Pub Date : 2021-12-13DOI: 10.14705/rpnet.2021.54.1336
Maryam Sadat Mirzaei, Kourosh Meshgi, T. Nishida
Teaching culture out of context may not be the optimal approach, yet it could be achieved by immersive technologies. This study uses an immersive theme-based environment and focuses on cross-cultural interactions between learners of different cultures in goal-oriented scenarios. We collected interactions among learners with different cultural backgrounds and annotated common ground formation and conversation breakdowns in those interactions. Next, we recreated the scenarios in a 3D immersive environment using an in-house situation creation toolkit to enable experiencing the situation by using choices to navigate the conversation and observing the consequences. In case the conversation derails, we provide timely scaffolding by offering appropriate communication strategies to rebuild common ground. Learners can be the actors of the scenarios but can also be the observers by switching between roles and points of view. Preliminary experiments with 20 L2 learners of English from different cultures showed that practicing with immersive conversational game-play is effective for raising cultural awareness and learning to choose appropriate strategies for smooth interactions.
{"title":"Promoting common ground building in L2 cross-cultural\u0000 conversations","authors":"Maryam Sadat Mirzaei, Kourosh Meshgi, T. Nishida","doi":"10.14705/rpnet.2021.54.1336","DOIUrl":"https://doi.org/10.14705/rpnet.2021.54.1336","url":null,"abstract":"Teaching culture out of context may not be the optimal approach, yet it\u0000 could be achieved by immersive technologies. This study uses an immersive\u0000 theme-based environment and focuses on cross-cultural interactions between\u0000 learners of different cultures in goal-oriented scenarios. We collected\u0000 interactions among learners with different cultural backgrounds and\u0000 annotated common ground formation and conversation breakdowns in those\u0000 interactions. Next, we recreated the scenarios in a 3D immersive environment\u0000 using an in-house situation creation toolkit to enable experiencing the\u0000 situation by using choices to navigate the conversation and observing the\u0000 consequences. In case the conversation derails, we provide timely\u0000 scaffolding by offering appropriate communication strategies to rebuild\u0000 common ground. Learners can be the actors of the scenarios but can also be\u0000 the observers by switching between roles and points of view. Preliminary\u0000 experiments with 20 L2 learners of English from different cultures showed\u0000 that practicing with immersive conversational game-play is effective for\u0000 raising cultural awareness and learning to choose appropriate strategies for\u0000 smooth interactions.","PeriodicalId":350173,"journal":{"name":"CALL and professionalisation: short papers from EUROCALL 2021","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124261906","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 : 2021-12-13DOI: 10.14705/rpnet.2021.54.1313
Alice Delorme Benites, Sara Cotelli Kureth, Caroline Lehr, Elizabeth Steele
This short paper presents the quantitative results of an online survey of Swiss university students and staff on their use of Machine Translation (MT). The analysis of the 3,713 responses throws light on the context, purposes, degree of successive revisions, and ethical considerations surrounding the use of MT. With regards to language teachers and students, the quantitative data allows us to draw three preliminary conclusions: MT is a well-established but unspoken practice in Swiss universities, MT is not seen as an alternative to language learning, and MT is seen and already being used as a tool to improve language skills.
{"title":"Machine translation literacy: a panorama of practices at Swiss\u0000 universities and implications for language teaching","authors":"Alice Delorme Benites, Sara Cotelli Kureth, Caroline Lehr, Elizabeth Steele","doi":"10.14705/rpnet.2021.54.1313","DOIUrl":"https://doi.org/10.14705/rpnet.2021.54.1313","url":null,"abstract":"This short paper presents the quantitative results of an online survey\u0000 of Swiss university students and staff on their use of Machine Translation\u0000 (MT). The analysis of the 3,713 responses throws light on the context,\u0000 purposes, degree of successive revisions, and ethical considerations\u0000 surrounding the use of MT. With regards to language teachers and students,\u0000 the quantitative data allows us to draw three preliminary conclusions: MT is\u0000 a well-established but unspoken practice in Swiss universities, MT is not\u0000 seen as an alternative to language learning, and MT is seen and already\u0000 being used as a tool to improve language skills.","PeriodicalId":350173,"journal":{"name":"CALL and professionalisation: short papers from EUROCALL 2021","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114794302","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 : 2021-12-13DOI: 10.14705/rpnet.2021.54.1352
R. Zviel-Girshin, T. Kuhn, A. Luís, Kristina Koppel, B. Todorovic, Špela Arhar Holdt, Carole Tiberius, Iztok Kosem
Despite the unquestionable academic interest on corpus-based approaches to language education, the use of corpora by teachers in their everyday practice is still not very widespread. One way to promote usage of corpora in language teaching is by making pedagogically appropriate corpora, labelled with different types of problems (for instance, sensitive content, offensive language, structural problems), so that teachers can select authentic examples according to their needs. Because manually labelling corpora is extremely time-consuming, we propose to use crowdsourcing for this task. After a first exploratory phase, we are currently developing a multimode, multilanguage game in which players first identify problematic sentences and then classify them.
