ethanporcaro/eric-fulltext-meta huggingface dataset:
20 Years of EUROCALL: Learning from the Past, Looking to the Future. Proceedings [of the] 2013 EUROCALL Conference (Évora, Portugal, September 11-14, 2013)
Author: Bradley, Linda, Ed.
Date: 2013-00-00
Type: Books
Subjects: Conference Papers,Technology Uses in Education,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Teaching Methods,Telecommunications,Handheld Devices,Simulated Environment,Synchronous Communication,Portfolios (Background Materials),Self Evaluation (Individuals),Barriers,Electronic Learning,School Role,Student Attitudes,Student Experience,Language Teachers,Online Courses,Courseware,Instructional Design,Cooperative Learning,Uncommonly Taught Languages,Intercultural Communication,Cultural Awareness,Multimedia Instruction,Distance Education,Personal Autonomy,German,French,Foreign Countries,Italian,Japanese,Chinese,English (Second Language),African Languages,Swedish

EUROCALL 2013's theme was &quot;20 Years of EUROCALL: Learning from the Past, Looking to the Future.&quot; The conference seeked to establish an overview of EUROCALL's twentieth anniversary. As a professional organization, EUROCALL has been aiming, along its 20 years of existence, to promote innovative research, development and practice in the area of Computer Assisted Language Learning (CALL) and Technology Enhanced Language Learning (TELL) in education and training. During 20 years the organization has brought together educators, researchers, PhD students, administrators, designers of software and language learning systems, government representatives, equipment and software suppliers and other professionals involved in CALL and TELL. Some of the areas covered during the conference were: (1)???? Recent developments in mobile learning; (2)???? Language learning in virtual environments; ????(3) Synchronous communication in language learning; (4) European Language Portfolio, self assessment and ICT; ????(5) Challenges of e-learning: the role of the institution; ????(6) E-learning: student expectations and experience; ????(7) Successes of e-learning through the eyes of the student; ????(8) The use of new technologies for language teaching in schools; ????(9) Promoting the use of new technologies amongst language teaching professionals; ????(10) Developments in the pedagogy of online learning; ????(11) Corpora and language learning; (12) Courseware design; ??(13) Cross-sector collaboration through e-learning; ????(14) Supporting less widely taught languages through CALL; ????(15) Improving intercultural competence through language learning; ????(16) Managing multimedia environments; ????(17) Distance and collaborative learning; and (18) Self access and learner autonomy. An author index and a name index are included. (Individual papers contain references.)
Developing a Conceptual Framework: The Case of MAGICC
Author: Natri, Teija
Date: 2015-00-00
Type: Reports - Research
Subjects: Models,Multilingualism,Cultural Pluralism,Communication Skills,Instructional Design,Higher Education,Intercultural Communication,Foreign Countries,Questionnaires,College Students,College Faculty,Employers,Lifelong Learning,Employment Potential,Job Skills

This paper reports the steps taken to develop the conceptual framework of the MAGICC project (2013), which aimed to provide action-oriented descriptions of multilingual and multicultural academic and professional communication competence, instructional designs to promote these in higher education language teaching, and multidimensional forms of assessment aligned with the learning outcomes established--all presented in an academic ePortfolio that expands the features of the existing European Language Portfolio (ELP) to the higher education level. &quot;Starting with systematic desk research into the existing conceptualisations of multi/plurilingual and multi/ intercultural competences as well as lifelong learning and employability skills, the next step was to collect and analyse the data gathered from all partner institutions and existing national and European projects on descriptors already in place for academic level competences, practices and assessment. […] To ensure the social relevance of the framework, the third step was to develop questionnaires for students, faculty, and employers and ask them to rank the synthesised skill and competence descriptors in terms of their importance for the academic and professional competences graduates would need for study purposes as well as for the global labour market. The first draft of the conceptual framework was revised on the basis of this stakeholder consultation and led to the version presented to a new group of selected stakeholders in a consultation seminar&quot; (Räsänen 2014: 66-67). [For the complete volume &quot;Voices of Pedagogical Development--Expanding, Enhancing and Exploring Higher Education Language Learning,&quot; see ED565013.]
Understanding Presence, Affordance and the Time/Space Dimensions for Language Learning in Virtual Worlds
Author: Nocchi, Susanna
Date: 2013-09-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Italian,Second Language Learning,Web Based Instruction,Affordances,Electronic Learning,Language Acquisition,Critical Incidents Method,College Students,Simulated Environment,Computer Simulation,Data Collection,Observation,Student Attitudes,Language Attitudes,Reflection,Interviews,Learning Processes,Cooperative Learning

