ethanporcaro/eric-fulltext-meta huggingface dataset:
Physicality and Language Learning
Author: Park, Jaeuk
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Vocabulary Development,Second Language Instruction,Teaching Methods,Equipment,Cooking Instruction,Simulated Environment,Conventional Instruction,Comparative Analysis,Pretests Posttests,Foreign Countries

The study draws on the digital technology which allows users to be able to learn both linguistic and non-linguistic skills at the same time. Activity recognition as well as wireless sensor technology, similar to a Nintendo Wii, is embedded or attached to the equipment and ingredients, allowing users to detect and evaluate progress as they carry out their cooking tasks in a real world kitchen. 48 adult participants from 20 countries in total cook, both in a digital kitchen by using real objects and in the classroom by looking at typical pictures/photos in the textbook. These learners from diverse cultural background pose a great potential to the generalizability of the current study. Research questions are: does using real objects to cook in the digital kitchen help students learn vocabulary items better than looking at photos of the objects in the classroom? If so, to what extent? This study attempts to see the effect of physicality in combination with digital technology on foreign vocabulary learning by a experimental design. This project not only helps address well-known problems in relation to classroom teaching and learning, but supports the development of innovative information and communications technology for language learning across the world. [For the complete volume of short papers, see ED572005.]
Feedback Visualization in a Grammar-Based E-Learning System for German: A Preliminary User Evaluation with the COMPASS System
Author: Harbusch, Karin
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Feedback (Response),German,Electronic Learning,Grammar,Visual Aids,Sentences,Natural Language Processing,Syntax,Animation,Eye Movements,Questionnaires,Native Language Instruction,College Students,Native Speakers,Second Language Instruction

COMPASS is an e-learning system that can visualize grammar errors during sentence production in German as a first or second language. Via drag-and-drop dialogues, it allows users to freely select word forms from a lexicon and to combine them into phrases and sentences. The system's core component is a natural-language generator that, for every new word the user wishes to attach to the current string (as an extension of this string or as a replacement of a substring), checks whether this tentative attachment is grammatically well-formed or not. On this basis, the system can compute and display online the grammatical structure of input strings in the form of syntactic trees, and identify and diagnose input errors. In the following, we focus on the crucial question of how to present the feedback to the learner. We propose tutored visualizations with animations of pedagogical agents. We briefly report the results of a preliminary user evaluation study in which the participants judged the well-formedness of prefabricated input sentences. The data, collected by means of eye-tracking and a questionnaire, show that L1 learners who are exercising an unfamiliar and error-prone grammatical structure, pay due attention to, and can profit from, this type of visualized error feedback. [For the complete volume of short papers, see ED572005.]
A Social Constructionist Approach to Teaching and Learning Vocabulary for Italian for Academic Purposes
Author: Xerou, Eftychia
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Italian,Constructivism (Learning),Vocabulary Development,Second Language Learning,Electronic Learning,Guidelines,Second Language Instruction,Learning Motivation,Language Tests,Academic Discourse,College Students,Teaching Methods,Qualitative Research,Greek,Native Language,Dictionaries,Translation,Search Engines,Student Attitudes,Foreign Countries

This study presents the way Parmaxi and Zaphiris's (2015) social constructionist framework was used in order to teach and learn vocabulary in an Italian for Specific Academic Purposes (ISAP) tertiary course. The participants (beginner students) were guided to build in groups an artifact, i.e a specific academic vocabulary collection. To do so, they used &quot;Quizlet&quot;; this online learning tool allows the creation of digital artifacts, such as vocabulary flashcards, games and quizzes, and the sharing of the collections created. The purpose of the creation of the artifact was the learning and sharing of vocabulary in Italian used in the specific area of the students' university fields of study. The data revealed that the social constructionist approach facilitated a more engaged and motivating attitude towards learning, allowing students to work constructively and collaboratively and share their knowledge with the use of new technologies. [For the complete volume of short papers, see ED572005.]
A Survey on Chinese Students' Online English Language Learning Experience through Synchronous Web Conferencing Classrooms
Author: Li, Chenxi
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Videoconferencing,Technology Uses in Education,Educational Technology,Undergraduate Students,Teacher Student Relationship,Interaction,Synchronous Communication,Surveys,Questionnaires,English (Second Language),Second Language Instruction,Teaching Methods,Class Size,Online Courses

