Pub Date : 2020-12-14DOI: 10.14705/rpnet.2020.48.1188
M. Loftus, Rob Lowney
This paper will detail the introduction of the open-source content creation tool H5P in a first year university French language module with 115 students in autumn 2019 and its evaluation in early spring 2020. The aim of this project is to analyse what happens when students are given access to an authoring tool traditionally intended for and used by educators and how it impacts their language learning and their digital skills. The background to this initiative will be documented and findings from the post-project student survey and focus group will be shared. The researchers will also detail plans for a second iteration of this initiative, which will be refined based on the findings.
{"title":"From cloning to self-authoring video content in the language classroom: a\u0000 reflection on practice","authors":"M. Loftus, Rob Lowney","doi":"10.14705/rpnet.2020.48.1188","DOIUrl":"https://doi.org/10.14705/rpnet.2020.48.1188","url":null,"abstract":"This paper will detail the introduction of the open-source content\u0000 creation tool H5P in a first year university French language module with 115\u0000 students in autumn 2019 and its evaluation in early spring 2020. The aim of\u0000 this project is to analyse what happens when students are given access to an\u0000 authoring tool traditionally intended for and used by educators and how it\u0000 impacts their language learning and their digital skills. The background to\u0000 this initiative will be documented and findings from the post-project\u0000 student survey and focus group will be shared. The researchers will also\u0000 detail plans for a second iteration of this initiative, which will be\u0000 refined based on the findings.","PeriodicalId":302354,"journal":{"name":"CALL for widening participation: short papers from EUROCALL 2020","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128678806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-14DOI: 10.14705/RPNET.2020.48.1180
N. Kasami
The purpose of this study was to explore students’ perceptions of individual and collective Digital Storytelling (DS). All participants were non-English major students in Japan. The study goal of the course was to acquire skills and knowledge to present ideas and messages effectively in English with the use of information communications and technology. Students in this study completed a single DS assignment under one of two different conditions; students adhering to the first condition created a digital story individually, whereas students who adhered to the second condition created a digital story collectively, in pairs or groups of three. While the analysis of the post assignment questionnaire showed that more than 90% of students under both conditions perceived the assignment positively, there are also some implications to consider for improving each approach.
{"title":"Individual versus collective digital storytelling in EFL education in\u0000 terms of student perceptions","authors":"N. Kasami","doi":"10.14705/RPNET.2020.48.1180","DOIUrl":"https://doi.org/10.14705/RPNET.2020.48.1180","url":null,"abstract":"The purpose of this study was to explore students’ perceptions of\u0000 individual and collective Digital Storytelling (DS). All participants were\u0000 non-English major students in Japan. The study goal of the course was to\u0000 acquire skills and knowledge to present ideas and messages effectively in\u0000 English with the use of information communications and technology. Students\u0000 in this study completed a single DS assignment under one of two different\u0000 conditions; students adhering to the first condition created a digital story\u0000 individually, whereas students who adhered to the second condition created a\u0000 digital story collectively, in pairs or groups of three. While the analysis\u0000 of the post assignment questionnaire showed that more than 90% of students\u0000 under both conditions perceived the assignment positively, there are also\u0000 some implications to consider for improving each approach.","PeriodicalId":302354,"journal":{"name":"CALL for widening participation: short papers from EUROCALL 2020","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129363279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-14DOI: 10.14705/RPNET.2020.48.1209
Andrew Thompson, Saori Tsuji
The purpose of this pilot study was to investigate (1) students’ interest in reading English books, (2) students’ interest in using an online Virtual Library (VL), and (3) students’ experiences and preferences relating to the implementation of an online VL within an Academic English Program (AEP). First-year students (N=136) from a public university in southwest Japan participated in this study. The preliminary results provide a deeper understanding of student interest, experiences, and preferences relating to the implementation of a VL within an AEP.
