ethanporcaro/eric-fulltext-meta huggingface dataset:
Mobile Voting Tools for Creating Collaboration Environment and a New Educational Design of the University Lecture
Author: Titova, Svetlana
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Audience Response Systems,Technology Integration,Qualitative Research,Statistical Analysis,Undergraduate Students,Second Language Learning,Pretests Posttests,Formative Evaluation,Technological Literacy,Instructional Effectiveness,Student Attitudes,Foreign Countries

Mobile devices can enhance learning experience in many ways: provide instant feedback and better diagnosis of learning problems; enhance learner autonomy; create mobile networking collaboration; help design enquiry-based activities based on augmented reality, geo-location awareness and video-capture. One of the main objectives of the international research &quot;Enhancing Technology Awareness and Usage of m-Learning in Russia and Norway&quot; was to evaluate the pedagogical impact of mobile voting system (Student Response System) integration on re-designing a traditional university lecture course, creating a high level collaboration environment and changing student learning and academic performance. The framework of university lectures discussed in the paper enables lecturers to transform the way of material presentation and turn the traditional lecturing into interactive Student Response System (SRS) supported lectures, then into a flipped classroom, and then, in the long run, into a MOOC lecture. The analysis based on qualitative and quantitative data collected from two student groups (56 undergraduate students) in the 2012-2013 academic year showed that SRS supported lectures encouraged foreign language learners to produce more output in the target language, improve their intercultural competence and language skills and enhance their motivation. [For full proceedings, see ED565087.]
An Intelligent Tutoring System for Learning Chinese with a Cognitive Model of the Learner
Author: Kosek, Michal
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Grammar,Bayesian Statistics,Second Language Learning,Second Language Instruction,Outcomes of Education,Comparative Analysis,Models,Language Proficiency,Computer Assisted Instruction,Translation,Item Analysis,Pretests Posttests,Chinese,Learning Activities,Questionnaires

We present an intelligent tutoring system that lets students of Chinese learn words and grammatical constructions. It relies on a Bayesian, linguistically motivated cognitive model that represents the learner's knowledge. This model is dynamically updated given observations about the learner's behaviour in the exercises, and employed at runtime to select the exercises that are expected to maximise the learning outcome. Compared with a baseline that randomly chooses exercises at user's declared level, the system shows positive effects on users' assessment of how much they have learnt, which suggests that it leads to enhanced learning. [For full proceedings, see ED565087.]
Using iPads to Help Teens Design Their Own Activities
Author: Underwood, Joshua
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,English Language Learners,Technology Uses in Education,Instructional Design,Learning Activities,Second Language Learning,English (Second Language),Action Research,Student Participation,Early Adolescents

This paper reports on action research aimed at helping teenage English language learners become more aware of ways they might use technology to support their learning. Over nine-months we used iPads to support a wide variety of teacher-designed learning activities and then used design thinking to help students co-design their own activities. Students' design ideas were iteratively refined in collaboration with the teacher over several weeks. Finally, groups tried out each other's activities. Evidence suggests students did reflect on their English learning practices and ways technology could support these. However, there is no indication that students adopted new practices outside class. Nevertheless, students did produce useful designs for classroom activities. This paper describes the activities we developed and indicates how the co-design process will be modified in future iterations in ways that might better promote uptake of technology-enhanced learning practices outside class. [For full proceedings, see ED565087.]
Instructional Interaction Development and Its Effects in Online Foreign Language Learning
Author: Zhao, Rong
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Second Language Learning,Second Language Instruction,Models,Student Attitudes,Path Analysis,Communities of Practice,Correlation,Role,College Students,Questionnaires,Educational Technology,Teaching Methods,Language Teachers,College Faculty,English (Second Language),Intention,Instructional Design,Hypothesis Testing,Interviews,Scaffolding (Teaching Technique)

This paper introduced the features of scaffolding to the development of instructional interaction in online foreign language learning, and testified their effects on learners' perceived usefulness, perceived ease of use, sense of community, and continuance intention by the integration of the Technology-Acceptance Model and the Organizational Framework of Online Learning Community. An instrument was developed, data were collected from 299 students, and the relationships among the variables of scaffolding features, learners' perceived ease of use, perceived usefulness, sense of community, continuance intention, etc., were examined by path analysis. The results showed that although instructional interaction developed in accordance with the scaffolding features cannot affect learners' continuance intention directly, it plays a partially mediating role by significantly affecting learners' perceived usefulness, perceived ease of use, and sense of community. [For full proceedings, see ED565087.]
Impact of a Blended Environment with m-Learning on EFL Skills
Author: Obari, Hiroyuki
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Blended Learning,Teaching Methods,Second Language Learning,English (Second Language),Language Tests,Scores,Language Proficiency,Web Based Instruction,Second Language Instruction,Handheld Devices,Telecommunications,Undergraduate Students,Foreign Countries,Test Preparation,Computer Assisted Instruction,Electronic Learning,Instructional Effectiveness,Questionnaires,Pretests Posttests

