance in grammar comprehension and reading comprehension. Forty-four students participated in this study for five weeks. They were all in the same class and under the same instruction and classified as high achievers and low achievers based on their English proficiency test scores. An interactive multimedia environment constructed with the integration of cognitive-motivational CALL model (CMMCALL) was developed according to language learning theories and the findings from the literature review. The effect of the CMMCALL on learners was examined after the experiment by comparing the learning outcome between pre-test and post-test. Comprehension tests and questionnaires were used to investigate students' learning performance and their perceptions of the CMMCALL. The results showed that the CMMCALL was able to benefit low-achievers and to increase their success of language learning, and the difference between pre-test and post-test was significantly different (p &lt; 0.05). Their viewpoints and suggestions about using the CMMCALL program were positive and encouraging. [For the complete volume, see ED574893.]
Teachers and Technology: Comparing University and School Languages Educators' Perceptions of Technology and Their Own IT Literacy
Author: Absalom, Matthew
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Information Literacy,College School Cooperation,Teacher Attitudes,Technology Uses in Education,Comparative Analysis,Information Technology,Language Teachers,Online Surveys,Foreign Countries,Second Language Programs,Technology Integration,Teaching Methods,College Faculty

Educators at all levels of education are increasingly required to adopt information technology (IT) and integrate it into their teaching practice. Some researchers have found that this goal is &quot;neither value neutral or universally understood&quot; (Jamieson-Proctor, Burnett, Finger, &amp; Watson, 2006, p. 511). In this paper, I discuss an ongoing study of the perceptions of three groups of language educators relating to the use of IT in their teaching practice and of their own IT literacy collected via responses to a short questionnaire. The three cohorts are distinct: the first is a cross-section of school teachers of diverse languages and experience; the second is a group of school teachers of different languages but who have identified as &quot;leaders&quot; (previously discussed in Absalom, 2011). These two school-based groups are compared with language teachers in higher education. The analysis of questionnaire responses will explore perceptions of information and communication technology (ICT) in relation to factors such as gender, age, teaching context and disciplinary identity. The paper will explore the implications of the study, including those relating to professional learning needs. [For the complete volume, see ED574893.]
Task and Tool Interface Design for L2 Speaking Interaction Online
Author: Appel, Christine
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Case Studies,English (Second Language),Native Speakers,English,Management Systems,Video Technology,Computer Mediated Communication,Cooperative Learning,Synchronous Communication,Task Analysis,Online Courses,Open Universities,College Students,Foreign Countries,Spanish,Questionnaires,Student Attitudes,Distance Education

Learners and teachers of a foreign language in online and blended learning environments are being offered more opportunities for speaking practice from technological developments. However, in order to maximise these learning opportunities, appropriate task-based materials are required which promote and direct student to student interaction in order to counter learners' possible reluctance to use new language structures in their target language (TL). This paper presents the provisional findings of a case study in which three groups of English as a foreign language (EFL) students worked synchronously (in Skype) in pairs with spot-the-difference pictures presented to them using three different formats: standard HTML format, the Tandem tool (a content management application which distributes the materials in real-time), and a variation of the Tandem tool interface which incorporates confirmation buttons aimed at providing a scaffold to the interactions. In order to contextualise the results from the three groups of learners, a group of native English speakers also carried out the tasks. Differences in the interactions were identified, particularly between the HTML format materials and the Tandem materials, mostly due to the fact that students were able to access both students' materials prior to the synchronous interaction, enabling them to prepare for the interactions in various ways, and in some cases, to script their conversations. Other differences were found in terms of the turn-taking, time spent on tasks, and the language used to complete the tasks. [For the complete volume, see ED574893.]
Using an e-Portfolio System to Improve the Academic Writing Performance of ESL Students
Author: Alshahrani, Ali
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Portfolios (Background Materials),Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Intensive Language Courses,Writing Processes,Process Approach (Writing),Feedback (Response),Questionnaires,Student Attitudes,Computer Software,Peer Evaluation,Teacher Student Relationship,Essays,Interviews,Technology Uses in Education,Intervention,Control Groups,Comparative Analysis,Self Efficacy,Experimental Groups,Pretests Posttests,Academic Discourse,Writing Improvement

