ethanporcaro/eric-fulltext-meta huggingface dataset:
Toward Mobile Assisted Language Learning Apps for Professionals That Integrate Learning into the Daily Routine
Author: Pareja-Lora, Antonio
Date: 2013-09-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,English for Special Purposes,Handheld Devices,Computer Assisted Instruction,Needs Assessment,Learning Activities,Electronic Learning,Computer Oriented Programs,Oral Language,Language Skills,Usability,User Needs (Information)

In this short paper, we present some initial work on Mobile Assisted Language Learning (MALL) undertaken by the ATLAS research group. ATLAS embraced this multidisciplinary field cutting across Mobile Learning and Computer Assisted Language Learning (CALL) as a natural step in their quest to find learning formulas for professional English that adapt to the changing profiles and needs of our modern society. A needs-analysis undertaken by group members highlights the way in which professionals need to have language learning activities available on their mobile devices. The SO-CALL-ME project has been established to enable such MALL apps, designed and developed within the ATLAS group, to be studied with real users to explore the way in which they can improve their oral language skills. Here one such app, ANT--Audio News Trainer, is presented as an example of the development being undertaken. [For full proceedings, see ED565044.]
An Investigation into Multi-Level Components of Online Reading Fluency
Author: Atkins, Andrew
Date: 2013-09-00
Type: Speeches/Meeting Papers
Subjects: Reading Fluency,Web Sites,Case Studies,Second Language Learning,Mixed Methods Research,Private Colleges,Reading Comprehension,Word Recognition,Computer Assisted Testing,Reaction Time,Reading Tests,Foreign Countries,Vocabulary Development,Correlation,Regression (Statistics),College Students,Second Language Instruction,English (Second Language),Hierarchical Linear Modeling

This paper provides a discussion of the results of a cross-sectional examination of linguistic variables that are predicted to influence L2 reading fluency. This study is part of a larger, longitudinal mixed-methods study into reading fluency development using online Timed Reading (TR) with participants from a mid-to-high level private university in western Japan. The larger study will also be briefly explained to provide some background. For the study presented in this paper, participants read two, short, equivalent, graded, online texts against a clock and then answered comprehension questions without recourse to the texts. A custom-made web application was used to administer the readings. The texts used were all 300-words long and graded using tools available on &quot;The Compleat Lexical Tutor&quot; website (Cobb, 2003) to be within the first 1,000 words of English. Data from a battery of tests that included a paper-based vocabulary size test (Nation &amp; Beglar, 2007), and a computer-based word-recognition reaction time test were recorded. These data were triangulated with graded text reading performance data to assess the relative importance of the components assessed. The relationship between the measured variables is explained using correlation and regression analysis, providing insight for reading researchers and teachers. [For full proceedings, see ED565044.]
Learning French through Ethnolinguistic Activities and Individual Support
Author: Lafond, Celia
Date: 2013-09-00
Type: Speeches/Meeting Papers
Subjects: Linguistics,French,Tutorial Programs,Intercultural Programs,Sensitivity Training,Online Courses,Distance Education,College Students,Immigrants,Individual Instruction,Vignettes,Educational Practices,Technology Uses in Education,Ethnography

For the last six years, the university has been offering a Tutorial Programme for learning French, combining intensive courses and highly individualised learning activities. The programme is based on an ethnolinguistic approach and it is continuously monitored. It aims at rapid progress through contact with the local population, real-life experience in the urban environment and confrontation to cultural differences. The 6-week programme, highly regarded by the attendees who enjoy learning French &quot;in situ,&quot; also grants students 6 ECTS, if all requirements are met. It is facilitated by a supporting team of tutors and an online learning environment allowing for distance pedagogical interaction. The target audience includes actual or to-be university students and immigrants in professional integration (20-40y). [For full proceedings, see ED565044.]
CALL Design: Principles and Practice. Proceedings of the 2014 EUROCALL Conference (Groningen, The Netherlands, August 20-23, 2014)
Author: Jager, Sake, Ed.
Date: 2014-00-00
Type: Books
Subjects: Conferences (Gatherings),Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Teaching Methods,Task Analysis,Open Education,Educational Resources,Guidelines,Online Courses,Courseware,Computer Assisted Testing,Computational Linguistics,Instructional Design,Computer Mediated Communication,Test Construction,Computer Games,Computer Simulation,Cooperative Learning,Intercultural Communication,International Educational Exchange,International Cooperation,Computer Software,Telecommunications,Handheld Devices,Program Design,Teacher Education,Workshops,Faculty Development,Conference Papers

