| 1. |
- Balaman, Ufuk, et al.
(författare)
-
Development of L2 interactional resources for online collaborative task accomplishment
- 2017
-
Ingår i: Computer Assisted Language Learning. - : Informa UK Limited. - 0958-8221 .- 1744-3210. ; 30:7, s. 601-630
-
Tidskriftsartikel (refereegranskat)abstract
- Technology-mediated task environments have long been considered integral parts of L2 learning and teaching processes. However, the interactional resources that the learners deploy to complete tasks in these environments have remained largely unexplored due to an overall focus on task design and outcomes rather than task engagement processes. With this gap in mind, we set out to describe the emergence, development, and diversification of L2 (English) interactional resources oriented to task completion using conversation analysis for the examination of 13hours of screen-recorded online task-oriented interactions collected over 18 weeks. The focal tasks in the study have been designed as emergent information-gap tasks that require the participants to maintain progressivity by both displaying their own and converging with their co-participants’ dynamic knowledgeability for task completion purposes. A longitudinal investigation into task engagement processes has demonstrated that the participants fail to display their knowledge congruently and they repeatedly disrupt the progressivity of task-oriented interaction in earlier weeks. However, an observable diversification of interactional resources for collaborative task accomplishment has been recorded in later weeks, which demonstrates the development of interactional competence over time. These findings bring insights into interactional competence, epistemics, and CALL with special reference to technology-mediated TBLT.
|
|
| 2. |
- Bergdahl, Nina, 1971-
(författare)
-
Second language learning designs in online adult education
- 2022
-
Ingår i: Computer Assisted Language Learning. - Abingdon : Routledge. - 0958-8221 .- 1744-3210. ; , s. 1-27
-
Tidskriftsartikel (refereegranskat)abstract
- Current approaches to assessing digital competence in education may be too broad to support teachers in developing their online learning designs in specific subjects. During the pandemic, studies have identified that the development of teaching practices (and subsequently their learning designs) has taken a leap. However, because digital cultures differ between schools, local approaches need to survey how their practices have developed and what emerging practices can become good examples for others. Using a descriptive multiple case (n = 20) study methodology with observations, interviews (n = 33), and a survey, 12 elements in second language online learning designs (LDs) that seemed to engage learners and support online learning were identified. Data were analysed using pattern matching and descriptive statistics. Post observation, teachers were asked to rate the importance of the ability to include the element and how difficult they perceived its implementation would be. A case overview was used to contrast the survey. Results reveal that the number of digital technologies has little to do with the complexity of designs, and teachers with relatively few digital resources can offer more complex LDs. While most teachers rated the elements suggested as easy, the observations did not support this. However, around 30% of the teachers rated at least seven important elements as difficult or very difficult and designing learning activities that stimulate engagement in nuanced ways was considered challenging. This paper proposes that, identifying local elements may be a suitable way forward to support professional development, as well as to reframe teachers’ digital practices post Covid-19. © 2022 the Author(s)
|
|
| 3. |
- Christiansen, Iben Maj, 1964-, et al.
(författare)
-
The CALL of Zulu : reflections on the development of a computer-assisted language learning package
- 2021
-
Ingår i: Computer Assisted Language Learning. - : Informa UK Limited. - 0958-8221 .- 1744-3210. ; 34:3, s. 246-269
-
Tidskriftsartikel (refereegranskat)abstract
- Few people who did not grow up speaking Zulu have learned the language later. There are limited resources for second language Zulu learning, whether textbooks, readers, or computerised resources. We set out to develop software for this purpose, to support learners’ independent learning. Drawing on research on language learning, we used a number of principles that then informed the design of the programmes. In this paper, we reflect on the applicability of the principles and the difficulties in structuring an application for an agglutinative language.