Many intensive English language programmes that English second language (ESL) students enrol in adopt a process approach to writing, interpreting writing as a cognitive process that is highly private or individualistic (Atkinson, 2003), where writers use specific cognitive phases, such as pre-writing, drafting, and revising, to generate their text. However, Lefkowitz (2009) claimed that the interpretation of the process approach is often superficial, focusing on improving grammatical accuracy, rather than on the generation, formation and revision of ideas. To tackle the problems of providing appropriate, regular feedback within a &quot;socially and culturally situated&quot; approach to writing, and to tackle the issues of motivation, attitude and confidence among ESL writers, which difficulties with writing are likely to engender, an e-portfolio system was used to support students on an ESL writing course as they worked through the key phases of the writing process. The system provided a framework within which they could write to and receive feedback from each other, as well as from the teacher. 46 ESL students from an English Centre were divided into a conventional group and an e-portfolio group. They submitted a series of essays over a number of weeks on which they received both peer and teacher feedback. Data were gathered using an online questionnaire, samples of writing, online tracking and interviews. The post-intervention test results indicated no significant improvement among the control group's motivational constructs and performance in writing, but significant differences were found in the experimental group's writing performance and in the students' perceived value with regard to writing, writing self-efficacy and writing process approach self-consistency. These findings suggest that e-portfolio software, by facilitating both writing, and the provision of regular peer and teacher feedback on writing, has the potential to encourage a significant improvement in ESL students' writing self-belief and writing performance. [For the complete volume, see ED574893.]
Designing Interactive and Collaborative Learning Tasks in a 3-D Virtual Environment
Author: Berns, Anke
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Foreign Countries,German,Second Language Learning,Second Language Instruction,Learning Motivation,Independent Study,Computer Simulation,Teaching Methods,Computer Games,College Students,Universities,Questionnaires,Feedback (Response),Student Attitudes,Case Studies,Pretests Posttests

The aim of our study is to explore several possibilities to use virtual worlds (VWs) and game-applications with learners of the A1 level (CEFR) of German as a foreign language. Our interest focuses especially on designing those learning tools which increase firstly, learner motivation towards online-learning and secondly, enhance autonomous learning through a highly interactive environment. Interaction is here seen as a multidirectional process, in which learners are asked to interact with different virtual environments as well as other learners in order to resolve a variety of tasks successfully. By interacting and collaborating in different tasks' performance, students are encouraged to learn from each other, in order to foster and widen their individual knowledge. For our research study we have designed a VW-platform, called VirtUAM (Virtual Worlds at Universidad Autónoma de Madrid). This platform permits us to store and record a huge amount of data related to users' behaviour and in-world interactions. Furthermore the platform has been employed to build several virtual spaces, which implement different game levels. The virtual spaces themselves are used to give students basic training in different language skills (listening, reading and writing) related to German as a foreign language. In order to obtain data regarding the game's impact on student learning, we designed a general questionnaire, which was only filled out after the game and which aimed at getting personal feedback from the participants. [For the complete volume, see ED574893.] [This work has been partially funded by the Consejería de Innovación under the project &quot;Actuaciones Avaladas para la Mejora Docente 2011/12&quot; (AAA_53: El empleo de videojuegos para el apoyo al aprendizaje de lenguas extranjeras aplicado al alemán) as well as by the Spanish Ministry of Science and Innovation under the project ABANT (TIN2010-19872/TSI).]
Online CLIL Scaffolding at University Level: Building Learners' Academic Language and Content-Specific Vocabulary across Disciplines through Online Learning
Author: Carloni, Giovanna
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Course Content,Online Courses,Independent Study,Scaffolding (Teaching Technique),Vocabulary Development,Active Learning,Learning Processes,Language Acquisition,English for Academic Purposes

