ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing EFL Classroom Instruction via the FeedBook: Effects on Language Development and Communicative Language Use
Author: Pili-Moss, Diana
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Usage,Communicative Competence (Languages),Task Analysis,Comparative Analysis,Accuracy,Language Proficiency,Feedback (Response),Teaching Methods,Grammar,Instructional Effectiveness,Grade 7,Web Based Instruction,Foreign Countries,Language Tests,Computer Assisted Instruction

The present exploratory study investigated the efficacy of secondary face-to-face classroom-based English as a Foreign Language (EFL) instruction digitally supported by the FeedBook, an interactive computer assisted language learning web-based suite of exercises providing item-level scaffolded feedback. Seventy-seven native (L1) German seventh-grade students used the FeedBook during four two-week training periods (cycles, here we analyse Cycle 2 and 3). Classroom and FeedBook practice occurred in parallel, except for grammar constructions for which only FeedBook practice was provided (controls). At the end of Cycle 3, students engaged in a classroom-based communicative task for which the practised constructions were relevant. Custom-designed pre- and post-tests, administered via the FeedBook, assessed language accuracy in each cycle. Mixed-effect models revealed significant pre-/post-test accuracy gains independent of the learners' proficiency in English, but not in controls. Gains from digitally supported instruction were also positively related to accurate use of EFL grammar constructions in the communicative task. Overall, the results indicate learning benefits for face-to-face classroom-based instruction supported by the FeedBook, evidenced both in grammar tests and in communicative activities. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Using Google Voice Typing to Automatically Assess Pronunciation
Author: Johnson, Carol
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Computer Software,Pronunciation,Second Language Learning,Second Language Instruction,English (Second Language),Audio Equipment,Language Tests,Student Placement,Student Evaluation,Evaluators,Comparative Analysis,Correlation,Scores,Test Use,Undergraduate Students,Speech Communication,Foreign Countries

This study examined the use of a popular Automatic Speech Recognition (ASR), Google Voice Typing (GVT), to automatically assess English as second language pronunciation. It aimed to answer the following question: What is the relationship between GVT-rated scores and human-rated scores? To answer this question, we compared audio recordings of 56 oral placement tests, rated by both human raters and GVT. Our results indicate that GVT scores strongly correlated with human-rater scores, indicating that this non-customizable ASR technology could be leveraged to increase the test usefulness of language placement tests. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Automatic Exercise Generation to Support Macro-Adaptivity in Intelligent Language Tutoring Systems
Author: Heck, Tanja
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Outcomes of Education,Second Language Learning,Second Language Instruction,Individual Differences,Comparative Analysis,Grade 7,English (Second Language),Foreign Countries,Learning Activities,Teaching Methods,Individualized Instruction

Foreign language teaching achieves best learning outcomes when individual differences of learners are taken into account. While it is difficult for teachers to support internal differentiation in the classroom, digital tools can adaptively propose individual learning paths through activities so that students can practice with appropriately challenging exercises. But how can sufficiently varied, systematically parametrized exercises be provided to enable a system to match them to individual learner needs? We present an approach for high-variability exercise generation that transforms a single specification into a multitude of exercises varying in complexity. The approach is currently being evaluated in a randomized controlled study in regular German seventh grade English classes, facilitating a systematic empirical exploration of adaptive exercise complexity in relation to learning outcomes. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Using Learner Data from Duolingo to Detect Micro- and Macroscopic Granularity through Machine Learning Methods to Capture the Language Learning Journey
Author: Chiera, Belinda
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Computer Software,Computer Assisted Instruction,French,Second Language Learning,Second Language Instruction,Artificial Intelligence,Comparative Analysis,Network Analysis,Communities of Practice,Independent Study,Computational Linguistics

