ethanporcaro/eric-fulltext-meta huggingface dataset:
Language Instructors on Their Emergency Remote Teaching Pedagogy during the Pandemic
Author: Hamel, Marie-Josée
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Language Teachers,College Faculty,COVID-19,Pandemics,Emergency Programs,Electronic Learning,Distance Education,Educational Strategies,Teacher Competencies,Feedback (Response),Writing (Composition),Technological Literacy,Models,Error Correction,Foreign Countries

In this paper, we report on a study that took place during the COVID-19 pandemic and for which we interviewed ten experienced, university level, language instructors about their digital practices as they found themselves teaching in an Emergency Remote Teaching (ERT) mode. The study sought to describe how, through their professional activities and experiences, they developed new and/ or further online competencies and how the ERT context brought them to rethink their pedagogical practices and namely, their Written Corrective Feedback (WCF). Our results show that language instructors' digital competencies are on a dynamic continuum of changes with some who faced challenges, while others sought opportunities or provided solutions during that unprecedented period. An adapted version of the SAMR (Substitution, Augmentation, Modification, and Redefinition) model (Puentedura, 2010) is suggested, which takes into consideration this ERT context. [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.]
&quot;I Found the Fish in Pronunciation Quiz #3!&quot; Examining the Effect of a Game-Informed Site on Young Learners&apos; L2 Pronunciation
Author: Barcomb, Mike
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Japanese,English (Second Language),Second Language Instruction,Pronunciation,Game Based Learning,Online Courses,Phonological Awareness,Student Attitudes

This paper examines the impact that a game-informed pronunciation site has on the acquisition of English /r/-/l/. Twenty-three Japanese-speaking English learners completed a series of pronunciation activities directed at improving their phonological awareness and oral production of the /r/-/l/ contrast. The activities included game-informed tasks that rewarded learners with points, badges, and scavenger hunt items. For control, eight students completed the same activities without game-informed affordances. The study followed a mixed-methods approach with a pre-, post-, and delayed post-test design. Qualitative results indicate that learners in the game-informed group developed metaphonological awareness and perceived the proposed learning environment positively. For production, the quantitative results indicate that participants in the game-informed group improved their pronunciation of /r/-/l/ items. Pedagogical implications for the use of game-informed environments for L2 pronunciation instruction are discussed. [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.]
L2 Chinese Language Teachers&apos; Cross-Cultural Adaptation in Teaching Online Courses Using Videoconferencing Tools in a Foreign Country during the COVID-19 Pandemic: A Case Study
Author: Fan, Yue
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: College Students,Teacher Attitudes,Student Attitudes,Chinese,Second Language Instruction,Language Teachers,COVID-19,Pandemics,School Closing,Online Courses,Videoconferencing,Personality Traits,Familiarity,Cultural Influences,Cultural Differences,Barriers,Teacher Student Relationship,Foreign Workers,Foreign Countries

This case study is based on teachers' personal observation of students of Oberlin College, Ohio, US, and students' feedback, and addresses cross-cultural communication of Chinese as a foreign (L2) language teacher, who is also the first author of this article. The study was conducted during the global pandemic; L2 language teaching methods in Oberlin College had to be shifted from face-to-face lectures to online teaching using videoconferencing tools, particularly Zoom. It was used not only as the online class platform, but also an additional live communication tool in other activities. The case study presented in this article was conducted mainly through observations in daily classes before and after the pandemic. The results suggest that reserved personality and inadequate cultural contact are factors of accultured difficulties for L2 Chinese language teachers when working in the US. This paper proposes solutions for preparations for a cross-cultural adaptability for Chinese language teachers teaching L2 Chinese abroad, especially in conditions like using videoconferencing tools in online teaching classes. [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.]
Learners&apos; Perceptions of Using Moodle Books in Online ESP Courses
Author: Boloña, Maria del Carmen
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,College Students,Online Courses,Electronic Publishing,English (Second Language),Second Language Instruction,Learning Management Systems,Electronic Learning,Foreign Countries