|
|
| 4. |
- Engwall, Olov
(författare)
-
Analysis of and feedback on phonetic features in pronunciation training with a virtual teacher
- 2012
-
Ingår i: Computer Assisted Language Learning. - : Routledge. - 0958-8221 .- 1744-3210. ; 25:1, s. 37-64
-
Tidskriftsartikel (refereegranskat)abstract
- Pronunciation errors may be caused by several different deviations from the target, such as voicing, intonation, insertions or deletions of segments, or that the articulators are placed incorrectly. Computer-animated pronunciation teachers could potentially provide important assistance on correcting all these types of deviations, but they have an additional benefit for articulatory errors. By making parts of the face transparent, they can show the correct position and shape of the tongue and provide audiovisual feedback on how to change erroneous articulations. Such a scenario however requires firstly that the learner's current articulation can be estimated with precision and secondly that the learner is able to imitate the articulatory changes suggested in the audiovisual feedback. This article discusses both these aspects, with one experiment on estimating the important articulatory features from a speaker through acoustic-to-articulatory inversion and one user test with a virtual pronunciation teacher, in which the articulatory changes made by seven learners who receive audiovisual feedback are monitored using ultrasound imaging.
|
|
| 5. |
- Engwall, Olov, et al.
(författare)
-
Interaction and collaboration in robot-assisted language learning for adults
- 2022
-
Ingår i: Computer Assisted Language Learning. - : Routledge. - 0958-8221 .- 1744-3210. ; 35:5-6, s. 1273-1309
-
Tidskriftsartikel (refereegranskat)abstract
- This article analyses how robot–learner interaction in robot-assisted language learning (RALL) is influenced by the interaction behaviour of the robot. Since the robot behaviour is to a large extent determined by the combination of teaching strategy, robot role and robot type, previous studies in RALL are first summarised with respect to which combinations that have been chosen, the rationale behind the choice and the effects on interaction and learning. The goal of the summary is to determine a suitable pedagogical set-up for RALL with adult learners, since previous RALL studies have almost exclusively been performed with children and youths. A user study in which 33 adult second language learners practice Swedish in three-party conversations with an anthropomorphic robot head is then presented. It is demonstrated how different robot interaction behaviours influence interaction between the robot and the learners and between the two learners. Through an analysis of learner interaction, collaboration and learner ratings for the different robot behaviours, it is observed that the learners were most positive towards the robot behaviour that focused on interviewing one learner at the time (highest average ratings), but that they were the most active in sessions when the robot encouraged learner–learner interaction. Moreover, the preferences and activity differed between learner pairs, depending on, e.g., their proficiency level and how well they knew the peer. It is therefore concluded that the robot behaviour needs to adapt to such factors. In addition, collaboration with the peer played an important part in conversation practice sessions to deal with linguistic difficulties or communication problems with the robot.
|
|
| 6. |
- Engwall, Olov, et al.
(författare)
-
Pronunciation feedback from real and virtual language teachers
- 2007
-
Ingår i: Computer Assisted Language Learning. - : Informa UK Limited. - 0958-8221 .- 1744-3210. ; 20:3, s. 235-262
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to summarise how pronunciation feedback on the phoneme level should be given in computer-assisted pronunciation training (CAPT) in order to be effective. The study contains a literature survey of feedback in the language classroom, interviews with language teachers and their students about their attitudes towards pronunciation feedback, and observations of how feedback is given in their classrooms. The study was carried out using focus group meetings, individual semi-structured interviews and classroom observations. The feedback strategies that were advocated and observed in the study on pronunciation feedback from human teachers were implemented in a computer-animated language tutor giving articulation feedback. The virtual tutor was subsequently tested in a user trial and evaluated with a questionnaire. The article proposes several feedback strategies that would improve the pedagogical soundness of CAPT systems.
|
|
| 7. |
- Hansson, Thomas
(författare)
-
English as a second language on a virtual platform : Tradition and innovation in a new medium
- 2005
-
Ingår i: Computer Assisted Language Learning. - : Routledge. - 0958-8221 .- 1744-3210. ; 18:1-2, s. 63-79
-
Tidskriftsartikel (refereegranskat)abstract
- A pilot study at a local school explores a virtual world during English lessons. The objective of applying a Vygotskian experimental design to the study is to investigate the potential of software, interaction and integration related to problem-solving defined as text composition in a foreign language. Focus of research and practices is on the development of a virtual didactic, more specifically text interaction by a virtual game in the classroom and face-to-face dialogue by direct speech-dialogue in the computer room. The two-fold objectives cover understanding an integrated didactic on English and computer efficacy . By investigating the design of a combined virtual and physical learning environment we describe how the video-game generation operates (in) a social system of peers as they develop their computer skills and text composing ability.
|
|
| 8. |
- Karlström, Petter, et al.