Modern language learning applications have become 'smarter' and 'intelligent' by including Artificial Intelligence (AI) and Machine Learning (ML) technologies to collect different kinds of data. This data can be used for analysis on a microscopic and/or macroscopic level to provide granulation of knowledge. We analyzed 1,213 French language learner data over a 30-day period, publicly available from Duolingo, to compare the progression of individual learners (microscopic granularity) and large groups of learners (macroscopic granularity). Using network modeling, we compared patterns of individual learners against one another and that of a learning community and determined what groups of learners typically practice across communities. Preliminary results suggest how applications for L2 learning can be designed to create an optimal path for learning. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Strategies to Build a Community of Learners in Online Classes
Author: Irwin, Bradley
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Classroom Environment,Video Technology,Feedback (Response),Teacher Student Relationship,Communities of Practice,Distance Education,Student Motivation,Learner Engagement,Undergraduate Students,English (Second Language),Second Language Learning,Foreign Countries

This paper describes the use of screencast feedback to enhance teaching presence and weekly self-reflection surveys to enhance social presence among students and build a community of learners. These approaches were found to diminish the feeling of isolation in online learning environments. Further findings indicated that this multimodal approach to providing feedback helped build a rapport between the teacher and students which led to increased motivation and task engagement. These strategies to build a community of learners will be of particular interest to educators looking for innovative approaches to improving teaching and social presence in online learning environments while also providing personalized, formative feedback. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Building the Future by Looking to the Past: The Evolution of Research Strands in Influential CALL Papers
Author: Choubsaz, Yazdan
Date: 2022-12-12
Type: Information Analyses
Subjects: Computer Assisted Instruction,Teaching Methods,Periodicals,Citations (References),Research Reports,Technology Uses in Education,Grounded Theory,Futures (of Society),Trend Analysis,Educational Trends,Computational Linguistics,Second Language Learning,Second Language Instruction,Journal Articles

To trace the evolution of research strands in published Computer Assisted Language Learning (CALL) papers over time, a corpus of 426 highly-cited papers in four major CALL journals (&quot;ReCALL,&quot; &quot;CALL,&quot; &quot;LL&amp;T,&quot; and &quot;CALICO Journal&quot;) was compiled and coded using NVivo 12. All identified aspects of technology-mediated language learning and teaching were collected to produce a comprehensive list of 690 recurring research strands and then, by adopting a constant comparison method, were merged to form 119 unique research strands. The top 10 alone represent almost half of all research strands: Computer-Mediated Communication (CMC), writing, vocabulary, feedback, evaluation, learning environment, telecollaboration, design, speaking, and grammar. This paper provides the rationale for the study along with the methodology for data collection and analysis, with a particular focus on the dominant and intermediary strands to inform future CALL publications. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Ecological CALL: Development of a Self-Location Tool for Attuning to the &apos;Chorus of Voices&apos;
Author: Chung, Rhonda
Date: 2022-12-12
Type: Reports - Research
Subjects: Computer Assisted Instruction,Second Language Learning,French,Adult Students,Foreign Countries,Dialects,Decolonization,Educational Technology

This study reports on the development of &quot;Parlure Games&quot; and explores its pedagogical affordances. &quot;Parlure Games&quot; is a multi-dialectal listening and decolonial conversation tool created to address the absence of variable speech (including speech markers associated with native speaker status, regional dialect, age, and race) found in the audiovisual material of adult French learners in Montréal, Canada. &quot;Parlure Games&quot; enables instructors to curate audiovisual content inclusive of different social and regional dialects, and supports learners in understanding variable speech while self-locating themselves in the process of learning a colonial language. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Verbal and Nonverbal Communication in High-Immersion Virtual Reality for Language Learners
Author: Gruber, Alice
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Verbal Communication,Nonverbal Communication,Second Language Learning,Interaction,Technology Uses in Education

Virtual Reality (VR) offers language learners a valuable environment for practicing language skills and other aspects essential for language development, interaction, and negotiation of meaning. For example, speaking practice in VR using avatars can reduce speaking anxiety and increase users' sense of agency. Social spaces in VR present possibilities for verbal and nonverbal communication. This conceptual paper discusses the advantages and drawbacks of both types of communication in high-immersion VR and the implications for language learners. Language learners rely on multiple modes of communication, including nonverbal behavior such as gestures. However, VR often lacks behavioral anthropomorphism, i.e. when an avatar cannot speak, move, or act in a human-like way, which may negatively impact communication, especially at beginner level. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Edutainment: Assessing Students&apos; Perceptions of Kahoot! as a Review Tool in French L2 Classes
Author: Madden, Oneil N.
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Educational Games,French,Second Language Learning,Gamification,Student Motivation,COVID-19,Pandemics,Foreign Countries,Formative Evaluation,Undergraduate Students,Educational Technology