This paper examines learners' perceptions of using Moodle books in the online course module &quot;Contemporary society: conflicts and consensus&quot; at Casa Grande University, Ecuador. It describes how learners perceived the use of Moodle books in 48-hour English content based courses. Courses were designed for final year students with a B2 English proficiency level according to the Common European Framework of Foreign languages (CEFR). The learners used Moodle books to access content organized and programmed in six thematic units according to the course learning objectives. Learners used content to access reading material and complete tasks planned synchronously and asynchronously. Learners responded to a post course survey in courses that ran from 2020 to 2021. The purpose of the survey was to know how learners perceived the organization, functionality, and effectiveness of Moodle books when accessing hyper-texted content, multimedia resources, and digital tools for content management, communication, and interaction in online courses for English for Specific Purposes (ESP). [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.]
Motivation and Reading in High-Immersion Virtual Reality
Author: Kaplan-Rakowski, Regina
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Reading Motivation,Immersion Programs,Computer Simulation,English (Second Language),Technology Uses in Education,Captions,Foreign Countries,College Students,Reading Comprehension,Cognitive Processes,Difficulty Level,Vocabulary Development,Structural Grammar,Language Proficiency

Many language learners lack the motivation to read complex texts. Because high-immersion Virtual Reality (VR) is increasingly reported to be highly motivating, the goal of our study was to compare English as a Second Language (ESL) learners' (N=79) motivation while reading a story with subtitles in VR (experimental group) versus reading the same story screencast in two-dimensions (2D -- control group). The Wilcoxon signed-rank test revealed that learners' motivation in VR was significantly higher compared with the control group. Our finding confirmed that VR is highly motivational in the context of reading foreign texts and can be useful for Computer Assisted Language Learning (CALL) researchers, practitioners, and instructional designers. This analysis is a part of a larger study (Kaplan-Rakowski &amp; Gruber, 2023) on VR facilitating reading tasks. [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.]
Online Language Teacher Education and Active Learning through CALL and ICALL
Author: Carloni, Giovanna
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Online Courses,Electronic Learning,Distance Education,Second Language Learning,Foreign Countries,Preservice Teachers,Active Learning,Learning Activities,Flipped Classroom,Asynchronous Communication,Cooperation,Educational Technology,Critical Thinking,Curriculum Design

This essay illustrates how an online language education course, implemented within an online language teacher education programme offered at master's level at an Italian university, was designed to foster pre-service teachers' active learning through digitally-enhanced activities. The course was developed within a community of inquiry framework and from a socio-constructivist perspective. The online course adopted a f?lipped learning approach. Pre-service teachers carried out asynchronous digitally-enhanced activities individually and collaboratively before class and synchronous technology-enhanced collaborative activities during live classes. Pre-service teachers thus engaged in active learning throughout the course. [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.]
Proceedings of International Conference on Studies in Education and Social Sciences (Antalya, Turkey, November 11-14, 2021). Volume 1
Author: Jackowicz, Stephen, Ed.
Date: 2021-00-00
Type: Books
Subjects: Emotional Intelligence,Depression (Psychology),Anxiety,Stress Variables,COVID-19,Pandemics,Government Employees,Scientific Principles,Science Instruction,Textbooks,Teacher Student Relationship,Distance Education,Interaction,Engineering,STEM Education,Design,Military Service,Medicine,Foreign Countries,Traditionalism,Cultural Influences,Asian History,Friendship,Social Media,Art Activities,Industry,Clothing,Law Schools,Interdisciplinary Approach,Sculpture,War,Sociology,Gender Bias,Books,Natural Resources,Role of Education,Peer Evaluation,Essays,Persuasive Discourse,High School Students,Elementary School Students,Student Behavior,Computer Use,Information Technology,Gender Differences,Learner Engagement,Self Control,Learning Analytics,Ceramics,Teacher Attitudes,Student Attitudes,Higher Education,Painting (Visual Arts),Emotional Response,Mental Health,Asian Culture,Competition,Mythology

