ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing English Digital Stories for Global Audiences
Author: Yang, Yu-Feng
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Undergraduate Students,Second Language Learning,Second Language Instruction,Instructional Design,Learning Strategies,Intercultural Communication,Multimedia Instruction,Video Technology,Cooperative Learning,Foreign Students,Multicultural Education

Viewing digitally-mediated multimodal composing as a new literacy practice, this research investigates how English Language Learners (ELLs) serve as multimodal designers to reach a global audience. Grounded in the perspective of literacy as social practice and the notion of 'designing', it reveals that the two focal groups of this study employ local and global resources for multimodal designing. In addition, their family experience, literacy practices, video experiences, and their interactions with friends, instructors, and peers mediate how they select, expand, and orchestrate the cultural resources at their disposal. In relation to intercultural blending, this study reports that ELLs employ 'authenticating strategies' and 'playful strategies' to reach their global audience. This finding encourages us to reflect upon strategies that can be used to examine the emerging playful or nontraditional multimodal composing that the global youth continues to consume and produce. [For the complete volume of short papers, see ED590612.]
Language Learning through Conversation Envisioning in Virtual Reality: A Sociocultural Approach
Author: Mirzaei, Maryam Sadat
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Sociocultural Patterns,Role Playing,Computer Simulation,Cultural Awareness,Artificial Intelligence,Intercultural Communication,Cues,Cooperative Learning,English (Second Language),Cultural Background,Feedback (Response),Teaching Methods,Computer Assisted Instruction

This study proposes a virtual reality platform for language learners to practice a Target Language (TL) and develop cross-cultural competencies through interaction with peers or an AI-agent (limited scope), followed by a scheme for engaging learners to envision their conversations by disclosing their thoughts, reasoning, feelings, and expectations. This platform, Virtual Reality Conversation Envisioning (VRCE), enables the learners to fully share a contextual, immersive environment, simulated in Virtual Reality (VR), to have free conversations by performing role-plays on proposed topics. VRCE is designed to provide first person views during conversation and third person views during envisioning so that learners can take the role of participants and meta-participants at each phase. Learners envision the conversation individually at certain points during the role-play review. Their envisioning is then shared with their conversational partner to detect the misunderstandings, observe the situation from each other's perspective, and to learn about sociocultural cues that led to the different viewpoints. Participants' envisioning revealed interesting differences in their understanding of a shared situation. Findings showed that VRCE is an effective medium to raise learner collaboration and develop cross-cultural competencies. [For the complete volume of short papers, see ED590612.]
Exploring Foreign Language Anxiety and Self-Disclosure Relationships in Task Design for E-Tandem Speaking Practice
Author: Fondo, Marta
Date: 2018-12-08
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,Anxiety,Self Disclosure (Individuals),Spanish,English,Native Speakers,Familiarity,Communication (Thought Transfer),Videoconferencing,Case Studies,Correlation,Web 2.0 Technologies,Social Networks,English (Second Language),College Students,Foreign Countries

The emergence of videoconferencing tools in the 1990s provided language learners with opportunities to carry out speaking practice anytime and anywhere. However, the presence of Foreign Language Anxiety (FLA) in this interactional setting can hinder such ubiquitous benefits as FLA inhibits learning and communication in the Foreign Language (FL) (Horwitz, 2001). This article presents a case study developed in a five week e-tandem project in which 12 language learners (six Spanish and six English native speakers) participated via videoconference. Based on a mixed methods approach, the study explores the relationship between four different communicative task types with different levels of required Self-Disclosure (SD), the participants' levels of SD and FLA, and the resulting SD elements present in the conversation. Results showed that the different task types seem to have an effect on participants linking FLA and SD. However, the real trigger for SD events was not the task but the learner's characteristics and familiarity with the partner and topic. [For the complete volume of short papers, see ED590612.]
Design of a MOOC on Personal Language Learning Environments for Digital Language Skills Development
Author: Fondo, Marta
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Instructional Design,Online Courses,Second Language Learning,Instructional Development,Curriculum Development,Course Evaluation,Formative Evaluation,Language Skills,Skill Development