Gamification is a method used to engage and motivate students virtually during the coronavirus pandemic. This paper reports on the use of Kahoot! as a review tool in French as a foreign language (L2) classes at Northern Caribbean University (NCU), Jamaica, as a means of formative assessment. Using the exploratory approach, it seeks to highlight students' perceptions of this platform to enhance teaching and learning. Twenty-one students of both genders between the ages of 18 and 35 responded to a post questionnaire, after participating in two or more games of Kahoot!. Data was also collected through semi-structured interviews and observations recorded by the instructor. Preliminary findings show that Kahoot! helps most students (95%) to improve their French, in terms of learning and/or reinforcing new vocabulary or previously taught concepts, as well as pronunciation. All the participants highlighted that Kahoot! is fun and interactive, and playing the game serves as a motivation for them to revise their already acquired knowledge. However, the countdown feature can provoke stress and affect the thought process. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Using Augmented Reality for Collaborative Multimodal Storytelling
Author: Asquith, Steven
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Electronic Learning,Story Telling,Cooperative Learning,Teaching Methods,Technology Uses in Education,Foreign Countries,College Freshmen,Majors (Students),English (Second Language),Second Language Instruction,Communicative Competence (Languages)

New technologies often influence the ways in which one shares linguistic experiences. One such technology, Augmented Reality (AR), may initiate concepts used in language learning through digital storytelling. This paper describes an exploratory research project based on Choose Your Own Adventure (CYOA) AR digital storytelling which investigated how Collaborative Learning (CL) and AR can be used to enhance language learning. Different AR activities were evaluated, culminating in an AR digital storytelling project. Analyses of qualitative data collected after each activity provided insights into important considerations when utilizing AR in the classroom. The findings suggest that learners found considerable value in AR, but also highlighted challenges in its application. CL was key to the success of this project. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
EFL Written Production through Blogging: Computer versus Mobile Insights
Author: Montaner-Villalba, Salvador
Date: 2022-12-12
Type: Reports - Research
Subjects: Writing Skills,Writing (Composition),Telecommunications,Handheld Devices,English (Second Language),Second Language Instruction,Secondary School Students,Foreign Countries,Electronic Publishing,Web Sites,Open Source Technology,Computer Uses in Education,Program Effectiveness

Following up on Montaner-Villalba et al. (2020), this research focuses on written competence in the English language. The huge advance in technology permits teachers to use mobile applications. This quantitative design research investigated WordPress, in its mobile version, on written competence in English as a Foreign Language (EFL). One treatment group (12 students) and one control group (12 students) of A2 (Common European Framework of Reference for Languages) EFL learners at a secondary school in Valencia (Spain, N=24) participated during the 2018-2019 academic year. While, on the one hand, learners from the treatment group utilized WordPress in its mobile version, on the other, learners from the control group used WordPress in its computer-based version. The outcomes proved that the learners from the treatment group significantly improved their level of written competence in comparison with the learners from the control group. Accordingly, this research recommends utilizing WordPress in its mobile version in secondary education. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Emotional and Social Engagement of Teenager and Young Adult Students of EFL Using MIM (Mobile Instant Messaging)
Author: Martínez, Dunia
Date: 2022-12-12
Type: Reports - Research
Subjects: Adolescents,Young Adults,Students,English (Second Language),Second Language Learning,Handheld Devices,Synchronous Communication,Emotional Response,Social Behavior,Learner Engagement,Cognitive Processes,Foreign Countries,Technology Uses in Education

