ethanporcaro/eric-fulltext-meta huggingface dataset:
Mobile Purposive-Extensive-Podcast-Listening versus Mobile Self-Regulated-Podcast-Development: A Critical Framework for Designing Foreign Language Listening
Author: Sendag, Serkan
Date: 2014-08-00
Type: Reports - Research
Subjects: Audio Equipment,Handheld Devices,Second Language Learning,Second Language Instruction,Listening Skills,Guidelines,Telecommunications,College Students,Foreign Countries,Role,Teaching Methods,Technology Integration,Independent Study

Nowadays mobile technologies are widely employed in almost all fields of education for varying reasons. The present study intends to explore the role of mobile technologies in the development of students' listening skills in a higher education context. The aim of the present study is twofold; while it seeks for the feasibility of mobile technologies in listening activities of higher education students, it will also try to propose solutions to a rather neglected side of teaching listening within the frame of foreign/second language education. Although there are several studies on listening skills in foreign/second language teaching, almost none of them clearly or scientifically deal with the elaboration of the listening activities (i.e. conditions describing listening skills). Thus, using mobile technologies, the present study will also try to find an evidence-based answer to this issue. However, since this presentation is part of an ongoing study, supported by The Scientific and Technological Research Council of Turkey (TUBITAK), we will just propose two critical frameworks for its methodology, introduce the proposed framework for integration of the mobile technology and welcome the contributions of the scholars about its function in the field of language education. [For full proceedings, see ED565087.]
Creating Tasks in a Less-Commonly Taught Language for an Open Educational Resource: Why the CEFR Is Important for Irish
Author: Ó Ciardúbháin, Colm
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Uncommonly Taught Languages,Irish,Resource Units,Academic Standards,Computer Assisted Instruction,Second Language Instruction,Case Studies,Oral Language,Language Skills,Foreign Countries

If teachers of Less-Commonly Taught Languages (LCTLs), such as Irish, are to make use of Open Educational Resources (OERs) and many other CALL tools, then there must be an appropriate adaptation of the Common European Framework of Reference (CEFR) in that LCTL. The need to be &quot;Bologna-compliant&quot; has seen language courses and syllabuses in Ireland being set out according to Common Reference Levels of the CEFR. Many CALL tools and resources which have been developed in a European context are underpinned by the Common Reference Levels of the CEFR. This symbiosis means that, in many cases, making use of one cannot be done properly without due regard to the other. In Ireland, however, the applications of the CEFR and integration of CALL have been engaged in separately for the most part. As the demand for CALL grows in Ireland, the lack of an Irish language adaptation of the CEFR becomes more problematic. This paper presents a case study on the Irish language partner on the SpeakApps project (http://www.speakapps.eu/). It will begin with a brief literature review on implementing CALL principles in LCTLs, and application of the CEFR to LCTLs. It then examines the experiences of the Irish partner in designing online oral production and interaction tasks according to the CEFR to be used on language courses that have not previously used CEFR learning goals or reference levels. In this paper we conclude that adaptations of the CEFR's Common Reference Levels with clear illustrative descriptors are needed before teachers of LCTLs can optimise OERs and other CALL tools. [For full proceedings, see ED565087.]
Social Networking: Developing Intercultural Competence and Fostering Autonomous Learning
Author: Vurdien, Ruby
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Social Networks,Independent Study,Second Language Learning,Second Language Instruction,Intercultural Communication,Cultural Awareness,Web 2.0 Technologies,Student Attitudes,Profiles,Friendship,Cooperative Learning,Learning Activities,Computer Mediated Communication,Foreign Countries,English (Second Language),Test Preparation,Computer Science Education,College Students,Language Tests,Language of Instruction,Program Descriptions,Asynchronous Communication,Qualitative Research,Likert Scales,Student Motivation

With the emergence of Web 2.0, the incorporation of internet-based social networking tools is becoming increasingly popular in the foreign language classes of today. This form of social interaction provides students with the opportunity to express and share their views with their peers, and to create profiles as well as online communities of common interests. Furthermore, through their engagement in online social networking, students develop relationships, build friendships and collaborate with others (Lomicka &amp; Lord, 2009). Online social networking sites have enhanced the environment for language learning and have become a potential platform for internet-based cultural tasks in L2 classes. As a form of telecollaboration, social networking fosters online intercultural interaction between students of different countries with a view to developing intercultural competence. With this in mind, the present study aims to explore how students from two countries, namely, Spain and Mauritius, can develop intercultural competence through the use of the social networking platform Elgg as a telecollaborative learning context. It also discusses whether online social interaction can foster student learning autonomy. [For full proceedings, see ED565087.]
Context-Aware Writing Support for SNS: Connecting Formal and Informal Learning
Author: Waragai, Ikumi
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Social Networks,Social Media,Second Language Learning,Handheld Devices,Technology Uses in Education,German,Informal Education,Writing Instruction,Multimedia Instruction,Blended Learning,Computer Mediated Communication,Geographic Location,Context Effect,Student Experience,Relevance (Education),Study Abroad,Writing Skills,Databases,Web Sites

