ReCALL editorial September 2023 issue

IF 4.6 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Recall Pub Date : 2023-08-07 DOI:10.1017/S0958344023000174
Ana Gimeno-Sanz
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Abstract

Given the breadth and scope of the topics covered in this issue, we can safely say that it represents the wealth of topics that are currently at the core of computer-assisted language learning research. This issue includes eight articles that explore virtual exchange (VE), virtual reality (VR), gameenhanced learning, automated writing evaluation, automatic translation, data-driven learning (DDL), and massive open online language courses (LMOOCs). The first, by Irina Rets, Bart Rienties and Tim Lewis, focuses on the impact of VE on perceived intercultural effectiveness (IE) development among pre-service teachers. In their study, they conclude that three factors were crucial in determining the students’ perceptions of their IE development – that is, (1) their ability to overcome challenges during VE, (2) the level of engagement with and from their VE partners, and (3) engagement with cultural difference. The study that follows, that by Alice Gruber, Silvia Canto and Kristi Jauregi-Ondarra, also focuses on VE, only this time it is based on the use of high-immersion VR for synchronous online collaboration among learners of English. The authors analyse student perceptions regarding their level of presence and engagement, their communication, and their views on using VR for intercultural encounters compared to traditional videoconferencing tools. Their findings revealed that there was a significant correlation between student willingness to communicate in the VE-VR setting and their positive attitudes towards meeting students from other countries in VR. The third study, by Sangmin-Michelle Lee, explores the factors that affect incidental L2 vocabulary acquisition and retention in a game-enhanced learning environment. The results provided evidence that playing the game greatly facilitated this and concluded that conscious learner attention, in conjunction with the salience of the word, was the main facilitating factor in incidental vocabulary acquisition and retention when using a game-enhanced language learning environment. The fourth article, by Svetlana Koltovskaia, draws on user perceptions to explore how Grammarly shaped post-secondary L2 writing teachers’ feedback when used to complement their own feedback to their learners. She concludes that despite Grammarly being a useful tool, it should never replace teacher feedback and, most importantly, teachers should train their students beforehand on the use of the tool and how to respond to automated feedback, as, among other issues, Grammarly sometimes misses some of the L2 errors. We move now from automated feedback to automatic translation in the study by Assim S. Alrajhi, who investigates and compares the quality of Google-translated texts (GTTs) across writing genres and explores student attitude toward Google Translate output. The findings show that GTTs have greater literacy levels and richer content in persuasive and expository genres, and higher style levels in narrative and descriptive genres, as well as a higher literacy level, better style and richer content compared to learner production at an intermediate level of English proficiency. In terms of pedagogical implications, the author suggests Google Translate is a useful tool that can
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考虑到本期所涵盖主题的广度和范围,我们可以有把握地说,它代表了目前计算机辅助语言学习研究的核心主题。本期包括八篇文章,探讨虚拟交流(VE)、虚拟现实(VR)、游戏增强学习、自动写作评估、自动翻译、数据驱动学习(DDL)和大规模开放在线语言课程(LMOOC)。第一篇由Irina Rets、Bart Rienties和Tim Lewis撰写,重点研究了VE对职前教师感知跨文化有效性(IE)发展的影响。在他们的研究中,他们得出结论,三个因素对决定学生对IE发展的看法至关重要——即(1)他们在VE期间克服挑战的能力,(2)与VE伙伴的互动水平,以及(3)与文化差异的互动。随后由Alice Gruber、Silvia Canto和Kristi Jauregi Ondarra进行的研究也集中在VE上,只是这一次它是基于使用高沉浸感VR在英语学习者之间进行同步在线协作。与传统的视频会议工具相比,作者分析了学生对他们的存在和参与水平、沟通以及他们对使用虚拟现实进行跨文化交流的看法。他们的研究结果表明,学生在VE-VR环境中交流的意愿与他们在VR中与其他国家的学生见面的积极态度之间存在显著相关性。第三项研究由Sangmin Michelle Lee进行,探讨了在游戏强化学习环境中影响二语词汇习得和保留的因素。研究结果证明,玩游戏极大地促进了这一点,并得出结论,当使用游戏增强的语言学习环境时,有意识的学习者注意力和单词的显著性是偶然词汇习得和保留的主要促进因素。Svetlana Koltovskaia的第四篇文章利用用户的感知,探讨了Grammarly如何塑造中学后二语写作教师的反馈,以补充他们对学习者的反馈。她总结道,尽管Grammarly是一个有用的工具,但它永远不应该取代教师的反馈,最重要的是,教师应该事先培训学生使用该工具以及如何对自动反馈做出反应,因为除其他问题外,Grammarley有时会漏掉一些二语错误。在Assim S.Alrajhi的研究中,我们现在从自动反馈转向了自动翻译,他调查并比较了不同写作类型的谷歌翻译文本(GTT)的质量,并探讨了学生对谷歌翻译输出的态度。研究结果表明,与中等英语水平的学习者相比,GTT在说服性和解释性体裁中具有更高的识字水平和更丰富的内容,在叙事性和描述性体裁中具有较高的风格水平,以及更高的读写水平、更好的风格和更丰富内容。就教学意义而言,作者认为谷歌翻译是一个有用的工具,可以
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来源期刊
Recall
Recall Multiple-
CiteScore
8.50
自引率
4.40%
发文量
17
期刊最新文献
Forty-two years of computer-assisted language learning research: A scientometric study of hotspot research and trending issues Different interlocutors, different EFL interactional strategies: A case study of intercultural telecollaborative projects in secondary classrooms Examining the relationships among motivation, informal digital learning of English, and foreign language enjoyment: An explanatory mixed-method study ReCALL editorial September 2023 issue Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation
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