Mobile Instant Messaging (MIM) applications have come into focus as potential tools to improve English language instruction, and teachers can engage more students from different backgrounds in English as a Foreign Language (EFL) classes thanks to MIM apps' distinctive features, like WhatsApp. Most of the reported studies on the use of WhatsApp in the teaching of foreign languages were performed in university or adult learning environments. The present study explores how social and emotional engagement manifest themselves in a popular instant messaging application group (WhatsApp) used by teenagers learning EFL. A focus group, a Likert scale survey, and a transcript of the WhatsApp chat were the three main sources from which data was gathered. Members' interaction records were retrieved and inductive thematic analysis was used to examine them. These findings suggest that WhatsApp provided communicative opportunities to all students, including those who did not fully engage. However, further research with a larger number of students in different contexts is necessary. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Using an Online High-Variability Phonetic Training Program to Develop L2 Learners&apos; Perception of English Fricatives
Author: Iino, Atsushi
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Phonetics,Auditory Perception,Second Language Learning,Second Language Instruction,Teaching Methods,English (Second Language),Foreign Countries,Student Attitudes,Pronunciation,Phonology,Undergraduate Students,Japanese,Native Language

This study investigated the degree to which Japanese learners of English accurately perceive English fricatives over time and the extent to which fricatives were misidentified. To train and measure perception skills, an online high-variability phonetic training program was used in an English as a Foreign Language (EFL) class in Japan for eight weeks. The results indicated that learners' perception of some of the fricatives improved over time, while others remained difficult to distinguish from other fricatives. Implications for EFL pronunciation instruction are considered. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Twitter as a Dynamic Language Learning Platform for Learners of Irish as an Additional Language in a Primary School Setting in Ireland: Review and Recommendations
Author: O'Toole, Jane
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Students,Grade 4,Parents,Irish,Second Language Learning,Social Media,Telecommunications,Computer Mediated Communication,Learner Engagement,Parent Participation

This paper explores the utilisation of &quot;Twitter&quot; as a dynamic language learning platform in order to create an authentic domain of use for learners of Irish as an Additional Language (IAL) in a primary school setting in Ireland wherein 20 fourth class children and their parents participated. The Irish language context is firstly introduced, which contextualises a rationale for utilising Twitter for language learning. Teacher, child, and parent engagement with &quot;Twitter&quot; is then outlined with reference to the action research methodology employed. The repository of class tweets, periodic participant advisory group discussions and questionnaires, coupled with teacher-researcher reflection informed a qualitative data analysis. Results indicate notable student engagement with and enjoyment of tweeting in class &quot;as Gaeilge&quot; [in Irish] whereby the class Twitter account emerged as a practicable language learning platform. Its affordances enabled the student composition and publishing of short texts (tweets) and the provision of authentic Irish tweets for class reading. Parent and child engagement out of class, while relatively low, also demonstrated a promising additional domain of use, subject to the negotiation of orientation-related and implementation-related challenges for learners in a blended setting. In conclusion, recommendations to support the use of Twitter in endangered language school contexts are suggested. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Evaluating Automatic Speech Recognition for L2 Pronunciation Feedback: A Focus on Google Translate
Author: John, Paul
Date: 2022-12-12
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,Audio Equipment,Accuracy,French Canadians,Foreign Countries,Pronunciation,Translation,Computer Software,Error Analysis (Language),English (Second Language),Pronunciation Instruction,Feedback (Response),Gender Bias,Gender Differences,Females,Teaching Methods,Computational Linguistics,Sentences

This study examines the L2 pronunciation feedback provided by the Automatic Speech Recognition (ASR) functionality in Google Translate (GT). We focus on three Quebec Francophone (QF) errors in English: th-substitution, h-deletion, and h-epenthesis. Four hundred and eighty male and female QF recordings of sentences with correctly and incorrectly pronounced final items (e.g. &quot;I don't know who to thank versus tank&quot;) were played into GT. Errors were equally divided between mispronunciations leading to real word (&quot;thank&quot; [right arrow] &quot;tank&quot;) and nonword output (&quot;thief&quot; [right arrow] &quot;tief&quot;). As anticipated, we found greater transcription accuracy for correct pronunciations and, among incorrect pronunciations, for real words versus nonwords. Overall, our findings suggest ASR can be highly effective for pronunciation feedback. We also examined transcriptions for gender bias, since ASR systems are often trained on corpora with more male voices, but our concerns proved unfounded: surprisingly, higher transcription accuracy was found for female recordings. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]