{"title":"L2 Extensive reading: online graded readers or ‘old school’\u0000 paperbacks?","authors":"Andrew Thompson, Saori Tsuji","doi":"10.14705/RPNET.2020.48.1209","DOIUrl":"https://doi.org/10.14705/RPNET.2020.48.1209","url":null,"abstract":"The purpose of this pilot study was to investigate (1) students’\u0000 interest in reading English books, (2) students’ interest in using an online\u0000 Virtual Library (VL), and (3) students’ experiences and preferences relating\u0000 to the implementation of an online VL within an Academic English Program\u0000 (AEP). First-year students (N=136) from a public university in southwest\u0000 Japan participated in this study. The preliminary results provide a deeper\u0000 understanding of student interest, experiences, and preferences relating to\u0000 the implementation of a VL within an AEP.","PeriodicalId":302354,"journal":{"name":"CALL for widening participation: short papers from EUROCALL 2020","volume":"67 E-5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123304537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-14DOI: 10.14705/rpnet.2020.48.1166
Bassant El Naggar, Kay Berkling
Playing games on mobile devices has become an integral part of younger generations’ lives. Mobile games foster, among other things, deep concentration. This paper reports on design guidelines derived from observations of six elementary school pupils’ engagement over a six-week period during an after-school reading club program. Each meeting consisted of three activities as well as reading text on the Microsoft immersive reader on an iPad, and playing a competitive reading game app, ‘Henry rennt’, which are both designed to support reading. Pupils were engaged in informal conversation with the researchers about both applications, and the authors informally observed the pupils’ engagement with the apps and each other. Patterns of engagement and comments from pupils informed the design of a new reading app. This work reports these general patterns and concludes with new research areas to pursue as a result, including the impact of: social setting on playing, in-game teaching with avatars on engagement, and speed as a measurement of skill mastery. Finally, the applicability of children’s engagement patterns is validated with adult students of German as a second language who used the app.
{"title":"Designing a gamified reading app with pupils in elementary school","authors":"Bassant El Naggar, Kay Berkling","doi":"10.14705/rpnet.2020.48.1166","DOIUrl":"https://doi.org/10.14705/rpnet.2020.48.1166","url":null,"abstract":"Playing games on mobile devices has become an integral part of younger\u0000 generations’ lives. Mobile games foster, among other things, deep\u0000 concentration. This paper reports on design guidelines derived from\u0000 observations of six elementary school pupils’ engagement over a six-week\u0000 period during an after-school reading club program. Each meeting consisted\u0000 of three activities as well as reading text on the Microsoft immersive\u0000 reader on an iPad, and playing a competitive reading game app, ‘Henry\u0000 rennt’, which are both designed to support reading. Pupils were engaged in\u0000 informal conversation with the researchers about both applications, and the\u0000 authors informally observed the pupils’ engagement with the apps and each\u0000 other. Patterns of engagement and comments from pupils informed the design\u0000 of a new reading app. This work reports these general patterns and concludes\u0000 with new research areas to pursue as a result, including the impact of:\u0000 social setting on playing, in-game teaching with avatars on engagement, and\u0000 speed as a measurement of skill mastery. Finally, the applicability of\u0000 children’s engagement patterns is validated with adult students of German as\u0000 a second language who used the app.","PeriodicalId":302354,"journal":{"name":"CALL for widening participation: short papers from EUROCALL 2020","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117101071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-14DOI: 10.14705/rpnet.2020.48.1174
Peter Ilic
In this research, students’ sentiments and emotions embedded in their learning journals are analyzed to understand their attitudes to mobile-based lessons as they progress during an English as a Foreign Language (EFL) course. Sentiment Analysis (SA) was utilized to extract emotions and sentiment throughout students’ learning experience, as expressed in their weekly online learner journals. The sentiment scores were generated from four sentiment dictionaries with different scales. The findings suggest that overall, the students had a positive sentiment and emotions toward mobile learning, consisting of anticipation, trust, joy, and surprise. The strongest negative emotion was fear, which may be explained by anxiety surrounding communication in a foreign language.