The online education industry has had a rapid economic development in China since 2013, but this area received little attention in research. This study investigates Chinese undergraduate students' online English learning experiences and online teacher-learner interaction in synchronous web conferencing classes. This article reports the findings from a pilot questionnaire survey in December 2015. It is found that synchronous online English classes are often oversized (more than 50 students). However, students report a high level of online teacher-learner interaction. Further investigation is necessary to reveal what actual online learning and teaching activities are going on in synchronous web conferencing English classrooms in China. [For the complete volume of short papers, see ED572005.]
Cultivating a Community of Learners in a Distance Learning Postgraduate Course for Language Professionals
Author: Konstantinidis, Angelos
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Communities of Practice,Faculty Development,Masters Programs,Language Teachers,Second Language Learning,Second Language Instruction,Academic Achievement,Teaching Methods,Online Courses,Learning Experience,Academic Persistence,Distance Education,Program Descriptions,Foreign Countries,Peer Evaluation,Masters Theses,Teacher Role,Self Disclosure (Individuals)

The purpose of this contribution is to share reflections and practices in cultivating a community of learners in the context of a professional development programme at Master's level for language teachers. The programme implements a highly participatory pedagogical model of online learning which combines the Community of Inquiry (CoI) model (Garrison, Anderson, &amp; Archer, 1999) with the Community Indicator Framework (CIF) (Galley, Conole, &amp; Alevizou, 2012). The tangible outcome of our revised interpretation of the two models is a cohesive community characterised by a strong sense of commitment towards the learning of the individuals as well as that of the group. This affects the quality of the learning experience, enhances academic achievements, and increases student retention. [For the complete volume of short papers, see ED572005.]
A Spanish-Finnish Telecollaboration: Extending Intercultural Competence via Videoconferencing
Author: Puranen, Pasi
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Profiles,Communities of Practice,Videoconferencing,Cultural Awareness,Foreign Countries,Intercultural Communication,Learning Experience,Life Style,Cultural Traits,College Students,Second Language Instruction,Adult Students,Institutes (Training Programs),Spanish,English (Second Language),Program Descriptions,Questionnaires,Interviews,Student Attitudes

In language learning today, students from different geographical locations are able to interact online in a more authentic environment, share their views with their partners, create profiles as well as build online communities enjoying common interests. With this in mind, this paper examines and reports on a study about how students from two different countries, Finland and Spain, developed intercultural competence through the use of a videoconferencing platform, Adobe Connect, as a telecollaborative learning context. Eleven Spanish and seventeen Finnish participants were provided with the opportunity to interact with each other outside the classroom with a view to exploring the target culture and, consequently, experiencing intercultural learning. The findings suggest that the students' learning experience was positive and to some extent they had enhanced their knowledge of each other's cultural traits, such as their lifestyle, hobbies and traditions. [For the complete volume of short papers, see ED572005.]
YELL/TELL: Online Community Platform for Teacher Professional Development
Author: Marenzi, Ivana
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,English Language Learners,English (Second Language),Second Language Learning,Ethnography,Observation,Experienced Teachers,Teacher Workshops,Online Systems,Technology Uses in Education,Learning Experience,Lifelong Learning,Computer Mediated Communication,Cooperative Learning,Blended Learning,Inservice Teacher Education,Questionnaires,Student Participation,Communities of Practice,Usability,Foreign Countries

The community platform &quot;Young/Teen English Language Learners&quot; (YELL/ TELL), as mentioned by Bortoluzzi and Marenzi (2014) was &quot;developed to respond to the needs of collaboration and sharing among trainee teachers, school teachers, teacher trainers and researchers in the field of language learning for English [as a Foreign or Second Language (FL/SL)]&quot; (p.182). The current study focuses on ethnographic observation and data gathered during a workshop for professional development organised for experienced teachers. We compare the evidence of the teachers' actions, with the analysis of their perception about their professional use of the online environment and their critical reflection about the experience. [For the complete volume of short papers, see ED572005.]
Promoting Multilingual Communicative Competence through Multimodal Academic Learning Situations
Author: Kyppö, Anna
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Multilingualism,Second Language Learning,Communicative Competence (Languages),Cultural Awareness,Diaries,Reflection,Feedback (Response),Language Usage,Synchronous Communication,Asynchronous Communication,Interdisciplinary Approach,Course Descriptions,College Students,Learner Engagement,Teaching Methods,Foreign Countries,Academic Discourse