Over the last two years, the University of Urbino, Italy, has been implementing Content and Language Integrated Learning (CLIL) courses in English across all disciplines. This study focuses on the online self-study CLIL scaffolding designed to help students involve in an Internationalization Project to build academic language and content-specific vocabulary autonomously. Within a CLIL counterbalanced instructional framework, which integrates content-based and form-focused instruction as advocated by Lyster (2007), learners' awareness and acquisition of English academic language and subject-specific terminology have been promoted by means of online course-tailored activities delivered through self-access materials. The profile of the 21st century digital-age university learner has had a deep impact on the instructional design of the online CLIL learning environment implemented. Noticeably, the online self-study materials have been created using corpus- and web-based tools aimed to cater to CLIL learners' cognitive, subject-specific, and language needs. Activities have been set up to engage learners in active learning and to trigger students' self-directed learning processes effectively. Online out-of-class academic and content language scaffolding, informed by sound foreign language acquisition research and pedagogy, have been enhanced. [For the complete volume, see ED574893.]
Investigating the Use of Interactive Whiteboards during the Pre-Task Phase of Speaking Tasks in the Secondary English Classroom
Author: Handley, Zoe
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Bulletin Boards,Visual Aids,Educational Technology,Interactive Video,Technology Uses in Education,Teaching Methods,English (Second Language),Second Language Instruction,Language Fluency,Accuracy,Language Proficiency,Foreign Countries,Secondary School Students,Statistical Analysis,Oral Language

Working within a task-based approach to the teaching of speaking, two interactive whiteboard-based pre-task activities focusing on different phases of the speech production process (Levelt, 1989) were developed and compared with an activity based on the speaking activities currently offered in English as a foreign language course books. The first activity, &quot;Dialogue Expansion,&quot; was based on expansion drills/backchaining (Larsen-Freeman &amp; Anderson, 2011) and intended to focus on articulation. The second, &quot;Dialogue Reconstruction,&quot; was based on total text reconstruction activities, e.g., Storyboard (Levy, 1997), and intended to focus on formulation. The comparison focused on their impact on the quality (fluency and accuracy) of students' oral productions in follow-up dialogue activities. Three classes of 12-13 year old Spanish learners of English participated in the study which had a within-participants design. The independent variable was the pre-task activities. The dependent variables were the (1) fluency, and (2) accuracy of the language produced during follow-up dialogue tasks. The activities developed in this study had a differential impact on both fluency and accuracy, with the Dialogue Expansion activities promoting accuracy and the Dialogue Reconstruction activities promoting fluency. This evidence corroborates previous research which suggests that the focus of pre-task activities has an impact on the quality of language that students produce during the task cycle and demonstrates that teacher-fronted interactive whiteboard activities can play a role in a task-based approach to language teaching. [For the complete volume, see ED574893.]
Exploring Digital Literacy in Student-Teacher ICT Projects
Author: Allen, Christopher
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Technological Literacy,Preservice Teachers,Information Technology,Student Projects,Second Language Instruction,English (Second Language),Inquiry,Internet,Secondary School Students,Foreign Countries,Learning Activities,Web Based Instruction,Web Sites,Audio Equipment,Language Teachers

This paper reports on the evaluation of student teacher information and communications technology (ICT) projects in English language didactics in accordance with recently proposed frameworks of digital literacy in both language-teaching and wider working and educational contexts (Dudeney, Hockly, &amp; Pegrum, forthcoming; Hockly, 2012; Pegrum, 2011). The challenge for teachers, regardless of what stage they are at in their careers, is to be able to operationalize in Hockly's (2012) terms the notion of digital literacy in the foreign language classroom while at the same time encorporating these concerns into a task-based framework in which communication is balanced with a focus on linguistic form. Students in their second term of studies in language didactics were given the task of creating an ICT-based project in English, encorporating both internet and classroom-based inquiry activities aimed at either lower or upper secondary levels in the Swedish school system. The project brief given to the student teachers more specifically addressed their ability to plan and organize a set of learning activities around an extended webquest in addition to demonstrating the procedural usage of a wide range of ICT tools such as wikis, blogs, podcasts, etc. in English language teaching (ELT). The four areas of language-, information-, connection-, and re-design-based digital literacies, as proposed by Pegrum (2011), form the basis for the evaluation of the projects. [For the complete volume, see ED574893.]