{"title":"Sentiment analysis of students’ attitudes toward mobile learning\u0000 activities","authors":"Peter Ilic","doi":"10.14705/rpnet.2020.48.1174","DOIUrl":"https://doi.org/10.14705/rpnet.2020.48.1174","url":null,"abstract":"In this research, students’ sentiments and emotions embedded in their\u0000 learning journals are analyzed to understand their attitudes to mobile-based\u0000 lessons as they progress during an English as a Foreign Language (EFL)\u0000 course. Sentiment Analysis (SA) was utilized to extract emotions and\u0000 sentiment throughout students’ learning experience, as expressed in their\u0000 weekly online learner journals. The sentiment scores were generated from\u0000 four sentiment dictionaries with different scales. The findings suggest that\u0000 overall, the students had a positive sentiment and emotions toward mobile\u0000 learning, consisting of anticipation, trust, joy, and surprise. The\u0000 strongest negative emotion was fear, which may be explained by anxiety\u0000 surrounding communication in a foreign language.","PeriodicalId":302354,"journal":{"name":"CALL for widening participation: short papers from EUROCALL 2020","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129290657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-14DOI: 10.14705/rpnet.2020.48.1189
Oneil Madden, A. Foucher
Mobile Instant Messaging (MIM) has become very trendy in the field of language learning; however, while there are many studies that include WhatsApp, used here to connect cultures and/or widen participation, very few articulate how students view it or its impact in acquiring and developing linguistic, cultural, and intercultural competencies. This paper reports on ClerKing, a Franco-Jamaican telecollaborative project, which occurred in two phases between Applied Foreign Languages (AFL) students from University Clermont Auvergne (UCA), France, and Modern Languages students of French from Shortwood Teachers’ College (STC), Jamaica. WhatsApp was used in both phases. Using the exploratory approach, this study seeks to provide insight into students’ perception of the use of WhatsApp in the project, as well as possible moments of knowledge acquisition. Preliminary findings show that WhatsApp is considered to be practical, popular, and preferable. Students acquired knowledge about religion and homosexuality, improved on expressions, and strengthened their grammar.
{"title":"Connecting cultures and participation through WhatsApp: assessing\u0000 students’ perception in the ClerKing telecollaborative project","authors":"Oneil Madden, A. Foucher","doi":"10.14705/rpnet.2020.48.1189","DOIUrl":"https://doi.org/10.14705/rpnet.2020.48.1189","url":null,"abstract":"Mobile Instant Messaging (MIM) has become very trendy in the field of\u0000 language learning; however, while there are many studies that include\u0000 WhatsApp, used here to connect cultures and/or widen participation, very few\u0000 articulate how students view it or its impact in acquiring and developing\u0000 linguistic, cultural, and intercultural competencies. This paper reports on\u0000 ClerKing, a Franco-Jamaican telecollaborative project, which occurred in two\u0000 phases between Applied Foreign Languages (AFL) students from University\u0000 Clermont Auvergne (UCA), France, and Modern Languages students of French\u0000 from Shortwood Teachers’ College (STC), Jamaica. WhatsApp was used in both\u0000 phases. Using the exploratory approach, this study seeks to provide insight\u0000 into students’ perception of the use of WhatsApp in the project, as well as\u0000 possible moments of knowledge acquisition. Preliminary findings show that\u0000 WhatsApp is considered to be practical, popular, and preferable. Students\u0000 acquired knowledge about religion and homosexuality, improved on\u0000 expressions, and strengthened their grammar.","PeriodicalId":302354,"journal":{"name":"CALL for widening participation: short papers from EUROCALL 2020","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129820215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-14DOI: 10.14705/rpnet.2020.48.1167
Karim Fayed, B. Franken, Kay Berkling
The iRead EU Project has released literacy games for Spanish, German, Greek, and English for L1 and L2 acquisition. In order to understand the impact of these games on reading skills for L1 German pupils, the authors employed an eye-tracking recording of pupils’ readings on a weekly basis as part of an after-school reading club. This work seeks to first understand how to interpret the eye-tracker data for such a study. Five pupils participated in the project and read short texts over the course of five weeks. The resulting data set was extensive enough to perform preliminary analysis on how to use the eye-tracking data to provide information on skill acquisition looking at pupils’ reading accuracy and speed. Given our set-up, we can show that the eye-tracker is accurate enough to measure relative reading speed between long and short vowels for selected 2-syllable words. As a result, eye-tracking data can visualize three different types of beginning readers: memorizers, pattern learners, and those with reading problems.