The theme of EUROCALL 2014 was &quot;CALL Design: Principles and Practice,&quot; which attracted approximately 280 practitioners, researchers and students from computer-assisted language learning (CALL) and related disciplines of more than 40 different nationalities. Over 170 presentations were delivered on topics related to this overarching theme. The topics included: (1) Applying principles from second language acquisition (SLA) and task-based language teaching (TBLT) in CALL; (2) Applying specific instructional models in CALL; (3) Preparing and delivering open educational resources, open courseware and open online courses for language learning; (4) Designing for open and independent online language learning; (5) Using competence or outcome-based frameworks (Common European Framework of Reference, IATFL, etc.) in CALL design; (6) Designing, applying and evaluating computer-based language tests; (7) Applying corpus-based designs and technologies; (8) Learning analytics and CALL design; (9) Synchronous and asynchronous computer-mediated communication (CMC); (10) Gaming and virtual worlds; (11) Mobile apps for CALL; (12) Telecollaboration and Online Intercultural Exchanges; (13) Using NLP and AI-based designs and technologies; (14) Using specific design tools for CALL; (15) CALL for specific contexts and purposes (institutional setting, independent use); (16) CALL for specific skills; (17) Successful CALL project designs; and (18) Developing strategies for teacher education and professional development. The conference programme consisted of workshops, symposia, and presentations and poster sessions on research, research and development, reflective practice, and European projects relating to these areas. The keynote presentations also shed light from different perspectives on developments in CALL. Seventy-one extended versions of papers presented at the conference are included in these proceedings. The papers are representative of the great variety of subjects presented at EUROCALL 2014. An author index is included. (Individual papers contain references.)
Development of an Automatic Judging System for Determining the Difficulty Levels of English Audio Materials
Author: Okazaki, Hironobu
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Electronic Learning,Phonology,Audio Equipment,Listening Skills,Difficulty Level,Language Processing,Acoustics,College Students,Asians,Foreign Countries,Listening Comprehension,Computer Assisted Instruction,Teaching Methods

Okazaki and Nitta (2005) developed an e-learning program called PLIMA (your Personal LIstening Manager) which focuses on improving poor phonological analysis such as the inability to hear liaison or unstressed sounds. However, the fact remains that there are certain types of liaison sounds that learners do not catch, and some types they do. This means if we specify what type, in other words, what level of liaison sounds they cannot catch, that will help PLIMA offer more effective learning to learners who lack certain listening skills. To automatically determine the difficulty levels of the English audio materials, text evaluation techniques using lexical databases have been employed in many cases so far. However, automatic judging systems on the difficulty levels of the English audio materials themselves, not using lexical databases, are almost unseen. In this paper, we are going to propose a listening difficulty level determination system, to overcome such a challenging task. It applies a processing technique to extract the acoustic feature quantities that are employed in speech recognition engines. [For full proceedings, see ED565087.]
Discovering English with the Sketch Engine
Author: Thomas, James
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Courseware,English Instruction,English (Second Language),College Students,Teaching Methods,Language Usage,Task Analysis,Computational Linguistics,Technology Uses in Education,Teacher Education Programs,Foreign Countries

&quot;Discovering English with the Sketch Engine&quot; is the title of a new book (Thomas, 2014) which introduces the use of corpora in language study, teaching, writing and translating. It focuses on using the Sketch Engine to identify patterns of normal usage in many aspects of English ranging from morphology to discourse and pragmatics. This paper discusses the findings from the most recent semester when corpora were used by three different groups of university students studying English for different ends. It was found that learners who are capable of drawing conclusions from data are quick to recognize the potential of corpora. Through training in the relevant aspects of linguistics and the software, all 60 students were able to create and exploit corpora. Although the book itself was still under development, its approach was piloted on these students using extended excerpts and was demonstrated to be of value in fulfilling quite different needs. [For full proceedings, see ED565087.]
Challenges and Opportunities for Business Communication: A Facebook Approach Conundrum
Author: Huang, Chung-Kai
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Business,Social Networks,Foreign Countries,Student Attitudes,College Students,Student Surveys,Statistical Analysis,Student Projects,Course Content,Feedback (Response),Peer Evaluation,Computer Mediated Communication,Teaching Methods,Futures (of Society),Correlation