(författare)
-
CALL in the zone of proximal development : novelty effects and teacher guidance
- 2013
-
Ingår i: Computer Assisted Language Learning. - : Informa UK Limited. - 0958-8221 .- 1744-3210. ; 26:5, s. 412-429
-
Tidskriftsartikel (refereegranskat)abstract
- Digital tools are not always used in the manner their designers had in mind. Therefore, it is not enough to assume that learning through CALL tools occurs in intended ways, if at all. We have studied the use of an enhanced word processor for writing essays in Swedish as a second language. The word processor contained natural language processing technology to display linguistic information such as part of speech while students wrote their texts. We investigated how students' real classroom activity when using the tool corresponded to that which was planned by their teacher. Our contribution is on two levels: (1) a real-world analysis of occasionally problematic technology and (2) an elaboration on research methodology for conducting classroom studies within the sociocultural perspective. Our findings show that use of the tool varied greatly between sessions and that paying close attention to the near-future proficiencies of students is paramount. It is therefore important to account for novelty effects in CALL and to provide guidance to teachers concerning the use of such tools in their pedagogical context. We also suggest further elaborations of sociocultural theory and method in order to capture learners' classroom activities.
|
|
| 9. |
- Rusanganwa, Joseph
(författare)
-
Developing a multimedia instrument for technical vocabulary learning: a case of EFL undergraduate physics education
- 2015
-
Ingår i: Computer Assisted Language Learning. - : Taylor & Francis Group. - 0958-8221 .- 1744-3210. ; 28:2, s. 97-111
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study is to investigate the process of constructing a Multimedia Assisted Vocabulary Learning (MAVL) instrument at a university in Rwanda in 2009. The instrument is used in a one-computer classroom where students were taught in a foreign language and had little access to books. It consists of video clips featuring images, sound and text intended to facilitate learning and retention of technical vocabulary in a first-year electricity course. The construction takes theories of social constructivism and learning with multimedia as its point of departure. In response to the need for knowledge of scientific vocabulary, the researcher collaborated with a group of 82 students and their two teachers to select and encode 81 video clips of technical terminology. The gains from the process of constructing the instrument enabled collaborative and interdisciplinary learning and showed the potential to facilitate technical vocabulary acquisition.
|
|
| 10. |
- Udeshinee, Piyumi, et al.
(författare)
-
Re-designing a regulatory scale for dynamic assessment in the synchronous text chat environment in collaboration with teachers
- 2022
-
Ingår i: Computer Assisted Language Learning. - : Informa UK Limited. - 0958-8221 .- 1744-3210.
-
Tidskriftsartikel (refereegranskat)abstract
- The discussion on the dynamic assessment (DA) - a combination of assessment and instruction - and regulatory scales from implicit to explicit corrective feedback (CF) is relatively new in the CALL context. Applying the notions of Sociocultural Theory, Zone of Proximal Development (ZPD) and Mediation, the present study examines how a DA-based regulatory scale from implicit to explicit CF could be designed to promote language learning in the text chat environment. This was done in collaboration with teachers. Four English-as-a-second-language (ESL) teachers and eight ESL students participated in the study. Using the methodology of design-based research (DBR), the study was conducted mainly in three stages: exploratory stage, first intervention, and second intervention. This study drew on various data. Naturally occurring interaction data such as teachers’ oral conversation transcripts and text chat transcripts were analysed using conversation analysis, while the teachers’ interviews were analysed using thematic analysis. Thus, employing DBR, the present study introduces a three-step regulatory scale that could promote learning in the text chat environment. The findings suggest that the three-step regulatory scale could be used by teachers to identify the learner’s potential and assist them in partial or complete self-regulation. The study will introduce a DA-based regulatory scale to promote language learning in the text chat environment and contribute to the knowledge of DA, ZPD and mediation in the CALL context.
|
|