A longitudinal study conducted from April 2013 to January 2014 sought to ascertain whether a blended learning (BL) environment incorporating m-learning could help Japanese undergraduates improve their English language skills. In this paper, various emerging technologies (including Globalvoice English, ATR CALL Brix, the mobile learning-oriented TOEIC Practice Kit, Course Power), as well as online materials (MOOCs, TED Talks, top 10 most popular educational web tools) will be demonstrated. The study focuses on examining the use of emerging e-learning and m-learning technologies and activities, ranging from speech recognition to web-based learning both in and out of the classroom, in order to determine their effectiveness in improving the English proficiency of non-native learners. Pre- and post-training TOEIC scores revealed that the BL activities had a positive effect on the students' overall English proficiency. [For full proceedings, see ED565087.]
Wiki-Based Collaborative Writing Activities in EFL Classrooms: Exploring Teachers' Intervention in the Collaborative Process
Author: Alghasab, Maha
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Collaborative Writing,Web 2.0 Technologies,English (Second Language),Second Language Learning,Pilot Projects,English Teachers,Secondary School Teachers,Secondary School Students,Case Studies,Qualitative Research,Group Activities,Interviews,Teacher Role

This pilot study was designed to explore EFL teachers' and students' online interaction during wiki based collaborative writing activities. It aims to explore the collaborative behaviours that students engaged in and to what extent the teachers' intervention can promote students' collaboration. The study has a multiple qualitative case study design. Two EFL teachers and 18 of their secondary school students (aged 17-18 years) from a summer camp in Kuwait participated in a five-week-study. Data was collected from multiple resources, such as the wiki discussion page and history logs, and then triangulated with the teachers' and students' interviews. Variations were observed between the two teachers in terms of how they intervened in the students' online interactions at the organisational, socio-cognitive and socio-affective levels. At the wider levels, it appeared that the traditional classroom teaching and learning practices shaped the way in which the teachers interacted in the wiki. These practices seemed to influence the way in which the students collaborated together via the threaded mode and text mode. Some teachers' practices seemed to promote students' collaboration while others hindered it in various ways. It can be concluded that the mere presence of teachers can promote students' participation but does not necessarily assist collaboration. [For full proceedings, see ED565087.]
Bring Your Own Device to Language Class--Applying Handheld Devices in Classroom Learning
Author: Talmo, Tord
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Instruction,Second Language Learning,Computer Assisted Instruction,Handheld Devices,Educational Technology,Educational Benefits,English (Second Language),Computer Software,Grammar

Language students often struggle to understand the logic in foreign language grammar, reducing their ability to reproduce and create texts on their own. There are several reasons for this; everything from the methodology to lack of motivation might influence the situation. Since the 1980's, Computer Assisted Language Learning (CALL) has become one of the fastest-growing areas of development in language learning and teaching. Several point to new technology as a great possibility in the area of language learning. Can new technology available to practically all students enable them to improve their understanding of the logic behind languages? An alternative to the traditional ways of teaching grammar could be to focus &quot;on the advantages provided by technology already available, [... and] on how the teacher should utilize the fact that more and more students [...] are bringing their own devices to class. There are certain advantages provided by usage of mobile technology in class that are difficult to achieve in other ways, like anonymity, engagement by all of the students, peer learning effects&quot; and several others (Talmo &amp; Einum, 2013, para. 3). This paper will provide methods, introduce a new software designed especially for the purpose and try to explain why and how this could improve grammar teaching in foreign languages. [For full proceedings, see ED565087.]
Language Learning 2.0--International Collaboration Made Easy
Author: Kotikoski, Tuula-Harriet
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Web 2.0 Technologies,Second Language Learning,Second Language Instruction,Online Courses,Cognitive Style,Program Descriptions,Outcomes of Education,Teaching Methods,Computer Mediated Communication,Electronic Learning,Institutional Cooperation,Foreign Countries,International Cooperation,English (Second Language),Work Environment,Business Communication,Job Applicants,Intercultural Communication,Program Evaluation,College Students,Cultural Differences,Foreign Students,Course Evaluation,Multilingualism