This paper presents another stage in a series of research efforts by the authors to develop an experience-connected mobile language learning environment, bridging formal and informal learning. Building on a study in which the authors tried to connect classroom learning (of German in Japan) with learners' real life experiences abroad by having smartphones detect the learners' location and supply them with multimedia content matching their real-time communicative situation, the authors developed a hybrid language learning environment supporting different types of learning. Based on observations that learners tended to use resources rather for preparatory or retrospective learning, and on considerations about the potential of social media as a space for informal language learning, the authors added a feature that supports learners when writing a social networking service (SNS) post about their everyday experiences abroad. Help is offered based on the analysis of the learners' geolocational position--hinting to what situation they might want to write about--and on the text they already entered. Based on these data, they are provided with help in the form of vocabulary and/or model texts. [For full proceedings, see ED565087.]
Seamless Integration of Desktop and Mobile Learning Experience through an Ontology-Based Adaptation Engine: Report of a Pilot-Project
Author: Mercurio, Marco
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Learning Experience,Computer Uses in Education,Learning Modules,Learning Activities,Media Adaptation,Pilot Projects,Courseware,English Curriculum,Distance Education,Computer Software,College Programs,Foreign Countries

The paper describes a module within the distance language learning environment of the Language Centre at the Genoa University which adapts, through an ontology, learning activities to the device in use. Adaptation means not simply resizing a page but also the ability to transform the nature of a task so that it fits the device with the smallest effectiveness loss with respect to the ability the activity is meant to develop. In our environment, activities are tagged with a language-related ability so that an exercise which would not be usable on a given device can be transformed so as to be both usable and to maintain its original language learning potential. Following previous analyses of the most technical features of the engine, this paper will report on a pilot project, and the design and testing of an English course whose activities are transformable thanks to reasoning mechanisms based on the ontology. Our analysis will focus on the most important issues that have arisen during the development of the course. [For full proceedings, see ED565087.]
EFL Learners' Perceived Use of Conversation Maintenance Strategies during Synchronous Computer-Mediated Communication with Native English Speakers
Author: Ino, Atsushi
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Computer Mediated Communication,Synchronous Communication,Native Speakers,Correlation,Language Proficiency,Speech Communication,Communication Strategies,Videoconferencing,College Students,Foreign Countries,Questionnaires,Language Tests

This study investigated the perceived use of conversation maintenance strategies during synchronous computer-mediated communication with native English speakers. I also correlated the relationships of the strategies used with students' speaking ability and comprehensive proficiency level. The research questions were: (1) how were the learners' perceived use of conversation maintenance strategies related with one another?; and (2) what were the relationships of those strategies with learner's speaking ability and English proficiency? During the semester, the participants participated in five synchronous computer-mediated communication sessions in total. Each of the teachers listened to three presentations during each 50 minutes session. During one period, the teacher interacted with the learners, especially after each presentation, asking questions and giving some comments. Significant correlations were found between keeping eye contact and asking questions to the teacher, between keeping eye contact and taking action/showing attitude to continue conversation, and between keeping eye contact and readiness to help peers. It was also found that asking questions to the teacher and readiness to help peers were strongly correlated. These results seemed to mean that keeping eye-contact was a crucial conversation maintenance strategy in videoconferencing synchronous computer-mediated communication (SCMC). [For full proceedings, see ED565087.]
Patterns and Effectiveness of Mobile Device Usage by Japanese Undergraduates for L2 Acquisition Purposes
Author: Pagel, James W.
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Second Language Learning,Second Language Instruction,Student Attitudes,Student Surveys,Handheld Devices,Telecommunications,English for Academic Purposes,Teaching Methods,Student Motivation,Preferences,Independent Study,Foreign Countries,Likert Scales

