ethanporcaro/eric-fulltext-meta huggingface dataset:
Applying Dynamic Assessment Principles to Online Peer Revisions in Written English for Specific Purposes
Author: Thouësny, Sylvie
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Alternative Assessment,Revision (Written Composition),English for Special Purposes,Group Activities,Writing Assignments,Feedback (Response),Computer Science Education,College Students,Peer Evaluation,Foreign Countries

The aim of this paper is to explore the extent of the applicability of dynamic assessment with respect to peer written student online revisions. More specifically, it observes how groups of Swedish computer engineering students learning English for Specific Purposes engage in cooperative interactions and negotiations with their peers as they work together towards the revision of a written report. Using Google Drive as a means to engage in their report writing assignment in groups of three, students also discussed their text with another group in a peer response activity through comment insertions. Following a discussion of the progressive scale used to provide assistance, learners' turns during corrections and revisions of linguistic, structural, and content features are analysed. Finally, implications for peer revisions and provision of feedback according to learners' developmental level are discussed in relation to the outcomes of the study. [For full proceedings, see ED565087.]
Fostering Collaboration in CALL: Benefits and Challenges of Using Virtual Language Resource Centres
Author: Medina, Liliana Cuesta
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Personal Autonomy,Teacher Education,Preservice Teachers,Web 2.0 Technologies,Qualitative Research,Resource Centers,Computer Simulation,Computer Assisted Instruction,Learning Strategies,Scaffolding (Teaching Technique),Anxiety,Management Systems,Information Technology,Language Skills,Cognitive Style,Second Language Learning,Second Language Instruction,Instructional Design,Private Colleges,English (Second Language)

This paper presents the findings from a qualitative study on collaborative CALL design and implementation carried out with two groups of postgraduate language-teacher trainees who designed and piloted nine virtual language resource centres (VLRC) at 16 educational institutions of different levels and contents for an academic year. The project was conceived with the collaborative nature of online environments and the design principles of Paquette (2002) in mind. Data analysis revealed that both teacher trainees and their learners understood VLRCs as supporting the development of learner autonomy through the use of Web 2.0 technologies, various scaffolding agents, and instruction in learner strategies. The design of the VLRCs helped learners engage in collaborative projects related to their contexts and needs to achieve their learning objectives. However, some learners experienced technology-generated anxiety, which limited their usage of the VRLCs, as well as their engagement with and achievement in the collaborative activities planned. Likewise, some trainees experienced technostress stemming from lack of expertise with learning management systems (LMSs) and design of learning objects. Various possibilities for improving the design and implementation of VLRCs are recommended, such as including ICT training tutorials and activities that cater activities appropriate to a broader variety of learning styles and language skills. An appendix includes a list of virtual language resource centres. [For full proceedings, see ED565087.]
Evaluation of a Web Conferencing Tool and Collaborative Tasks in an Online Chinese Course
Author: Guo, Sijia
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Chinese,Teleconferencing,Group Activities,Online Courses,Case Studies,Second Language Instruction,Introductory Courses,Undergraduate Students,Learning Activities,Interviews,Questionnaires,Computer Assisted Instruction,Computer Software Evaluation

This case study aims to explore the best practice of applying task-based language teaching (TBLT) via the web conferencing tool Blackboard Collaborate in a beginners' online Chinese course by evaluating the technical capacity of the software and the pedagogical values and limitations of the tasks designed. In this paper, Chapelle's (2001) criteria for CALL task appropriateness are adopted and adapted to evaluate five tasks designed for an online environment in terms of practicality, language learning potential, learner fit, authenticity and positive impact. In the second semester, 2013, eight BA on-campus students who enrolled in an introductory Chinese language course agreed to participate in this project. Five fortnightly one-hour online sessions were conducted, which included two jigsaw tasks, two decision-making tasks and one information-gap task. Learners' interaction in the online sessions has been recorded and transcribed for a deep investigation of learners' negotiation actions in peer-peer interaction. Their experiences of using Blackboard Collaborate and tasks were recorded in in-depth interviews and pre- and post-session questionnaires. [For full proceedings, see ED565087.]
Effects of Online Translation on Morphosyntactic and Lexical-Pragmatic Accuracy in Essay Writing in Spanish as a Foreign Language
Author: Fredholm, Kent
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Translation,Morphology (Languages),Accuracy,Questionnaires,Interviews,Error Patterns,Spanish,Second Language Learning,Second Language Instruction,Foreign Countries,Spelling,Essays,Computer Software,Error Correction,Verbs,Form Classes (Languages),Student Attitudes,Syntax,Pragmatics,Writing Instruction