Notwithstanding their potential for novel approaches to language teaching and learning, Virtual Worlds (VWs) present numerous technological and pedagogical challenges that require new paradigms if the language learning experience and outcomes are to be successful. In this presentation, we argue that the notions of presence and affordance, together with the time/space dimensions of interactions in virtual worlds (e.g. Bakhtin's (1981) chronotope, Foucault's (1984) heteropia, and Lemke's (2000) heterochrony), provide new insights into language learners' trajectories as they attempt to carry out tasks that are designed to make use of virtual worlds' characteristics and potentialities. We explore and analyse a critical incident that occurred during the realisation of a language learning task by university learners of Italian in Second Life©. Recordings of the session, teacher observations, learner reflections and interviews have provided large amounts of data highlighting a number of critical incidents that emerged during their execution. Analysing these critical incidents through the lenses of presence, affordance, and time/space inseparability allows us to highlight the non-linearity of temporal and spatial aspects of interactions in virtual worlds, and to reveal the emergence of affordances and learning chronotopes linked to such interactions. In turn, the analysis of these emerging learning chronotopes helps us refine the design and implementation of language learning tasks in virtual worlds. [For full proceedings, see ED565044.]
Written Corrective Feedback and Peer Review in the BYOD Classroom
Author: Ferreira, Daniel
Date: 2013-09-00
Type: Speeches/Meeting Papers
Subjects: Feedback (Response),Peer Evaluation,Error Correction,English (Second Language),Writing Instruction,Technology Uses in Education,Scaffolding (Teaching Technique),Handheld Devices,Foreign Countries,Females,College Students,Telecommunications,Grammar,Accuracy

Error correction in the English as a Foreign Language (EFL) writing curriculum is a practice both teachers and students agree is important for writing proficiency development (Ferris, 2004; Van Beuningen, De Jong, &amp; Kuiken, 2012; Vyatkina, 2010, 2011). Research suggests student dependency on teacher corrective feedback yields few long-term benefits for the developing writer (Bruton, 2009; Lee, 2004). Encouraging the learners to manage grammatical mistakes, as part of the learning process, must be followed up with post-writing activities that help them become more accountable and more autonomous in developing accurate rewrites. In this project, technological resources combined with peer group support and teacher assistance were used to scaffold the learner approach to error correction that showed positive knock-on effects for writing accuracy. [For full proceedings, see ED565044.]
Interactive Whiteboards in Japanese Education
Author: Liversidge, Gordon
Date: 2013-09-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Bulletin Boards,Interactive Video,Teaching Methods,Foreign Countries,Cultural Influences,Educational Philosophy,Handheld Devices,Reflective Teaching

The use of interactive whiteboards (IWBs) is widespread in the United Kingdom, Australia, and to some extent in the United States and Canada. However, this potentially learning enhancing technology has been adopted very little in Japan at any level of education, apart from some international schools. Furthermore, one of the world's two leading IWB manufacturers has recently closed their Japan office. This paper examines cultural issues and reports of fieldwork mainly from within Japan, but also from Australia, and Thailand. The overall conclusion is that the main factor is the very different philosophy of education. [For full proceedings, see ED565044.]
Data-Driven Learning of Speech Acts Based on Corpora of DVD Subtitles
Author: Kitao, S. Kathleen
Date: 2013-09-00
Type: Speeches/Meeting Papers
Subjects: Speech Acts,Computational Linguistics,Language Research,Personal Autonomy,Language Usage,Teaching Methods,Second Language Learning,Second Language Instruction,Language Patterns,Logical Thinking,Grammar,Vocabulary Development,Learning Processes,Data