There is a mismatch between the availability of learning opportunities on the internet and the optimised use of them by learners. Disruptive technologies have always required time to be integrated into society to fully make use of their benefits. The Massive Open Online Course (MOOC) 'Create your own Personal Language Learning Environment (PLLE)' emerges from the willingness to provide language learners with digital and language skills for autonomous learning while fulfilling the research interests about exploring the learners' needs, how they use the internet, and how they can become more autonomous. Following the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model for instructional design and connectivism principles, the study presents the design process of a MOOC which aims to integrate data gathering tools into course content in a way that allows iterative formative course evaluations not affecting the learning process. [For the complete volume of short papers, see ED590612.]
Analysing Students&apos; Perceptions of Two Learning and Evaluation Modalities in the InGenio FCE Online Course and Tester
Author: Martínez-Sáez, Antonio
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Online Courses,English (Second Language),Second Language Learning,Second Language Instruction,Decision Making,Tutors,Self Evaluation (Individuals),Language Tests,Programming,Computer Software,Independent Study,Undergraduate Students,Computer Assisted Instruction,Computer Assisted Testing,Foreign Countries

Instructors have to make important decisions regarding the type of assessment that will finally be implemented when producing online learning materials, since this has a noticeable effect in terms of the methodology, the approach, and the attitude of all the actors involved (Goertler, 2011). This study investigates students' perception of tutor assessment and self-assessment in an online upper-intermediate level English course (described in Martínez-Sáez, 2015) and testing tool (described in Sevilla Pavón, 2013). After the implementation of these learning resources through the online authoring tool and content manager InGenio4, 95 students participated in the study conducted for the validation stages. The statistical analysis of the data gathered by means of questionnaires showed that the students highly appreciated the freedom to learn at their own pace offered by these two modalities which can contribute to autonomous progress and learning. [For the complete volume of short papers, see ED590612.]
&quot;My Robot Is an Idiot!&quot; -- Students&apos; Perceptions of AI in the L2 Classroom
Author: Gallacher, Andrew
Date: 2018-12-08
Type: Reports - Research
Subjects: Robotics,Student Attitudes,Second Language Learning,Second Language Instruction,Computer Mediated Communication,English (Second Language),Teaching Methods,Artificial Intelligence,Interpersonal Communication,Peer Relationship,Foreign Countries,Undergraduate Students

Japanese university students (N=253) conversed with human and Artificially intelligent (AI) chatbot partners then recorded their perceptions of these interactions via open-ended written feedback. This data was qualitatively analyzed to gain a better understanding of the merits and demerits of using chatbots for English study from the students' perspective. Results suggest that, in its current state, students perceive the chatbot used in this study as a novelty rather than a legitimate language-learning tool and that it lacks the richness of interaction they could achieve with their peers. Ultimately, it is argued that educators should be more critical of incorporating AI technology in the second/foreign language (L2) classroom before it is ready for use. [For the complete volume of short papers, see ED590612.]
Tracking and Analysing the Learner Behaviour of Non- and Low-Literate Adults in an Online Literacy Training Environment
Author: Malessa, Eva
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Illiteracy,Literacy Education,Finno Ugric Languages,Second Language Learning,Second Language Instruction,Recordkeeping,Computer Assisted Instruction,Online Courses,Student Behavior,Profiles,Learner Engagement,Productivity,Accuracy,Adult Learning,Foreign Countries,Computer Software,Data Analysis

This study investigated what log files can reveal about learner behaviour of low- and non-literate adults learning to read for the first time in Finnish as a second language. The participants' reading development was supported by practising in an online training environment. Log files, automatically created user-computer interaction records, were chosen as empirical evidence as their analysis enables in-depth post-activity exploration of student behaviour. The quantitative analysis resulted in user profiles containing information on learner engagement, performance and productivity. Overall, the results demonstrate that individual learning performance, process, and progress can be studied and reflected on holistically by investigating the individual's digital learning footprints, their log files. Log files are an accurate and precise, yet currently underemployed research tool. More easy-to-use tools for non-experts are in demand, as current Data Mining (DM) tools are designed for computer scientists and need to be developed further to become accessible and applicable by practitioners and educational researchers. [For the complete volume of short papers, see ED590612.]
Self-Directed Learning and the Teacher&apos;s Role: Insights from Two Different Teaching Contexts
Author: Ohashi, Louise
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Independent Study,Personal Autonomy,Teacher Role,Second Language Learning,Second Language Instruction,English (Second Language),College Freshmen,Foreign Countries,Oral Language,Computer Assisted Instruction,Study Habits,Speech Skills