The use of online translation (OT) is increasing as more pupils receive laptops from their schools. This study investigates OT use in two groups of Swedish pupils (ages 17-18) studying Spanish as an L3: one group (A) having free Internet access and the spelling and grammar checker of Microsoft Word, the other group (B) using printed dictionaries without Internet access. 112 Spanish essays were collected from the groups. Screencasts of 60 essay writings were recorded, and accompanied by a questionnaire and interviews to 13 pupils. The essays were analysed for morphological, syntactical and lexical accuracy. Significant differences between groups A and B were found for only a few error categories. Group B made a higher percentage of errors all-in-all, committed more mistakes regarding noun/adjective and noun/article agreement, whereas group A made more mistakes concerning verb mood, personal pronouns, and conjunctions. Many errors in group B can be explained by the fact that the pupils had no access to automatic corrective suggestions or automatic translation, as did group A. Flaws in OT can account for pronoun and syntactic errors in group A essays. The differences in correct use of verb mood and conjunctions are more difficult to explain and deserve further investigation. [For full proceedings, see ED565087.]
Is ICT Really Essential for Learning? Perceptions and Uses of ICTs for Language Acquisition in Secondary Level Environme
Author: Benini, Silvia
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Information Technology,Second Language Learning,Case Studies,Second Language Instruction,Instructional Effectiveness,Teaching Methods,Cooperative Learning,Lifelong Learning,Technology Integration,Educational Practices,Educational Policy,Mixed Methods Research,Semi Structured Interviews,Foreign Countries,Observation,Secondary School Students,Italian,Language Teachers,Irish,Teacher Attitudes,Student Attitudes,Surveys,Secondary School Teachers

Information and communications technology (ICT) has become an acknowledged and integral part of everyday life for many people. As research shows, the use of ICT in appropriate contexts in education can add value to teaching and learning by enhancing the effectiveness of learning itself and being a significant motivational factor in the students' acquisition process by supporting student's engagement with collaborative learning, and by promoting deep active lifelong learning (Barak, 2006; Lau &amp; Sim, 2008). Despite all these significant benefits, it seems that ICT is not widely and successfully integrated into the educational system and consequently, its learning potential is not fully exploited. The purpose of this paper is to reflect and understand the current uses and expectations of ICT for learning in general and language learning in particular presenting some of the findings of a major case study. The results of this study are pertinent to future developments in school practice and national policies. [For full proceedings, see ED565087.]
L2 Immersion in 3D Virtual Worlds: The Next Thing to Being There?
Author: Paillat, Edith
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Immersion Programs,Second Language Learning,College Second Language Programs,College Students,Virtual Classrooms,French,Spanish,Italian,Questionnaires,Foreign Countries,Observation

Second Life is one of the many three-dimensional virtual environments accessible through a computer and a fast broadband connection. Thousands of participants connect to this platform to interact virtually with the world, join international communities of practice and, for some, role play groups. Unlike online role play games however, Second Life is a user-generated social platform where users have the freedom to chat and learn, build, exhibit and sell their creations, and participate in immersive Role Play. This paper reports on findings and personal reflections on a project run over two and half years with students of three language programs at Victoria University of Wellington's School of Language and Cultures. The purpose of the project was to measure language students' willingness to use the L2 naturally and holistically when performing semi-authentic tasks while immersed in culturally themed 3D virtual environments. [For full proceedings, see ED565087.]
Learning by Doing: A City Trip Combining TBLLT, Blended Learning and Social Media
Author: Stevens, Leen
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Experiential Learning,Blended Learning,Social Media,Field Trips,College Students,Masters Programs,Engineering Education,Second Language Learning,Computer Mediated Communication,Indo European Languages

For several years, the University of MONS (UMONS) has been organising a trip to a Flemish city, either Leuven, Ghent, or Antwerp, for the students on the Masters programmes at the Faculty of Engineering who attend Dutch courses. This project has been combining blended learning and task-based learning for several years, but for the most recent edition (March 2014), a new aspect was added, namely the incorporation of mobile web devices and social media. This new approach was warmly welcomed by the students. The trip became a more personal, more lively and more authentic experience. Moving away from the traditional pen and paper based learning reduced the &quot;school experience&quot; and raised the students' awareness of social presence (Kehrwald, 2008). This led to much more spontaneous language production during face-to-face interactions with locals and real-time computer-mediated conversations. It also encouraged some competition and led to spontaneous input from the students, and created a new kind of supervision for the teachers. In this paper, the principles which were taken into account to develop the project, as well as the different phases of the project, are presented. This first experience with social media was a successful experiment that should now be integrated in a broader context so it can be used for other language programmes or projects. [For full proceedings, see ED565087.]
Contextual Language Learning: Educational Potential and Use of Social Networking Technology in Higher Education
Author: Huang, Chung-Kai
Date: 2014-08-00
Type: Reports - Research
Subjects: Foreign Countries,Social Networks,Writing Skills,Statistical Analysis,Qualitative Research,College Students,Student Attitudes,Writing Instruction,Teaching Methods,Context Effect,Constructivism (Learning),Mixed Methods Research,Profiles