Data-driven learning (DDL) is an inductive approach to language learning in which students study examples of authentic language and use them to find patterns of language use. This inductive approach to learning has the advantages of being learner-centered, encouraging hypothesis testing and learner autonomy, and helping develop learning skills. The approach has grown out of corpus linguistics, and it has been used to help students learn grammar and vocabulary usage. It is also possible to use it for teaching speech acts. In this paper, we contrast inductive and deductive learning and discuss an example of an exercise using data-driven learning to learn about the expressions and strategies used in apologies. [For full proceedings, see ED565044.]
Creating and Nurturing a Community of Practice for Language Teachers in Higher Education
Author: MacKinnon, Teresa
Date: 2013-09-00
Type: Speeches/Meeting Papers
Subjects: Communities of Practice,Program Development,Sustainability,Language Teachers,Higher Education,Case Studies,Virtual Classrooms,Learning Activities,Participant Satisfaction,Faculty Development,Program Implementation,Foreign Countries,Mixed Methods Research

This case study investigates the implementation of a virtual learning environment designed for language teachers for an institution-wide language programme in a UK higher education institution. This development has taken place over a 3 year period and included a pilot virtual learning environment for 300, followed by a full implementation to more than 3,000 users. It was informed at all stages by users, usage analysis and research into best practice for language teaching and learning. The users have complete ownership of the spaces and the tools they need to facilitate interaction and communication, allowing greater freedom to experiment with learning design. Social media are used to help tutors find their personal learning network. An empirical design methodology and the Community of Practice approach to implementation embeds continuing professional development (CPD) within a supportive and open community. This case study will provide a quantitative analysis of the activity in the portal over time. It will also draw on qualitative data using Steiner Kvale's (1996) &quot;traveler metaphor&quot; approach in order to reach conclusions about factors important to the use of technology in CPD. It points to the need for tutors to find relative advantage in the technologies they are given as their engagement is closely linked to that of their learners (Levy, 1997). It also highlights the opportunities presented to foster interest in and discussion of the theoretical aspects of subject specific learning style. (Further data produced as part of this investigation can be accessed here: http://www.scribd.com/ doc/172819468/Appendices-for-Eurocall-2013-Paper) [For full proceedings, see ED565044.]
Do Students Share the Same Experience in an Online Language Exchange Programme?--The Chinese-French eTandem Case
Author: Szilas, Jue Wang
Date: 2013-09-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Electronic Learning,Student Experience,Student Exchange Programs,Chinese,French,Asynchronous Communication,Learning Activities,Native Speakers,Second Language Learning,Course Evaluation,College Credits,Computer Mediated Communication,Questionnaires,Comparative Analysis,Foreign Countries,Case Studies

This article presents the findings of an eTandem Chinese-French exchange course during two academic years, the year 2010-2011 when the course was not credited, and the year 2011-2012 when the course was credited in one university but not in the other. It focuses on the students' perspective about the language exchange experience. The participants are second year language students from both universities--Level B1-B2 according to the Common European Framework of Reference for Languages (CEFR, 2001). The course includes theme-based asynchronous learning activities in the Learning Management System (LMS) Moodle of theme-based exercises, and writing a forum post in their mother tongue for language partners, as well as task-based synchronous oral communication via Skype. A course evaluation was done after each academic year and the data were collected. The findings showed that the fact that the course was credited really affected the students' appreciation of the exchange experience, even though it was only credited in one side. [For full proceedings, see ED565044.]
Non-Native Speakers Learning Swedish Together in Virtual Interaction
Author: Bergman, Hilkka
Date: 2013-09-00
Type: Speeches/Meeting Papers
Subjects: Swedish,Second Language Learning,Online Courses,Communicative Competence (Languages),Global Education,Information Literacy,Cooperative Learning,Language Proficiency,Courseware,Task Analysis,Feedback (Response),Participant Satisfaction,College Students,Foreign Countries