The Internet has become part of our daily life and serves as a source of knowledge as well as a space for interaction. E-learning is thus a vital element in teaching, and digital media offer not only the possibility to support the individual learning processes of students, but also to foster multilingualism and to immerse into authentic learning environments. In this paper, the project &quot;JAMK-VUAS online learning&quot; will be described and reflected upon in detail, i.e. its aims, outcomes, lessons learned, learning styles, and Internet platforms. In addition, a brief outlook on future areas/topics/themes for such online collaborations, which need to be beneficial and fruitful for all parties involved, will be presented. [For full proceedings, see ED565087.]
&quot;Sizing Up&quot; the Online Course: Adapting Learning Designs to Meet Growing Participant Numbers
Author: Watson, Julie
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Instructional Design,Modern Languages,Distance Education,Foreign Students,Language Acquisition,English (Second Language),Educational Development,Educational Change,Design Requirements,Second Language Learning,Foreign Countries

Online course design has experienced an upheaval recently with the arrival of Massive Open Online Courses (MOOCs), turning the model which underpins many online courses on its head. In contrast to MOOCs, conventional online courses have usually been designed for small private groups of participants, giving access to closed content and online tutors able to cater for individual needs and provide personalised feedback on tasks. What principles and practical considerations underlie these different design approaches? The development of a pre-arrival online distance learning course for international students offered by an elearning unit in Modern Languages between 2005 and 2014 illustrates interesting aspects of this evolution. This course, focusing on English language development and transitions to UK academic culture, reflects an historical design shift from accommodating small tutored groups of 25 to an open student-driven course for over 2500 participants which exhibits features of emerging MOOCs. This paper will describe the evolution of this course design to allow a flexible response to needs in a changing learning context. Specific features of the learning design which have changed or remained constant will be identified and adaptations made to &quot;size up&quot; the course and cater for growing numbers of participants will be highlighted. [For full proceedings, see ED565087.]
Collaborative Enquiry through the Tabletop for Second/Foreign Language Learners
Author: Lin, Mei
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Thinking Skills,English (Second Language),Communicative Competence (Languages),Foreign Countries,Asians,Educational Technology,Problem Solving,Cooperative Learning,Interdisciplinary Approach,Interaction Process Analysis,Task Analysis,Audio Equipment,Video Technology,Skill Development,Teaching Methods,Language Skills

Interactional communicative competence and higher-order thinking have been well documented as two of the biggest challenges for second/foreign language learners (EFL learners). This paper evaluates the use of digital tabletops as tools for problem-solving tasks in groups. The evaluation is based on a preliminary study of an application of the use of Digital Mysteries task with EFL learners in a Higher Education institution. It focuses more specifically on the extent to which collaborative learning platforms provided by interactive tabletops can promote and support the application of both thinking and linguistic skills for EFL learners. Based on an interdisciplinary perspective which draws from instructed second language learning and human-computer interaction fields, the evaluation considers moment-to-moment multimodal interaction of three groups of Chinese English language learners with and around the completion of the Digital Mysteries task. It seeks to identify what specific affordances in the design might benefit EFL learners in terms of thinking skills, interactional competence and linguistic performance, and by the same token, what might not. This paper concludes with a number of suggestions about how technologies designed for collaborative enquiry might be repurposed for higher-order thinking and language learning. [For full proceedings, see ED565087.]
Learning Strategies and Motivation among Procrastinators of Various English Proficiency Levels
Author: Goda, Yoshiko
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Learning Strategies,Learning Motivation,Computer Assisted Instruction,Second Language Instruction,English (Second Language),Language Proficiency,Time Management,Comparative Analysis,Likert Scales,Questionnaires,Second Language Learning,Language Tests,Differences,Undergraduate Students,Discriminant Analysis,Foreign Countries