&quot;Proceedings of International Conference on Studies in Education and Social Sciences&quot; includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on November 11-14, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]
Learning Episodes in an Intercultural Virtual Exchange: The Case of Social High-Immersion Virtual Reality
Author: Jauregi-Ondarra, Kristi
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Computer Mediated Communication,International Cooperation,Cooperative Learning,Second Language Learning,Second Language Instruction,Intercultural Communication,English (Second Language),Cultural Awareness,Teaching Methods,Foreign Countries,Computer Simulation,Task Analysis,Technological Literacy,Chemical Engineering,Engineering Education,International Educational Exchange,Student Attitudes,Peer Relationship,Audio Equipment

Computer-mediated communication tools facilitate international collaboration projects between foreign language learners and peers abroad (O'Dowd, 2018). Social Virtual Reality (VR) applications allow for synchronous interactions and task-based communication in which learners can experience telepresence and immersion and conversate in a foreign language. Based on previous pilot experiences (Jauregi-Ondarra, Gruber, &amp; Canto, 2020, 2021), this Virtual Exchange (VE) project aims to investigate how the specific affordances of Social High-immersion VR (SHiVR) in conjunction with designed tasks influence interaction patterns, and learning episodes. The VE took place between two groups of university students in the Netherlands (N=15) and Cyprus (N=14) through SHiVR in March 2022. The main aims of the tasks were to raise student intercultural awareness, stimulate task-based communication processes using English as a lingua franca and digital pedagogical competences of language education students. Different sources of data were gathered and analysed. In this paper, we describe and present the pedagogical experience and the initial results. [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.]
Learning L2 Pronunciation with Google Translate
Author: Khademi, Hamidreza
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Translation,Computer Software,Computational Linguistics,Pronunciation Instruction,Teaching Methods,Audio Equipment,English (Second Language),Morphemes,Phonological Awareness,Auditory Perception,Learning Processes,Native Language,Indo European Languages,Foreign Countries,Adult Students

This article, based on Khademi's (2021) Master's thesis, examines the use of Google Translate (GT) and its speech capabilities, Text-to-Speech Synthesis (TTS) and Automatic Speech Recognition (ASR), in helping L2 learners acquire the pronunciation of English past -ed allomorphy (/t/, /d/, /id/) in a semi-autonomous context, considering three levels of pronunciation development: phonological awareness, perception, and production. Our pre/posttest results indicate significant improvements in the participants' awareness and perception of the English past -ed, but no improvements in production (except for /id/). These findings corroborate our hypothesis that GT's speech capabilities can be used as pedagogical tools to help learners acquire the target pronunciation feature. [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.]
Linggle 2.0: A Collocation Retrieval System with Quality Example Sentences
Author: Lai, Shu-Li
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Phrase Structure,Second Language Learning,Second Language Instruction,English (Second Language),Computer Assisted Instruction,Computer Software,Sentence Structure,Databases,Electronic Publishing,Books,Undergraduate Students,Student Attitudes,Teaching Methods,Writing (Composition),Likert Scales,Dictionaries

Linggle is a pattern-based referencing tool that assists in collocation learning. In this ongoing project, we aimed to improve its performance further. First, many of the example sentences are long and difficult for students to understand, so we used a machine learning method and trained a classifier to help select dictionarylike example sentences. Second, we created a database of 60,270,000 sentences from 4C, S2ORC, and VOA Learning English. We also included Google books for real-time supplements. Then, we applied the classifier to select good example sentences from the database for display. We also limited the number of example sentences displayed for search results to improve users' experiences. Two classes of English as a Foreign Language (EFL) college students (N=51) were invited to use the enhanced tool and filled out a questionnaire. The results showed that the students were positive about Linggle's new interface and the quality of the example sentences. We expect that more EFL learners will benefit from the tool. [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.]
Online Collaborative Writing: Learners&apos; Perceptions and Their Changes Using Data Visualization Tools and Interviews
Author: Hashimoto, Takehiro
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Collaborative Writing,Online Courses,Electronic Learning,Visual Aids,Foreign Countries,Student Attitudes,Data Use,Interviews