This paper aims to give an overview of a cooperation project launched three years ago, under which students who study Swedish at two universities across the Baltic Sea have a chance to complete a part of relevant courses in their study programmes together in an online course. The primary goals of joint studying are: to encourage students from different nationalities to actively communicate with one another, using Swedish as the lingua franca (communicative and social competence), to motivate students to use a range of sources in Swedish to get information, and to give the participants a chance to gain new knowledge about their neighbouring country and the student life there (internationalisation competence). The common difficulties in carrying out joint studies at two different universities (Guth, Helm, &amp; O'Dowd, 2012), e.g. timetabling and technical problems, are overcome by focusing on asynchronous dialogue and by choosing a technically workable platform with good technical support from one of the partner universities. The authors consider the cooperation a very positive experience, easy and inexpensive to implement, and highly recommend to their colleagues. Our experience confirms what previous studies (Guth et al., 2012) have already outlined: despite the belief that foreign languages should be learned face-to-face and preferably with native speakers, students seem to appreciate using information and communication technology for connecting up with other people using the target language as their lingua franca. We also feel that these exchanges are particularly suitable for the teaching of less commonly taught languages and offer all parties both change and satisfaction. [For full proceedings, see ED565044.]
iTILT and SmartVET: 2 EU Projects to Promote Effective Interactive Whiteboard Use in Language and Vocational Education
Author: Koenraad, Ton
Date: 2013-09-00
Type: Speeches/Meeting Papers
Subjects: Bulletin Boards,Visual Aids,Educational Equipment,Educational Technology,Interactive Video,Second Language Instruction,Vocational Education,Foreign Countries,Teacher Education,Professional Development,Needs Assessment,Learning Modules,Language Teachers,English,Spanish,Indo European Languages,Welsh,Turkish,Instructional Materials,Training,Communities of Practice

Although the interactive whiteboard (IWB) is becoming increasingly prevalent in classrooms throughout the more efficient parts of the world and research has shown how this tool can increase the effectiveness of teaching and even transform pedagogy (Kennewell &amp; Beauchamp, 2007), research literature overviews (Higgins, Beauchamp, &amp; Miller, 2007; Koenraad, 2008) also identify obstacles to the realisation of added value and to the uptake of this technology by teachers in some educational contexts and in language education in particular (Cutrim Schmid &amp; Whyte, 2012; Thomas &amp; Cutrim Schmid, 2010). One such obstacle is the lack of pedagogical quality and sustained support in teacher development. A desire to meet this need has motivated a number of European projects. This paper focuses on two such projects, iTILT and SmartVET, funded via the Lifelong Learning Programme, which address teacher education and professional development with the IWB. Both based their approach on findings from IWB specific and general professional development research and on needs analysis, using related research instruments. [For full proceedings, see ED565044.]
Designing Pro-Telecollaboration Teacher Training: Some Insights Based on the OCEAN Personality Measures
Author: Turula, Anna
Date: 2013-09-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Preservice Teacher Education,Student Teacher Attitudes,Teleconferencing,Cooperative Learning,Personality Measures,Action Research,Teamwork,Personality Traits

With telecollaboration gaining in popularity, we obtain more insight into how representatives of different cultures interact and co-work online. We learn that while some exchanges may be smooth, others give raise to problems that need some remedial measures. In my paper, I argue that alongside implicit pedagogy, such measures may take on the form of explicit, focused instruction, involving various forms of raising awareness. Departing from this, I present the results of action research into such a pro-telecollaboration course taught online to 11 novice teachers/teacher trainees in the years 2012-2013. I specifically analyse the participants' attitudes to collaboration as well as their affiliation levels, both in relation to personality measures of the course participants obtained by means of Costa and McCrae's (1992) NEO Five-Factor Inventory (NEO-FFI). [For full proceedings, see ED565044.]
The Impact of Employing Mobile Technologies and PCs for Learning Coursera Online Lectures and TOEIC Practice Kit
Author: Obari, Hiroyuki
Date: 2013-09-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Computer Uses in Education,Blended Learning,English (Second Language),Language Tests,Undergraduate Students,Learning Activities,Language Proficiency,Communication Skills,Oral English,Questionnaires,Participant Satisfaction,Electronic Learning,Academic Achievement,Instructional Effectiveness,Foreign Countries,Second Language Learning