{"title":"Understanding the use of eye-tracking recordings to measure and classify\u0000 reading ability in elementary children school","authors":"Karim Fayed, B. Franken, Kay Berkling","doi":"10.14705/rpnet.2020.48.1167","DOIUrl":"https://doi.org/10.14705/rpnet.2020.48.1167","url":null,"abstract":"The iRead EU Project has released literacy games for Spanish, German,\u0000 Greek, and English for L1 and L2 acquisition. In order to understand the\u0000 impact of these games on reading skills for L1 German pupils, the authors\u0000 employed an eye-tracking recording of pupils’ readings on a weekly basis as\u0000 part of an after-school reading club. This work seeks to first understand\u0000 how to interpret the eye-tracker data for such a study. Five pupils\u0000 participated in the project and read short texts over the course of five\u0000 weeks. The resulting data set was extensive enough to perform preliminary\u0000 analysis on how to use the eye-tracking data to provide information on skill\u0000 acquisition looking at pupils’ reading accuracy and speed. Given our set-up,\u0000 we can show that the eye-tracker is accurate enough to measure relative\u0000 reading speed between long and short vowels for selected 2-syllable words.\u0000 As a result, eye-tracking data can visualize three different types of\u0000 beginning readers: memorizers, pattern learners, and those with reading\u0000 problems.","PeriodicalId":302354,"journal":{"name":"CALL for widening participation: short papers from EUROCALL 2020","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122394244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-14DOI: 10.14705/RPNET.2020.48.1203
E. Quaid, Austin Pack, A. Barrett, Litong Zhou
This short paper reports the findings of a study exploring English for Academic Purposes (EAP) students’ behavioral intention to use a high-immersion Virtual Reality (VR) system for learning paragraph structure. The study measured relationships between variables that may lead to learners’ intention to use the high-immersion VR Reality system through leveraging a hypothesized theoretical framework based upon a widely used technology acceptance model. Quantitative data were collected from 134 Sino-British English as a medium of instruction by university undergraduate students enrolled in EAP classes by means of a post-participation questionnaire. A Partial Least Squares - Structural Equation Modeling (PLS-SEM) exploratory analysis was executed. Results suggested that students’ intention to use the high-immersion VR learning environment was primarily determined by its usefulness for learning and not how easy it was to use. Furthermore, the degree to which the learners felt confident in their ability to operate the system had a large impact on how easy they perceived it was to use. And finally, the antecedent conditions of learners had little impact on the students’ perceived usefulness of the VR system.
{"title":"Students’ intention to use high-immersion virtual reality systems for\u0000 learning paragraph structure: a PLS-SEM exploratory study","authors":"E. Quaid, Austin Pack, A. Barrett, Litong Zhou","doi":"10.14705/RPNET.2020.48.1203","DOIUrl":"https://doi.org/10.14705/RPNET.2020.48.1203","url":null,"abstract":"This short paper reports the findings of a study exploring English for\u0000 Academic Purposes (EAP) students’ behavioral intention to use a\u0000 high-immersion Virtual Reality (VR) system for learning paragraph structure.\u0000 The study measured relationships between variables that may lead to\u0000 learners’ intention to use the high-immersion VR Reality system through\u0000 leveraging a hypothesized theoretical framework based upon a widely used\u0000 technology acceptance model. Quantitative data were collected from 134\u0000 Sino-British English as a medium of instruction by university undergraduate\u0000 students enrolled in EAP classes by means of a post-participation\u0000 questionnaire. A Partial Least Squares - Structural Equation Modeling\u0000 (PLS-SEM) exploratory analysis was executed. Results suggested that\u0000 students’ intention to use the high-immersion VR learning environment was\u0000 primarily determined by its usefulness for learning and not how easy it was\u0000 to use. Furthermore, the degree to which the learners felt confident in\u0000 their ability to operate the system had a large impact on how easy they\u0000 perceived it was to use. And finally, the antecedent conditions of learners\u0000 had little impact on the students’ perceived usefulness of the VR\u0000 system.","PeriodicalId":302354,"journal":{"name":"CALL for widening participation: short papers from EUROCALL 2020","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128598528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-14DOI: 10.14705/rpnet.2020.48.1196
Salvador Montaner-Villalba, Bruce Lander, V. Morgana, V. Leier, Jaime Selwood, E. Einum, Sergio Esteban Redondo
There is no doubt that Computer Mediated Communication (CMC) and mobile mediated communication are linked as technology continues to transform the way we communicate with each other. Campbell (2019) analyzed how mobile communication evolved into portable devices to form a complete system of mobile media, reshaping the fabric of our social lives via ‘sociality’ and ‘spatiality’. In this short paper, we would like to offer a brief overview of the diverse oral presentations which took place in the joint CMC and MALL (Mobile Assisted Language Learning) Special Interest Group (SIG) symposium at the online conference this year. This short paper will introduce various online apps which are available for free in both computer-based and mobile versions and can be adapted to foreign language learning in various ways.