This study investigated L2 learners' perception changes at each stage of online collaborative writing. Previous studies revealed the familiarity of L2 collaborative learning with Information and Communication Technology (ICT), whereas few described at which stage of the learning process L2 learners' perceptions change. Therefore, this study examines how the learners' attitudes and perceptions change at certain phases of collaborative learning and whether these changes affect the success or failure of their L2 collaborative learning. This study analyzed two questionnaire surveys before and after the learning activity, observed the collaborative learning processes via visualization tools, and conducted semi-structured interviews for participants to reflect on their learning processes and perceptions of collaborative writing. The mixed research analyses demonstrate that advancing a particular stage leads to the learners' linguistic awareness and the shift of their attitudes more positively. The findings show the factors and stages determining the success of L2 online collaborative 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.]
Remote Online Language Teaching in a Limited Resource Context during COVID-19: The Case of Egypt
Author: El Ebyary, Khaled
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Language Teachers,Teacher Attitudes,Educational Technology,COVID-19,Pandemics,Foreign Countries,English (Second Language),Second Language Learning

This study aimed to investigate how the enforced online language teaching operated in a limited resource context, i.e. Egypt. Based on the Technology Acceptance Model (TAM), a nation-wide survey examined how 258 language teachers perceived the sudden move to remote online teaching and whether such perceptions had an impact on their readiness and intention to use this mode during and after the pandemic. Confirmatory factor analysis was used and revealed that four factors constitute teachers' perceptions. Results showed that participants have positive perceptions of online teaching, which consequently indicate that they were ready to use online language teaching even after switching back to face-to-face. Demographic data had no statistically significant effect on the participants' perceptions of enforced online teaching. Teachers identified training needs that show readiness and intention to engage more with this mode of teaching. [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.]
Significant Determinants of Student Retention and Efficient Engagement Strategies in LMOOCs
Author: Friðriksdóttir, Kolbrún
Date: 2022-12-12
Type: Reports - Research
Subjects: Academic Persistence,MOOCs,Blended Learning,Electronic Learning,Dropouts,Learner Engagement,Student Participation,Student Motivation,Second Language Learning,Foreign Countries,Educational Technology,Student Attrition,College Students,Computer Assisted Instruction,Independent Study,Distance Education

This article provides evidence of critical factors of student retention in Language Massive Open Online Courses (LMOOCs). The study used multiple sources: tracked retention data (n=43,000), survey data in correlation with tracking data (n=400), and qualitative data (174 informants) from a survey (Friðriksdóttir, 2018, 2021a, 2021b). The data came from learners in seven courses and across different delivery modes in the LMOOC program Icelandic Online (IOL, https:// icelandiconline.com). First, analysis of the tracking data revealed low overall completion rates and that retention was highest in the blended mode of delivery. The analysis also uncovered a specific dropout pattern and pattern of user engagement. Second, the survey study identified six content-related and four tutor-related engagement factors and that learners' differing goals for course participation influenced retention. Finally, qualitative data analysis revealed intrinsic and extrinsic motivational factors responsible for course completion, whereas non-course-related factors affected retention among dropouts. Overall, the study identified multi-ranged determinants of student retention. [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.]
SpEakWise VR: Exploring the Use of Social Virtual Reality in Telecollaborative Foreign Language Learning between Learners of English and German
Author: Senkbeil, Karsten
Date: 2022-12-12
Type: Reports - Research
Subjects: German,English (Second Language),Second Language Learning,Second Language Instruction,Code Switching (Language),Computer Simulation,Learner Engagement,Multilingualism,Problem Solving,Intercultural Communication,Seminars,Cooperative Learning,Computer Mediated Communication,Undergraduate Students,International Cooperation,Foreign Countries,Game Based Learning,Teamwork,English,Language Usage,Student Attitudes,Videoconferencing

This paper discusses the potential of immersing foreign language learners in Social Virtual Reality (SVR) in an international seminar, designed by the authors, called SpEakWise VR, combining the tandem language learning paradigm with gamification in immersive virtual environments. SpEakWise VR builds on an existing telecollaboration (SpEakWise) between undergraduate students in Trinity College Dublin and Hildesheim University. We set out to explore how inclusion of an SVR activity influences student engagement, learning involving intercultural and multilingual problem solving, and team building. This paper presents initial observations from our research, concerning multimodality in embodied immersion and code-switching, and proposes future avenues of inquiry. [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.]