There has been interest in learner autonomy in the field of language education for many years but the role of the teacher remains uncertain. In Japan, where this research was conducted, it is not commonplace for comprehensive programs that foster autonomous learning to be integrated into formal English education, but some institutions and educators have taken steps in this direction. This study gives an overview of two different contexts in which teacher support for autonomous learning was woven into English education at Japanese universities; firstly, in a course that was dedicated to self-directed learning and secondly, in a speaking course that included a self-directed learning strand. Survey data that were collected from 50 students in these two contexts suggest that the support given in both course types was largely beneficial to learners, with similar outcomes in many areas but a noteworthy difference in the amount of time spent studying outside of class. [For the complete volume of short papers, see ED590612.]
Advantages and Disadvantages of Digital Storytelling Assignments in EFL Education in Terms of Learning Motivation
Author: Kasami, Naoko
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,English (Second Language),Computer Assisted Instruction,Computer Mediated Communication,Story Telling,Assignments,Learning Motivation,Educational Benefits,Student Attitudes,Instructional Effectiveness,Narration,Information Technology,Foreign Countries,Audio Equipment,Time Management,Computer Literacy,Copyrights

Digital storytelling is an educational practice which has attracted the attention of many experts. However, there has been little research on the disadvantages of digital storytelling assignments from the students' perspectives in English as a Foreign Language (EFL) education. Addressing difficulties or problems which are likely to occur in integrating digital storytelling in language learning would provide better insights for education in the future. Thus, this study aims to examine not only the advantages but also the disadvantages of introducing digital storytelling assignments in EFL education by focusing on learners' motivation. To achieve the aim of this study, data was obtained from questionnaire surveys in six courses entitled 'Information English' for students in Japan. Though most students were motivated for learning with digital storytelling assignments, there were also some students who were less motivated. The findings from students' comments revealed that it would be effective to provide specific instruction based on (1) proper guidance of effective narration, (2) the condition of having sufficient time to accomplish the assignment, (3) technical support, and (4) information ethics. [For the complete volume of short papers, see ED590612.]
Task Graph Based Task-Oriented Dialogue System Using Dialogue Map for Second Language Learning
Author: Kwon, Oh-Woog
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Graphs,Second Language Learning,Second Language Instruction,English (Second Language),Task Analysis,Dialogs (Language),Korean,Natural Language Processing,Computer Assisted Instruction,Teaching Methods,Computer Software,Computer Mediated Communication,Maps

This paper presents a rule-based task-oriented dialogue system for second language learning and a knowledge extraction method which automatically extracts the training data for Natural Language Understanding (NLU) and dialogue rules for dialogue management from a Dialogue Map (DM). The DM consists of turn-by-turn utterances between the system and the learner. Therefore, the proposed method can automatically extend a new dialogue domain by constructing a dialogue map with a simple format. We constructed two dialogue maps for English and Korean, respectively, and implemented English and Korean task-oriented dialogue systems using the DMs. In the experiments, although the turn success rates are relatively low (78.1% in English and 78.76% in Korean), the task success rates are 90.83% in English and 99.17% in Korean. The systems constructed by the proposed method should enable learners to communicate successfully in the topic despite some mistakes in the system responses. [For the complete volume of short papers, see ED590612.]
Exploring Virtual Collaborative Writing in the EFL Classroom
Author: Martínez-Sáez, Antonio
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Collaborative Writing,Undergraduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Computer Software,Experimental Groups,Control Groups,Teaching Methods,Thinking Skills,Computer Assisted Instruction,Discourse Analysis,Computer Simulation,Accuracy,Foreign Countries,Essays,Writing Instruction

With the integration of new technologies in the foreign language classroom, the practice of collaborative writing has gained renewed attention, although some questions still remain unanswered regarding the extent to which these tools help learners in their writing when compared to more traditional learning contexts (Elola &amp; Oskoz, 2010). In order to explore these issues, we analysed the written production of 84 undergraduate students of English as a Foreign Language (EFL) using the LIWC2015 software. The analysis revealed significant differences in categories such as word count, clout, emotional tone, or analytical thinking when comparing the texts written by an experimental and a control group. Moreover, regarding discourse, some differences were observed in terms of the way information was presented and structured. [For the complete volume of short papers, see ED590612.]
From Local to Massive Learning: Unveiling the (Re)Design Process of an English LMOOC Based on InGenio Materials
Author: Gimeno-Sanz, Ana
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Shared Resources and Services,English for Special Purposes,Computer Software,College Students