This paper presents information on the factors affecting the development of multilingual and multicultural communicative competence in interactive multimodal learning environments in an academic context. The interdisciplinary course in multilingual interaction offered at the University of Jyväskylä aims to enhance students' competence in multilingual and multicultural academic communication by promoting the use of their entire linguistic repertoire in various learning situations. Throughout the course, we observed the students' engagement in multilingual and multicultural activities. These observations suggest that simultaneous use of multiple languages in synchronous and asynchronous learning environments has evident impact on the development of learners' multilingual and multicultural competences as well as increases their multicultural awareness. Learners' experiences, collected through learning journals and reflective feedback, suggest that the use of multimodal interactive learning environments may support multilingual and multicultural learning and enhance learner agency. [For the complete volume of short papers, see ED572005.]
Language Immersion in the Self-Study Mode E-Course
Author: Sobolev, Olga
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Independent Study,Online Courses,Immersion Programs,Russian,Second Language Learning,Second Language Instruction,Language Proficiency,Program Descriptions,Foreign Countries,Languages for Special Purposes,Social Sciences,Telecommunications,Handheld Devices,Feedback (Response),Student Attitudes,Program Evaluation,Language Tests,Scores,Language Fluency,Blended Learning,Listening Comprehension,Reading Comprehension,Teaching Methods,Oral Language,Writing Skills,College Students,Outcomes of Education

This paper assesses the efficiency of the &quot;Language Immersion e-Course&quot; developed at the London School of Economics and Political Science (LSE) Language Centre. The new self-study revision e-course, promoting students' proficiency in spoken and aural Russian through autonomous learning, is based on the Michel Thomas method, and is focused primarily on lexical work, which students commonly consider to be one of the biggest challenges in language studies. The course, targeted at the intermediate (A2/B1) level of proficiency in Russian (with a specific focus on language for Social Sciences) was incorporated into students' guided revision programme. The package is downloadable as a mobile application offering more flexibility for the users. This paper focuses on the pedagogical evaluation of the project (through students' feedback and their exam performance), and analyses the learning implications of such e-courses as a valuable alternative and added value to classroom teaching. Given that lexical command plays a fundamental role both in fluent language production (speaking and writing) and efficient comprehension (listening and reading), the paper asserts the benefits of such e-courses for blended learning programmes, as well as for improving overall efficiency of students' second language acquisition. [For the complete volume of short papers, see ED572005.]
PETALL in Action: Latest Developments and Future Directions of the EU-Funded Project Pan-European Task Activities for Language Learning
Author: Lopes, António
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Second Language Instruction,Communication Skills,Language Proficiency,Learning Activities,Technology Uses in Education,Educational Technology,Design,Teaching Methods

The Common European Framework of Reference (CEFR) proposes Task-Based Language Teaching (TBLT) as an important strategy to develop the learners' linguistic competences along with their communicative skills. Since it is learner-centred and relies mostly on engaging learners in meaningful communicative interchanges in a foreign language, it allows for greater interaction and collaboration between them in the development of products, in problem-solving processes and in the construction of knowledge. Nevertheless, teachers have revealed some resistance to this approach. Pan-European Task Activities for Language Learning (PETALL) is a project involving ten countries and seeks to address these problems by constructing a transnational strategy for Information and Communications Technology (ICT)-based task design management. It aims to produce tasks that can be implemented in different educational contexts, and offer training courses to help teachers build their confidence in TBLT. This presentation seeks to offer an overview of the project, including its objectives, underlying principles and deliverables (samples of good practices, the website, the courses, and the international conference). [For the complete volume of short papers, see ED572005.]
Are Commercial &quot;Personal Robots&quot; Ready for Language Learning? Focus on Second Language Speech
Author: Moussalli, Souheila
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Instruction,Educational Technology,Technology Uses in Education,Robotics,Teaching Methods,Audio Equipment,Computer Software,Automation,Program Effectiveness,Surveys,Questionnaires,Semi Structured Interviews,Females,Feasibility Studies,Attitude Measures,Likert Scales

Today's language classrooms are challenged with limited classroom time and lack of input, and output practice in a stress-free environment (Hsu, 2015). The use of commercial, readily available tools such as Personal Robots (PRs; e.g. Amazon's Echo, Jibo) might promote language learning by freeing up class time, allowing for a more focused personalized instruction, and giving learners more opportunities for input exposure and output practice in a stress-free environment. PRs are pedagogically valuable because of their built-in Automatic Speech Recognition (ASR) software. This feasibility study investigates the pedagogical use of PRs as tools to extend the language classroom by combining it with traditional in-class, teacher-facilitated interactive practices. We evaluated a commercial PRs' ability to comprehend L2 speech, to provide &quot;easy-to-understand&quot; feedback, and to deliver accurate results for a set of pre-established questions. Using a survey and interviews, the results highlight the benefits of personalized, computer-mediated instruction as an approach to extend the reach of the classroom. As such, our study contributes to this under-studied area of Computer-Assisted Language Learning (CALL): the pedagogical use of personal robots in L2 education. [For the complete volume of short papers, see ED572005.]
Telecollaborative Games for Youngsters: Impact on Motivation
Author: Jauregi, Kristi
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Games,Educational Technology,Technology Uses in Education,Telecommunications,German,Second Language Instruction,Cultural Awareness,Communication Skills,Secondary School Students,Student Surveys,Pretests Posttests,Student Motivation,Program Effectiveness,Focus Groups,Simulated Environment,Case Studies