This study investigates the potential and use of social networking technology, specifically Facebook, to support a community of practice in an undergraduate-level classroom setting. Facebook is used as a tool with which to provide supplementary language learning materials to develop learners' English writing skills. We adopted the technology acceptance model to examine students' initial expectations and perceptions of, and attitudes toward the use of Facebook as a learning platform for sharing of knowledge and class experiences. Data were collected both qualitatively and quantitatively from 18 students who were enrolled in a semester-long English writing course at a public university in Taiwan. Findings indicate that Facebook provides an easy-to-use interface for learners to leverage the social networking skills that are part and parcel of their everyday world and to generate shared knowledge among each other within a small group environment. Given the fact that college-age students are already proficient with Facebook and other social media, language teachers should take advantage of that situation by incorporating Facebook into classrooms. It is also suggested that language teachers consider their expected learning objectives and outcomes while utilizing Facebook for its educational purposes and meaningfulness. [For full proceedings, see ED565087.]
The Effects and Functions of Speaker Status in CALL-Oriented Communities
Author: Buendgens-Kosten, Judith
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Communities of Practice,Computer Mediated Communication,Web 2.0 Technologies,Social Networks,Social Media,Native Speakers,Second Language Learning,Usability,Computer Software Evaluation

Do you know how to change your relationship status on Facebook? What about your language status? In most web 2.0 contexts, music preference or relationship status are more important than information about one's linguistic repertoire. In language learning communities and affinity spaces (Gee, 2004), however, language status is forefronted. This contribution will look at the function of &quot;native-speakerness&quot; and &quot;language-learnerness&quot; in a wide variety of CALL-oriented online communities and affinity spaces (online forum, massive open online course (MOOC), blogging community, other) from two different perspectives: (a) User settings: How is language status established in language learning communities? What affordances (e.g. user profile) are available for &quot;setting&quot; one's language status, and what assumptions about native-speakerness underlie them? (b) Affordances: What effects do language status settings have on the user experience via such means as information filtering and availability of specific affordances? The paper aims to begin a discussion about the effect of language status attributions on learners as well as the pedagogical and linguistic assumptions behind the ways in which these services &quot;put the native speaker into the product&quot;. [For full proceedings, see ED565087.]
SNS for Learners at Beginner Level: An Alternative Use of FB
Author: Carpi, Tiziana
Date: 2014-08-00
Type: Reports - Research
Subjects: Social Networks,Social Media,Second Language Instruction,Japanese,College Freshmen,Student Attitudes,Educational Benefits,Questionnaires,Likert Scales,Language Tests,Foreign Countries,Scores,Data Analysis,Positive Attitudes,Technology Integration,Technology Uses in Education,Pretests Posttests,Program Effectiveness

Despite that previous studies have shown that the implementation of Social Network Sites (SNSs) into the classroom may bring several learning benefits, the focus has been mainly restricted to learners at intermediate language level with a focus on use of SNSs for fostering communicative competence or as class management. This project, implemented on a voluntary basis in a class of 103 first year students of Japanese L2 at an Italian University, challenged the use that has been made of SNSs so far and integrated Facebook for simple authentic language tasks. The study investigated: 1) students' perceptions and attitudes towards the use of Facebook (FB) to learn and practice Japanese script through digital devices, and 2) the potential benefits of FB in terms of language and cultural learning. Data were collected through questionnaires (pre and post project), language tasks and three language tests. Results show that students who participated in the FB project did not only provide very positive feedback but also performed better in the language test. [For full proceedings, see ED565087.]
Medical Students' Perceptions of Using Mobile Phones for Their English Study
Author: Iwata, Jun
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Medical Students,Handheld Devices,Telecommunications,Student Attitudes,English (Second Language),Second Language Learning,Needs Assessment,Student Needs,Preferences,Expectation,Electronic Learning,Medicine,Vocabulary,Student Surveys,Student Participation,Student Motivation,Foreign Countries