Mobile technologies, such as smartphones and tablets, are rapidly gaining popularity as an effective means to enhance foreign language learning. However, does the incorporation of these mobile devices really benefit the learner or simply satisfy the instructor's need to be innovative and ahead of the learning curve? The present study seeks to answer this question, in part, by targeting a survey to English as a foreign language (EFL) learners at a private university in Tokyo, Japan. The survey was administered to Japanese undergraduates studying academic English in two separate departments during a three academic year period (2012 to 2014). The main purpose of the survey was to determine students' attitudes toward and patterns of usage of mobile learning technology, and how effective they felt it was compared with traditional methods of teaching English skills. The results revealed the students were satisfied with and motivated by their exposure to mobile learning, and that they had a preference for using mobile devices when learning English. At the same time, however, there were some students who did not feel comfortable using mobile devices for language learning. The results of the survey are discussed in light of emerging theories of autonomous learning and second language motivation. [For full proceedings, see ED565087.]
A Follow-Up Study of the Facebook Project for Japanese University Students: Has It Been Enhancing Student Interaction, Learner Autonomy, and English Learning?
Author: Hamada, Mayumi
Date: 2014-08-00
Type: Reports - Research
Subjects: Foreign Countries,Social Media,College Students,Followup Studies,Personal Autonomy,English (Second Language),Second Language Learning,Interpersonal Relationship,Computer Uses in Education,Student Attitudes,Student Improvement,Student Surveys

This is a follow-up study of the Facebook (FB) project conducted from October 2011 to January 2013. The purpose of the project was to investigate how FB can help Japanese university students improve their English, and determine whether FB can facilitate student interaction and learner autonomy by integrating FB activities into English lessons. In the first semester, the students started to use FB for their English study. The results showed that the students' overall reaction to FB was positive and the project developed their English ability and facilitated learner autonomy to some extent. In the following year, the students were given an opportunity to exchange information and opinions with American university students. It was found that the project encouraged the students to become interested in learning about cultural differences. The project also facilitated learner autonomy to a larger extent and helped improve the students' English ability, especially in regard to grammar and vocabulary. In this study, I will present further results of the project based on a survey conducted one year after the project ended. I will also discuss whether and how FB has been facilitating learner autonomy, English learning, and student interaction in the absence of teacher-directed assignments. [For full proceedings, see ED565087.]
ICT in EFL: The Global Effect of New Technologies in the Language Classroom
Author: Papadima-Sophocleous, Salomi
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Information Technology,Technology Integration,Teaching Methods,Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education,Educational Improvement,English (Second Language),Literature Reviews

Research studies conducted around the globe have shown that Information and Communication Technologies (ICT) can lead to increased student learning and improved teaching methods. ICT's growth has brought about numerous changes to the education world, making the technological revolution that is happening around us impossible to disregard. Although the revolution in language education is here to stay, language professionals seem reluctant to embrace ICT in their classrooms. The purpose of this paper is 1) to present the field with an overview of how far the integration of ICT in language education and the development of language teacher education regarding the use of ICT have come, and 2) to contribute suggestions on how the situation can improve. The overview in question entails literature from around the globe. [For full proceedings, see ED565087.]
PETALL: A European Project on Technology-Mediated TBLT
Author: Lopes, António
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Task Analysis,Teaching Methods,Language Teachers,Consortia,College School Cooperation,Secondary Schools,Foreign Countries,Networks,Geographic Regions,Information Technology,Teacher Education,International Cooperation,Technology Integration,Program Descriptions

The Common European Framework of Reference (CEFR) lays strong emphasis on task-based language teaching (TBLT). However, this approach constitutes a challenge for many foreign language teachers, not so much because they are not familiar with the approach or its benefits, but because of the requirements and practical conditions to be met. Most national curricula are clear about the importance of TBLT. The reality of the classroom does not mirror it. The consortium, coordinated by the University of Algarve, is constituted by Higher Education Institutions and secondary schools working in tandem from ten countries (Germany, Greece, Hungary, Italy, the Netherlands, Portugal, Serbia, Spain, Turkey, and the UK). The consortium proposes to build on the outcomes of previous Comenius projects, extending previously acquired knowledge to other partners and constructing a transnational strategy for information and communications technology (ICT)-based task design management. This entails setting up regional networks to promote the languages of the partners involved in the project. [For full proceedings, see ED565087.]
Investigating EFL Teachers' Technological Pedagogical Content Knowledge: Students' Perceptions
Author: Tseng, Jun-Jie
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Pedagogical Content Knowledge,Educational Technology,Student Attitudes,Junior High School Students,Secondary School Teachers,Foreign Countries,Teacher Attitudes,Measures (Individuals),Teaching Methods,Likert Scales,Questionnaires