Facebook is currently one of the most popular platforms for online social networking among university students. The ever-growing prevalence of Facebook has led business educators to explore what role social networking technology might play in business training and professional development. Nonetheless, much is left to be learned about how Facebook is influencing student learning in the area of business communication. This paper examined the effect on learners' satisfaction of incorporating Facebook into business communication courses. A total of 147 undergraduate students from a national university in Taiwan participated in this web-supported study. To analyze the students' reflection quantitatively, a survey was employed. The findings showed that the incorporation of Facebook into coursework effectively assisted students' learning of business communication. Facebook worked as the social glue that connected students together in a learning community, provided opportunities for sharing, and transformed students' learning attitudes towards their business presentation projects. Students deepened their understanding of content knowledge learning not only from the class input but also via peer feedback activities on Facebook. In addition to the benefits gained, care should be taken not to over-privilege Facebook. Weighing the balance between social networking practice on Facebook and face-to-face interaction in class, pedagogical suggestions and recommendations are addressed for future pedagogical use and research direction. [For full proceedings, see ED565087.]
Modelling Typical Online Language Learning Activity
Author: Montoro, Carlos
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Learning Activities,Online Courses,Models,Task Analysis,Learner Engagement,Multimedia Materials,Web 2.0 Technologies,College Students,Instructional Effectiveness,Mass Media Use,Foreign Countries,Qualitative Research,Statistical Analysis

This article presents the methods and results of a four-year-long research project focusing on the language learning activity of individual learners using online tasks conducted at the University of Guanajuato (Mexico) in 2009-2013. An activity-theoretical model (Blin, 2010; Engeström, 1987) of the typical language learning activity was used to analyse and interpret data. The study revealed (1) problems for learners to move beyond the task's objective (i.e. making a video) to attain the set language learning outcomes (e.g. developing speaking skills), and (2) the prevalence of orality over literacy in learning practices. Methodologically, a sample of 10 learners individually engaged with a purpose-built task. This was followed up by stimulated recall sessions (Gass &amp; Mackey, 2000). The resulting video data was segmented using the concept of &quot;disturbances&quot; (Montoro &amp; Hampel, 2011, p. 124; adapted from Engeström &amp; Sannino, 2011), that is, deviations in learner behaviour from teacher expectations. Twenty-three dimensions and six processes were used to categorise data. A major systemic &quot;contradiction&quot; (Engeström, 2001), stemming from institutional and societal mass-production and efficiency-oriented practices, emerged, which partly led learners to take an other-than- language-learning orientation associated with, for instance, their underuse of learning tools and an over reliance on memory, perception, oral instruction and private speech. [For full proceedings, see ED565087.]
Are We There Yet? Normalising CALL in the Context of Primary Languages in England
Author: Pazio, Monika
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Teaching Methods,Technology Integration,Educational Technology,Ethnography,Interviews,Teacher Attitudes,Student Attitudes,Foreign Countries,Modern Languages,Administrator Attitudes,Elementary School Teachers,Elementary School Students,Participant Observation,Observation

The presence of technology in foreign education dates back to the 1960's. After over 50 years of research and practice, we are now moving towards discussion of identifying the end goal of integration that became known as normalisation (Bax, 2003). The majority of Computer-Assisted Language Learning (CALL) approaches and normalisation research is conducted within the English as a Foreign Language (EFL) context. CALL, however, is not restricted to EFL and there is a lot of good practice observed in the mainstream language classroom. This paper explores the concept of normalisation of CALL, applying it to a new context of primary Modern Languages (ML). The research identifies factors that impede successful CALL, with a special focus on pedagogical practice and examines it closely in relation to specialist and non-specialist teachers. [For full proceedings, see ED565087.]
Preliminary Conclusions after the Design and Implementation of Mobile Learning Apps for Professionals
Author: Castrillo, María Dolores
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Computer System Design,Program Implementation,Electronic Learning,Courseware,Oral Language,Language Skills,Handheld Devices,Second Language Learning,Languages for Special Purposes,Computer Software Reviews,Technology Uses in Education,Foreign Countries

According to a recent research carried out by Aruba Networks (2014) in the US, the UK, France, Spain, Germany, Sweden, South Africa, Saudi Arabia and UAE, 86% of all respondents have two or more devices that can connect to the internet, and nearly two thirds (64%) already own three or more mobile devices with this feature; another 39% own four or more (p. 4). We live on the move, and this includes mobility, as well as working anytime, anywhere and lifelong learning. Thus, research on language teaching and/or learning should focus on the ways to get adapted to the specific new needs of our modern society (e.g. mobility). Accordingly, for instance, mobile-assisted language learning (MALL) activities should be app-based; &quot;this is not a trend language educators can ignore&quot; (Godwin-Jones, 2011, p. 8). In this paper, we present some preliminary results and conclusions after the design and implementation of some MALL apps carried out by the ATLAS research group. They have been developed in the context of the SO-CALL-ME project, in order to enable the members of ATLAS to explore the way in which students can improve their oral language skills &quot;on the move&quot;. [For full proceedings, see ED565087.]
Digital Literacy and Netiquette: Awareness and Perception in EFL Learning Context
Author: Nia, Sara Farshad
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Computer Mediated Communication,English (Second Language),Second Language Learning,Second Language Instruction,Questionnaires,Pragmatics,Familiarity,Comparative Analysis,Native Speakers,Attitude Measures,Ethics,Language Teachers,Interlanguage,Teacher Education,Material Development,Tests,Statistical Analysis,Correlation,Technological Literacy,Likert Scales