This paper focusses on the (re)design and conversion process of small-scale English as a Foreign Language (EFL) online courseware into a Massive Open Online (Language) Course -- or LMOOC, as it is commonly termed -- for upper-intermediate learners of English offered on edX, one of the most popular MOOC platforms. It stems from the &quot;InGenio First Certificate in English Online Course and Tester&quot; (Gimeno-Sanz, Martínez-Sáez, &amp; Sevilla-Pavón, 2011), which provides university students with autonomous study and self-evaluation materials for the preparation of B2-level official English language exams. The authors discuss the differences between both platforms and the implications for language learning. They conclude that it is necessary to build language-learning-specific add-ons onto currently available MOOC platforms. [For the complete volume of short papers, see ED590612.]
Who&apos;s Got Talent? Comparing TTS Systems for Comprehensibility, Naturalness, and Intelligibility
Author: Grimshaw, Jennica
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Assistive Technology,Educational Technology,Audio Equipment,Comprehension,Mutual Intelligibility,Translation,Web Sites,Pronunciation,Evaluation Criteria,Second Language Learning,English (Second Language),Foreign Countries,Advanced Students,Usability,Accuracy,Scores

The current study compared five free Text-To-Speech (TTS) systems, selected based on characteristics such as availability and capabilities. Tasks were completed by 37 English learners to evaluate these systems in terms of their comprehensibility, naturalness, and intelligibility. Our findings indicate that IBM Watson and Google Translate are the best TTS systems, according to the evaluation criteria employed. [For the complete volume of short papers, see ED590612.]
Examining Student Perceptions about Smartphones to Understand Lack of Acceptance of Mobile-Assisted Language Learning
Author: Kennedy, Olivia
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,High School Students,Student Attitudes,Computer Attitudes,Handheld Devices,Computer Assisted Instruction,Second Language Learning,Computer Oriented Programs,Resistance (Psychology),Student Motivation,Use Studies

Problematic smartphone usage has been widely recognized (e.g. Al-Barashidi, Bouazza, &amp; Jabur, 2015; Chóliz, 2012). However, few researchers have investigated the relationship between students' feelings towards their smartphones and their acceptance of Mobile-Assisted Language Learning (MALL). This exploratory study of thirty-six Japanese high-school students sought to understand their overwhelming reluctance to use the popular language-learning application, Duolingo. Fewer than half of the students used the application, with several failing to even install it on their device. Small group interview discussions were conducted to clarify and gain insight into the participants' feelings and motivations about the use of their smartphones. [For the complete volume of short papers, see ED590612.]
From Computer-Assisted Language Learning to Digitally Mediated Intercultural Communication
Author: Lyddon, Paul A.
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Second Language Instruction,Second Language Learning,Intercultural Communication,Semiotics,Communicative Competence (Languages)

Digital technologies have proliferated communications between speakers of different languages, but the widespread use of online machine translation has now become a disruptive force for foreign language education, as it permits intelligible exchanges between persons with little or no knowledge of a foreign tongue. As machine translation technology only continues to improve, the entire purpose of foreign language learning, computer-assisted or otherwise, may one day soon likely be called into question. While nothing is ever truly future-proof, the sustainability of foreign language education may require a shift in focus, away from traditional language acquisition and toward social semiotic awareness and multimodal intercultural communication. This paper describes a reconceptualization of language education from this proposed perspective. It then suggests possible roles for digital technologies in sustainable language teaching. [For the complete volume of short papers, see ED590612.]
National Safe Schools Framework: All Australian Schools Are Safe, Supportive and Respectful Teaching and Learning Communities That Promote Student Wellbeing
Author: Standing Council on School Education and Early Childhood (SCSEEC) (Australia)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,School Safety,Well Being,Educational Environment,Aggression,Violence,Bullying,Computer Mediated Communication,Weapons,Holistic Approach,Prevention,Educational Practices,School Policy,Positive Behavior Supports,Early Intervention

Schools are among the safest places in the community for children and young people. This National Safe Schools Framework builds on the original 2003 Framework. It recognises the progress that individual schools, systems and sectors have made since the publication and dissemination of the original framework to create safe, supportive and respectful learning and teaching communities throughout Australia. The Framework provides a vision and a set of guiding principles for safe and supportive school communities that also promote student wellbeing and develop respectful relationships. It identifies nine elements to assist Australian schools to continue to create teaching and learning communities where all members of the school community both feel and are safe from harassment, aggression, violence and bullying. It also responds to new and emerging challenges for school communities such as cybersafety, cyberbullying and community concerns about young people and weapons. The Framework adopts a whole school approach to safety and wellbeing. It provides a comprehensive range of evidence-informed practices to guide schools in preventing and responding to incidents of harassment, aggression, violence and situations of bullying and to implement their responsibilities in relation to child protection issues. [Education Services Australia as the legal entity for the Standing Council on School Education and Early Childhood (SCSEEC) owns the copyright in this publication.]