Technological pedagogical content knowledge (TPACK) has received much attention recently, serving as a lens to examine the ways in which teachers integrate technology into teaching. Questionnaire instruments have been developed to examine teachers' TPACK. However, teacher-perceived TPACK may not fully reflect their real practices in classrooms. To address this problem, students' perspectives could be incorporated to achieve a balanced assessment of TPACK. Thus, the present study was to assess English as a foreign language (EFL) students' perceptions of their teachers' TPACK through a validated student-based TPACK instrument. Two hundred and fifty-seven EFL students of junior high school in Taiwan participated in this study. The results of the survey showed that the teachers were thought to be more proficient in the three individual domains of core knowledge than in the intersections between them. In particular, the students perceived that their teachers demonstrated content knowledge more adequately than their integrated TPACK. The resulting perceptions of the students could be used to help teachers enhance their teaching practices associated with technology. [For full proceedings, see ED565087.]
Designing a Task Based Curriculum for Intensive Language Training
Author: Elshoff, Joost
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Curriculum Development,Curriculum Design,Intensive Language Courses,Task Analysis,Language Skills,Communicative Competence (Languages),Blended Learning,Minimum Competencies,Technology Integration,Second Language Programs,Institutes (Training Programs),Foreign Countries

In this paper, I will report on the progress made in designing a curriculum for intensive language training, in which one-on-one instruction is combined with online exercises and drills to achieve an optimal blend of expertise and technology enhanced language learning. The Common European Framework of Reference (CEFR) has become a crucial tool for assessing language skills as well as for developing courses for students. Working with a very heterogeneous target group and teaching seven different languages in a five-day full immersion setting, it is crucial to continuously focus on the language tasks they need to perform in their target language. A task-based approach, in which language tasks are matched with their corresponding level according to the CEFR and categorized for industry specific domains, was designed and implemented for the development of new course materials. The focus is on combining receptive and productive language skills in realistic contexts, made available in an online learning environment as well as through authentic materials with assignments to promote a thorough understanding and the use of advanced language skills. [For full proceedings, see ED565087.]
Diagnostic CALL Tool for Arabic Learners
Author: Alsabaan, Majed
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Semitic Languages,Second Language Learning,Second Language Instruction,Feedback (Response),Pronunciation Instruction,Teaching Methods,Computer Software,Native Speakers,Pronunciation,Oral Language,Computer Assisted Instruction,Instructional Effectiveness

Our proposed work is aimed at teaching non-native Arabic speakers how to improve their pronunciation. This paper reports on a diagnostic tool for helping non-native speakers of Arabic improve their pronunciation, particularly of words involving sounds that are not distinguished in their native languages. The tool involves the implementation of several substantial pieces of software. The first task is to ensure the system we are building can distinguish between the more challenging sounds when they are produced by a native speaker, since without that, it will not be possible to classify learners' attempts at these sounds. To this end, we carried out a number of experiments with the well-known speech recognition Hidden Markov Model Toolkit (HTK), in order to ensure that it can distinguish between confusable sounds, such as the ones that people have difficulty with. Our diagnostic tool provides feedback in three different forms: as an animation of the vocal tract, as a synthesised version of the target utterance, and as a set of written instructions. We have evaluated the tool by placing it in a classroom setting, asking 40 Arabic students to use the different versions of the tool. Each student had a thirty minute session with the tool, working their way through a set of pronunciation exercises at their own pace. Preliminary results from this pilot group show that their pronunciation does improve over the course of the session. [For full proceedings, see ED565087.]
Linking CALL and SLA: Using the IRIS Database to Locate Research Instruments
Author: Handley, Zöe
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Intervention,Coding,Language Research,Databases,Educational Research,Instructional Design,Research Needs,Learning Processes

To establish an evidence base for future computer-assisted language learning (CALL) design, CALL research needs to move away from CALL versus non-CALL comparisons, and focus on investigating the differential impact of individual coding elements, that is, specific features of a technology which might have an impact on learning (Pederson, 1987). Furthermore, to help researchers find possible explanations for the success or failure of CALL interventions and make appropriate adjustments to their design, these studies should be conducted within the framework of second language acquisition (SLA) theory (Pederson, 1987). Despite this, a recent review found that broad CALL comparisons are still common and studies focusing on individual coding elements are rare (Macaro, Handley, &amp; Walter, 2012). Moreover, few studies make links with SLA and few measure linguistic outcomes using measures developed in the field of SLA. One reason for this may be difficulty in obtaining the instruments used in SLA research. The IRIS database is introduced as one way of addressing this problem. [For full proceedings, see ED565087.]