With the growing popularity of digital technologies and computer-mediated communication (CMC), various types of interactive communication technology are being increasingly integrated into foreign/second language learning environments. Nevertheless, due to its nature, online communication is susceptible to misunderstandings and miscommunications, which necessitates online learners' awareness of existing netiquette (i.e. network etiquette) rules (Shetzer &amp; Warschauer, 2000). This paper, therefore, reports on a comparative study on the degree to which 75 English as a foreign language (EFL) learners and their 53 native English counterparts were familiar with netiquette rules and perceived them as useful. A netiquette familiarity test consisting of ten questions and a netiquette attitude questionnaire consisting of 30 Likert scale items were developed by the researchers based on Shea (1994), Hambridge (1995), and Gil (2006). It was pilot tested, validated, and administered to the participants. Results indicated that familiarity was low among the EFL learners and that they were not as much convinced of the necessity and usefulness of netiquette rules as the other group. The results suggest that despite the significance of the issue, scant attention is paid to preparing students for a 21st century language learning environment and integrating the ethics of CMC and netiquette into educating digitally literate EFL learners. The findings of this study are relevant to language teacher education, materials development, and interlanguage pragmatics. [For full proceedings, see ED565087.]
Encouraging Self-Directed Group Learning through an E-Portfolio System
Author: Fukuda, Eri
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Portfolios (Background Materials),Electronic Publishing,Technology Uses in Education,Educational Technology,Cooperative Learning,Independent Study,Learning Activities,Pretests Posttests,Language Tests,English (Second Language),Second Language Learning,Scores,Reflection,Questionnaires,Likert Scales,Interviews,Test Results,Learning Motivation,Self Directed Groups

In this study, the researchers examined how 64 university students engaged in self-directed group learning and used a self-developed e-portfolio system. A sixweek event was held where the students made entries to the e-portfolio individually each week, received feedback from advisors, studied in groups on a voluntary basis, and reflected on their group learning as a team. The data was collected from various sources including the pre- and post-TOEIC (Test of English for International Communication) or TOEFL (Test of English as a Foreign Language) test scores, group learning reflection sheets, a questionnaire, and follow-up interviews with two participants. Significant score improvements were observed in the TOEIC test results. Although the number of submitted reflection sheets did not correlate with the increase in the students' test scores, the data suggests that group learning and reflection had strengthened students' learning motivation. Moreover, mutual support from group members encouraged the participants to continue studying. Though scheduling remained the major obstacle to the collaborative process, by adding group learning to individual learning and record keeping in the e-portfolio, the students found English learning enjoyable and useful as they were able to identify gaps in their knowledge previously overlooked. This article ends with the areas to be considered for future projects. [For full proceedings, see ED565087.]
Authentic Oral Language Production and Interaction in CALL: An Evolving Conceptual Framework for the Use of Learning Analytics within the SpeakApps Project
Author: Nic Giolla Mhichíl, Mairéad
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Oral Language,Computer Assisted Instruction,Management Systems,Second Language Learning,Second Language Instruction,Computer Simulation,Teaching Methods,Guidelines,Computer Software,Student Centered Learning,Learning Processes,Privacy,Program Descriptions,Foreign Countries

This paper sets out to construct and present the evolving conceptual framework of the SpeakApps projects to consider the application of learning analytics to facilitate synchronous and asynchronous oral language skills within this CALL context. Drawing from both the CALL and wider theoretical and empirical literature of learner analytics, the framework sets to theorise and problematise one construct, such as the authenticity of language production and interaction during a CALL mediated session. It is considered within this paper that a CALL learning analytics approach is usefully conceptualised from a student-centred perspective as opposed to an interventionist perspective based on action-oriented approaches to language learning. The paper considers that structured data--usually represented by statistics from Virtual Learning Environments (VLEs) or Learning Management System (LMS)--and unstructured data (user generated content) can be harnessed to support the oral language learning process. The paper considers the implications of using this framework with the SpeakApps platform. [For full proceedings, see ED565087.]