Our research project focuses on learning strategies and motivation among academic procrastinators in computer assisted language learning (CALL) settings. In this study, we aim to compare them according to students' levels of English proficiency. One hundred and fourteen university students participated in this research project. Sixty-four students determined to be procrastinators were the focus of this research, and we analyzed their learning strategies and motivation based on their English proficiency (i.e. TOEIC-IP scores). The students were categorized into four groups: under-300s (n = 17), 400s (n = 22), 500s (n = 21), and over-600 (n = 4). The learning strategies and motivation of the students were collected with a researcher-created 5-point Likert questionnaire consisting of 33 items. The group differences were discriminately analyzed for each item of the questionnaire. The results showed that students who think that the amount to be learned is too large and those who tire easily may ultimately have inefficient and ineffective learning results. The research findings should be significant for teachers and researchers attempting to discriminate between active and passive procrastinators in order to predict their performance and match them with suitable learning supports. [For full proceedings, see ED565087.]
Underspecification-Based Grammatical Feedback Generation Tailored to the Learner's Current Acquisition Level in an e-Learning System for German as Second Language
Author: Harbusch, Karin
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: German,Second Language Learning,Second Language Instruction,Feedback (Response),Grammar,Error Patterns,French,Italian,Electronic Learning,Error Correction,Native Language,Language Acquisition,Computational Linguistics,Teaching Methods,Natural Language Processing,Computer Assisted Instruction,Essays,Secondary School Students,Foreign Countries

We present a new feedback strategy implemented in a natural language generation-based e-learning system for German as a second language (L2). Although the system recognizes a large proportion of the grammar errors in learner-produced written sentences, its automatically generated feedback only addresses errors against rules that are relevant at the learner's current L2 acquisition stage. This approach is motivated by the results of two recent studies into German as L2 teaching in classroom situations. Both studies observed that the acquisition stages that L2 learners go through during L2 acquisition are similar to developmental stages for German as first language (L1), with only slight differences depending on the learner's native language (French or Italian). The individual acquisition stages often deviate from the organization of the L2 instruction lessons used in the classroom. They also found that attempts to teach L2 rules which surpass the learner's current acquisition stage are futile. Our system emulates the observed acquisition stages, and the feedback it provides only addresses errors that are 'teachable' at the learner's acquisition stage; the learner is not notified of errors that are beyond this stage. The computational approach to obtain the desired error-diagnostic behavior is based on underspecifications of the system's grammar rules. [For full proceedings, see ED565087.]
Innovative Training of Oral Communication: Berlin Kompass
Author: Pihkala-Posti, Laura
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Instructional Innovation,Speech Communication,Cooperative Learning,Virtual Classrooms,Second Language Instruction,Student Centered Learning,Holistic Approach,Experiential Learning,Secondary School Students,College Students,Scaffolding (Teaching Technique),German,English (Second Language),Foreign Countries,Questionnaires,Likert Scales,Participant Observation

In a classical instructed language classroom setting, the practicing of communication situations is too often limited to producing isolated phrases and sentences without actually testing their relevance for the intended action. An example is describing and finding a route. In this paper, results of the early pilots with a collaborative virtual language learning environment, especially intended for learner-centered training of oral communication skills, called &quot;Berlin Kompass,&quot; are presented. It is a new kind of a holistic and gamelike approach. A multimodal, interactive communication and action environment consisting of authentic Berlin-panoramas enables experiential learning. The communication happens in an immersive context, in which acting, problem solving and description of visual surroundings are trained collaboratively and combined with embodied interaction. The pilots, with around 200 language learners in upper secondary school and at university level, have shown that the authentic situation and the inbuilt multimodal scaffolding of the &quot;Berlin Kompass&quot; system motivates and enables for language learners on different levels to successfully exercise their oral communication skills in the target language. Interesting examples for the remarkable variation in the ways and strategies are given of what the users made use of in order to fulfill the task to reach a tourist attraction. [For full proceedings, see ED565087.]
Online Estonian Language Learning
Author: Teral, Maarika
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Finno Ugric Languages,Electronic Learning,Second Language Learning,Computer Assisted Instruction,Uncommonly Taught Languages,Foreign Countries,Online Courses,Introductory Courses,Vocabulary,College Second Language Programs

This presentation focuses on computer-assisted learning of Estonian, one of the lesser taught European languages belonging to the Finno-Ugric language family. Impulses for this paper came from Estonian courses that started in the University of Tartu in 2010, 2011 and 2012. In all the courses the students gain introductory knowledge of Estonian and develop active skills in Estonian. E-courses include asynchronous learning activities available in Moodle and the synchronous computer mediated communication via Skype. This provides the learners with the flexibility of performing drill and practice tasks at one's own pace as well as communicating extensively through the computer. This presentation addresses the linguistic challenges that the students face. The special linguistic characteristics of Estonian that make its learning and teaching via the Internet different from learning other languages will be discussed. The short overview also discusses the attitudes of the students towards the computer-assisted Estonian courses and considers both the positive and negative aspects of Internet-based language learning. Data was collected via a questionnaire survey. [For full proceedings, see ED565087.]