Mobile (m)-learning is motivating to learners to improve foreign language skills, as it offers them a rich, informal, contextual, and ubiquitous learning environment. In this paper I report on the results of two empirical studies that focused on two projects, both of which incorporated e-learning and m-learning, to determine if a blended-learning environment could improve the Test of English for International Communication (TOEIC) (Educational Testing Service, 2011) and presentation skills of native Japanese undergraduate students. The goal of the first study was to examine the effectiveness of blended and mobile learning activities on the students' English language proficiency and oral communication skills. The second study focused skills. The second study focused on the use of an on-line TOEIC training kit. The results revealed that the students' communication skills improved as a result of the on-line activities. Questionnaires administered at the end of each study indicated the students were satisfied with the online Coursera lectures and motivated by the blended-learning environment incorporating m-learning. [For full proceedings, see ED565044.]
Categorization of Digital Games in English Language Learning Studies: Introducing the SSI Model
Author: Sundqvist, Pia
Date: 2013-09-00
Type: Speeches/Meeting Papers
Subjects: Classification,English (Second Language),Second Language Learning,Computer Games,Second Language Instruction,Models,Vocabulary Development,Validity,Foreign Countries,Language Tests,Scores,Secondary School Students,Questionnaires,Sociocultural Patterns,Interpersonal Communication

The main aim of the present paper is to introduce a model for digital game categorization suitable for use in English language learning studies: the Scale of Social Interaction (SSI) Model (original idea published as Sundqvist, 2013). The SSI Model proposes a classification of commercial off-the-shelf (COTS) digital games into three categories: singleplayer (the smallest scale), multiplayer, and massively multiplayer online games (MMOs, the largest scale). The potential for naturalistic learning (Benson, 2011) of English is hypothesized to be greater the larger the scale of in-game social interaction. A secondary aim is to present preliminary findings regarding the validation of the SSI Model based on data collected from Swedish learners (9th grade) in an ongoing 3-year study about the relation between out-of-school digital gameplay and vocabulary acquisition. The results reveal, for example, that it is more common that learners who play games frequently play multiplayer games and/or MMOs than singleplayer games. Moreover, the results provide partial evidence of the validity of the SSI Model in that the learners who are categorized as playing multiplayer games and MMOs score higher on two vocabulary tests than the learners categorized as playing singleplayer games. [For full proceedings, see ED565044.]
Videogame-Like Applications to Enhance Autonomous Learning
Author: Berns, Anke
Date: 2013-09-00
Type: Reports - Research
Subjects: Video Games,Active Learning,Educational Games,Courseware,Comparative Analysis,German,Second Language Learning,Pretests Posttests,Student Surveys,Computer Software Evaluation,Virtual Classrooms,Instructional Material Evaluation,College Students,Usability,Instructional Effectiveness,Student Attitudes,Student Motivation,Foreign Countries

This paper presents the results of an ongoing study which has been carried out with a group of German Foreign Language students at the University of Cadiz since 2012. The purpose of the study was to analyze the impact of videogame-like applications on foreign language learning and their motivational potential to increase learning beyond the classroom. The paper presents the results of a comparative study of several learning tools: a videogame-like application, a J-CLIC application and several Paper-based learning materials and their impact on students' foreign language learning. All three applications were designed by us for the specific purpose of the present study and in line with our target students' language proficiency and needs. In order to measure the impact of each application on students' learning, we designed a four part pre- and post-test, which was filled in by each student once before using the application and twice after using it. Additionally, we gathered personal feedback from the users by giving them an anonymous questionnaire. [For full proceedings, see ED565044.]