The authors conducted a needs analysis to investigate their medical students' needs and preferences for using mobile devices for their English study. The analysis showed the students' expectations of mobile learning were very high and two-thirds of them were interested in building medical English terminology through mobile learning. Then, the authors created mobile learning content designed mainly for helping their students review medical terminology. The content was delivered to 242 students twice a week during the period from July 2013 to January 2014. The authors then conducted a survey on their students' perceptions of the content delivered. It revealed that half of the students found the content useful for their English study and about two-thirds of them found the content level to be appropriate. However, the log analysis showed that only an average of 9.5% of the students worked on the medical quizzes. This result suggests that achieving a high degree of student involvement in their autonomous mobile learning is difficult and it is necessary for teachers to further investigate ways to enhance students' motivation for mobile learning. [For full proceedings, see ED565087.]
MALL in the Wild: Learners' Designs for Scaffolding Vocabulary Learning Trajectories
Author: Underwood, Joshua
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Vocabulary Development,Skill Development,Computer Software,Learning Experience,Learning Activities,Independent Study,Adults,Workshops,Interviews

This study aims to inform the design of mobile apps for vocabulary learning. Learning vocabulary involves developing, connecting, and sustaining various types of knowledge and skills. Learners do not typically acquire these all at once, but rather over the course of distinct episodes of activity. Yet, little is known about learning experience designs that help learners connect these episodes, which often make use of different socio-technical resources, and are distributed over time, and across settings. We use participatory design to explore how mobile apps might help learners enact episodes of learning activity and connect these in effective vocabulary learning trajectories. In order to stimulate design thinking, six adult language learners used an app for self-directed vocabulary learning in authentic conditions for from six weeks to six months. Then, in a post-study workshop, participants developed new designs for scaffolding self-directed vocabulary learning trajectories, grounded in reflection on their own experiences. [For full proceedings, see ED565087.]
Guiding Learners to near Native Fluency in English through an Adaptive Programme of Activities Which Includes Phoneme and Prosody Analysis
Author: Lawson, Alistair
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Intonation,Second Language Learning,Second Language Instruction,Pronunciation,Native Speakers,Suprasegmentals,Syllables,English (Second Language),Computer Software,Pronunciation Instruction,Phonemes,Comparative Analysis,Social Media,Competition,Futures (of Society),Handheld Devices,Audio Equipment,Telecommunications,Prompting,Feedback (Response)

Many students of English language find pronunciation difficult to master. This work in progress paper discusses an incremental and iterative approach towards developing requirements for software applications to assist learners with the perception and production of English pronunciation in terms of phonemes and prosody. It was found that prompts for eliciting target pronunciation should include a visual indication of the meaning of the target word or phrase in addition to the sound, and that the learners should be led through a hierarchy of words. This should start with phonemes of simple (one syllable) words, and adaptively build up to prosody of two syllable words, then increasing the syllables in the target words as the learner improves. A simple representation of prosody was developed and found to be intuitive by students for comparing their pronunciation to that of a native speaker. Students considered that an analysis time of within one second for phonemes and prosody was considered &quot;real time&quot;, and requested integration with social media for both enabling competition and celebration of achievement. [For full proceedings, see ED565087.]
A Quantitative and Qualitative Evaluation of Student Participants' Contribution to Carrying out an Online International Collaborative Project on Education
Author: Suzuki, Chizuko
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Statistical Analysis,Qualitative Research,English (Second Language),Language Usage,Computer Mediated Communication,Program Evaluation,College Students,Intercultural Communication,International Cooperation,Student Attitudes,Profiles,Vocabulary,Sentences,Computer Software,Discourse Analysis,International Educational Exchange,Teacher Education,Computational Linguistics,Foreign Countries

This study evaluates an international collaborative project developed and practiced on the internet, as a form of SNS, focusing on how much university students from six countries worldwide participated in the project, from the viewpoint of the participants' contribution to the forum discussion of their own group's topic on education. The 66 participating students' communication data posted in the eight group forums were compiled and analyzed by quantitative and qualitative methods. As for the quantitative method, the corpus data comprising 48,990 running words was analyzed by topics and countries to obtain profiles of the characteristics of the participants' English language use in terms of message volume as well as vocabulary density, sentence length, and key words. As to the qualitative method, the data were analyzed by KBDeX software focusing on some key words such as &quot;agree/disagree&quot; and &quot;opinion&quot; to investigate the interactive discourse of discussion, negotiation, or mediation in each group. The results from both quantitative and qualitative analyses revealed the students of each country had their own distinguishing features in language use and communication patterns. [For full proceedings, see ED565087.]