The present paper describes a case study on the effects of telecollaborative games on learners' motivation. 12 learners from a Dutch and a British secondary school participated in the study. Different games, which included gamification elements, were developed on OpenSim. The overall educational goals of the games were to enhance cultural awareness and intercultural communication of German as a foreign language. Three different cross-cultural groups played the telecollaborative games in two different sessions. Data from pre- and post-surveys were gathered for measuring the impact of telecollaborative games on learners' motivation. At the end of the game sessions, focus group discussions were organised for evaluating the experience. The results indicate that telecollaborative games have a positive impact on learners' motivation. [For the complete volume of short papers, see ED572005.]
Collaboration through Blogging: The Development of Writing and Speaking Skills in ESP Courses
Author: Kleanthous, Angela
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Social Media,Technology Uses in Education,Educational Technology,Cooperative Learning,Feedback (Response),Second Language Instruction,English (Second Language),Web Sites,Electronic Publishing,Diaries,Undergraduate Students,Peer Influence,Foreign Countries,Focus Groups,Attitude Measures

There has been a growing interest in incorporating social media in education and in language teaching in general. From a pedagogical perspective, as mentioned in Kleanthous (2016), blogs (or weblogs) appear to be effective in enhancing writing and/or reading skills, as their interactive platforms enable learners to exchange comments and offer feedback to each other, thus allowing learners to reflect on their own work and the learning process. Following our previous research (Kleanthous, 2016), this study proposes a research agenda for the effectiveness of collaboration through peer feedback in order to enhance the writing and speaking skills of English for Specific Purposes (ESP) students in online settings. A preliminary analysis of data collected suggests that the interactive use of blogs in the ESP classroom has a positive impact on students' writing and speaking skills. The discussion of our results highlights the importance of social media in promoting language learning within a collaborative environment that is essentially learner-centered and teacher facilitated, as recommended by Computer-Assisted Language Learning (CALL) researchers (e.g. Chapelle, 2001). [For the complete volume of short papers, see ED572005.]
Identifying and Activating Receptive Vocabulary by an Online Vocabulary Survey and an Online Writing Task
Author: Lin, Ivy Chuhui
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Receptive Language,English Language Learners,Second Language Instruction,Vocabulary Development,Language Tests,Language Proficiency,Writing Assignments,Foreign Countries,Creative Writing,Pretests Posttests,Online Courses,Educational Technology,Technology Uses in Education

Seeking to identify and activate the Receptive Vocabulary (RV) of English Language Learners (ELLs), we designed (1) an online five category multiple-choice vocabulary survey that more quickly measures vocabulary knowledge, and (2) an online creative writing task where ELLs chose RV items identified in step (1). While RV items of highly proficient ELLs cause difficulties in language production, writing tasks promote active vocabulary use and knowledge (Laufer, 2013). We designed a four stage, five week writing task based on task-induced involvement constructs where vocabulary acquisition involves need, search and evaluation (Laufer &amp; Hulstijn, 2001). Results show (1) 74% of RV items were activated, (2) ELLs' Productive Vocabulary (PV) increased from 21% to 37%, and (3) unknown vocabulary items decreased from 25% to 14%. In future work we will measure the individual and presumably diverse use of RV. [For the complete volume of short papers, see ED572005.]
Digital Story (Re)telling Using Graded Readers and Smartphones
Author: Enokida, Kazumichi
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Story Telling,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Telecommunications,Handheld Devices,Reading Instruction,Foreign Countries,Language Skills,Questionnaires,Likert Scales,Student Attitudes

Extensive reading and digital storytelling can utilise &quot;the power of stories&quot; effectively to enhance learners' receptive and productive skills. For the past five years, the author has been working on a classroom project combining these two activities, as a way of integrating Information and Communications Technology (ICT) into his reading-oriented English as a Foreign Language (EFL) courses. Each year the project has continually been updated and improved, reflecting the results and challenges from previous years. In this paper, the project implemented throughout the past two years (2014 and 2015) is reported on, particularly focusing on how the project improved regarding ways the story should be analysed and then how the digital stories should be created. It was found that the students were favourable to our new attempts--sing smartphones for digital storytelling and retelling a story from the viewpoint of two characters. On the other hand, the way individual work and group work should be balanced has room for improvement. [For the complete volume of short papers, see ED572005.]