{"title":"CMC and MALL unite","authors":"Salvador Montaner-Villalba, Bruce Lander, V. Morgana, V. Leier, Jaime Selwood, E. Einum, Sergio Esteban Redondo","doi":"10.14705/rpnet.2020.48.1196","DOIUrl":"https://doi.org/10.14705/rpnet.2020.48.1196","url":null,"abstract":"There is no doubt that Computer Mediated Communication (CMC) and mobile\u0000 mediated communication are linked as technology continues to transform the\u0000 way we communicate with each other. Campbell (2019) analyzed how mobile\u0000 communication evolved into portable devices to form a complete system of\u0000 mobile media, reshaping the fabric of our social lives via ‘sociality’ and\u0000 ‘spatiality’. In this short paper, we would like to offer a brief overview\u0000 of the diverse oral presentations which took place in the joint CMC and MALL\u0000 (Mobile Assisted Language Learning) Special Interest Group (SIG) symposium\u0000 at the online conference this year. This short paper will introduce various\u0000 online apps which are available for free in both computer-based and mobile\u0000 versions and can be adapted to foreign language learning in various\u0000 ways.","PeriodicalId":302354,"journal":{"name":"CALL for widening participation: short papers from EUROCALL 2020","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133315005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-14DOI: 10.14705/RPNET.2020.48.1212
Heather Woodward, Andrew Warrick
For three months, Japanese university learners (N=40) utilized the YoTeach! application by Pedagogic and Active Learning Mobile Solutions (PALMS) Project, PolyU as a part of their English discussion class. Researchers re-purposed the application, which originally was designed to be an online classroom backchannel, as an asynchronous, pre-task activity so that learners could exchange ideas about homework topics (e.g. university life, foreign customs) for their discussion. Researchers chose a backchannel chat room rather than a discussion forum to accommodate the learners’ spoken interactions rather than formal discussion. To foster interactions, researchers implemented the YoTeach! application based on principles in the field of second language (L2) development and Mobile-Assisted Language Learning (MALL) from Doughty and Long (2003) and Stockwell and Hubbard (2013). Using learners’ and researchers’ reflection journals, we consider ways we can connect and adapt the principles to our teaching context.
日本大学学生(N=40)在三个月的时间里使用了YoTeach!应用于理大教学法及主动学习移动解决方案(PALMS)计划，作为他们英语讨论课的一部分。研究人员将该应用程序重新设计为一个在线课堂反向通道，作为一个异步的任务前活动，以便学习者可以就家庭作业主题(例如大学生活，外国风俗)交换意见，进行讨论。研究人员选择了一个反向通道聊天室，而不是一个讨论论坛，以适应学习者的口头互动，而不是正式的讨论。为了促进互动，研究人员实施了YoTeach!基于Doughty and Long(2003)和Stockwell and Hubbard(2013)在第二语言(L2)发展和移动辅助语言学习(MALL)领域的原则的应用。利用学习者和研究者的反思日志，我们考虑如何将这些原则与我们的教学环境联系起来并加以调整。
{"title":"Implementing online discussion forums based on principled\u0000 approaches","authors":"Heather Woodward, Andrew Warrick","doi":"10.14705/RPNET.2020.48.1212","DOIUrl":"https://doi.org/10.14705/RPNET.2020.48.1212","url":null,"abstract":"For three months, Japanese university learners (N=40) utilized the\u0000 YoTeach! application by Pedagogic and Active Learning Mobile Solutions\u0000 (PALMS) Project, PolyU as a part of their English discussion class.\u0000 Researchers re-purposed the application, which originally was designed to be\u0000 an online classroom backchannel, as an asynchronous, pre-task activity so\u0000 that learners could exchange ideas about homework topics (e.g. university\u0000 life, foreign customs) for their discussion. Researchers chose a backchannel\u0000 chat room rather than a discussion forum to accommodate the learners’ spoken\u0000 interactions rather than formal discussion. To foster interactions,\u0000 researchers implemented the YoTeach! application based on principles in the\u0000 field of second language (L2) development and Mobile-Assisted Language\u0000 Learning (MALL) from Doughty and Long (2003) and Stockwell and Hubbard\u0000 (2013). Using learners’ and researchers’ reflection journals, we consider\u0000 ways we can connect and adapt the principles to our teaching\u0000 context.","PeriodicalId":302354,"journal":{"name":"CALL for widening participation: short papers from EUROCALL 2020","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133834484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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