{"title":"Developing pedagogically appropriate language corpora through\u0000 crowdsourcing and gamification","authors":"R. Zviel-Girshin, T. Kuhn, A. Luís, Kristina Koppel, B. Todorovic, Špela Arhar Holdt, Carole Tiberius, Iztok Kosem","doi":"10.14705/rpnet.2021.54.1352","DOIUrl":"https://doi.org/10.14705/rpnet.2021.54.1352","url":null,"abstract":"Despite the unquestionable academic interest on corpus-based approaches\u0000 to language education, the use of corpora by teachers in their everyday\u0000 practice is still not very widespread. One way to promote usage of corpora\u0000 in language teaching is by making pedagogically appropriate corpora,\u0000 labelled with different types of problems (for instance, sensitive content,\u0000 offensive language, structural problems), so that teachers can select\u0000 authentic examples according to their needs. Because manually labelling\u0000 corpora is extremely time-consuming, we propose to use crowdsourcing for\u0000 this task. After a first exploratory phase, we are currently developing a\u0000 multimode, multilanguage game in which players first identify problematic\u0000 sentences and then classify them.","PeriodicalId":350173,"journal":{"name":"CALL and professionalisation: short papers from EUROCALL 2021","volume":"329 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124301649","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 : 2021-12-13DOI: 10.14705/rpnet.2021.54.1321
S. Healy
Covid-19 affected educational institutions worldwide, and many moved online engaging in Emergency Remote Teaching and Learning (ERTL). It had a particular impact in Japan due to the low levels of computer usage in Japanese educational institutions and a reliance on traditional methods. This study uses semi-structured interviews with five participants to explore their perceptions of the move to online learning in a Japanese university context. Four factors emerged as significant: participants’ experiences prior to entering university; the importance of Social Networking Systems (SNS) in the process of becoming part of the university academic community; changes in spoken interactional patterns; and changes in learning patterns. It was found that the disruption due to ERTL led to fresh ways to learn and promoted an inclusive environment.
{"title":"Participation, inclusion, and success in emergency remote online teaching\u0000 and learning","authors":"S. Healy","doi":"10.14705/rpnet.2021.54.1321","DOIUrl":"https://doi.org/10.14705/rpnet.2021.54.1321","url":null,"abstract":"Covid-19 affected educational institutions worldwide, and many moved\u0000 online engaging in Emergency Remote Teaching and Learning (ERTL). It had a\u0000 particular impact in Japan due to the low levels of computer usage in\u0000 Japanese educational institutions and a reliance on traditional methods.\u0000 This study uses semi-structured interviews with five participants to explore\u0000 their perceptions of the move to online learning in a Japanese university\u0000 context. Four factors emerged as significant: participants’ experiences\u0000 prior to entering university; the importance of Social Networking Systems\u0000 (SNS) in the process of becoming part of the university academic community;\u0000 changes in spoken interactional patterns; and changes in learning patterns.\u0000 It was found that the disruption due to ERTL led to fresh ways to learn and\u0000 promoted an inclusive environment.","PeriodicalId":350173,"journal":{"name":"CALL and professionalisation: short papers from EUROCALL 2021","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124351851","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 : 2021-12-13DOI: 10.14705/rpnet.2021.54.1308
Yazdan Choubsaz, A. Jalilifar, A. Boulton
This paper is an initial report of the data analysis phase of a larger study that traces the evolution of Computer Assisted Language Learning (CALL). All published Research Articles (RAs) from four major CALL journals – ReCALL, CALL, Language Learning & Technology (LL&T) and CALICO Journal – from the very first issues to the end of 2019 were downloaded, sorted, and checked to form the final corpus of 426 highly cited RAs. The trends and themes (research contexts, research participants, and theoretical and methodological considerations of the RAs) were all recorded to see how CALL has evolved over time. Primary findings indicate that empirical studies where learners are physically or virtually involved in the process of technology-mediated language instruction dominate the field of CALL research. Authors resort to both quantitative and qualitative methodologies for data collection and analysis, though mixed-methods has gained more weight in the past two decades. Sociocultural theory stands over and above other theories in Second Language Acquisition (SLA) to frame CALL studies. The paper discusses these issues, and problems detected.
本文是一项追踪计算机辅助语言学习(CALL)演变的大型研究的数据分析阶段的初步报告。从第一期到2019年底，所有发表在四种主要CALL期刊(ReCALL, CALL, Language Learning & Technology (LL&T)和CALICO Journal)上的研究论文(RAs)都被下载，排序和检查，形成426篇高被引RAs的最终语料库。趋势和主题(研究背景、研究参与者以及RAs的理论和方法考虑)都被记录下来，以了解CALL如何随着时间的推移而演变。主要研究结果表明，学习者实际或虚拟地参与技术介导的语言教学过程的实证研究占主导地位。作者在收集和分析数据时采用定量和定性两种方法，尽管混合方法在过去二十年中得到了更多的重视。在第二语言习得理论中，社会文化理论凌驾于其他理论之上，构成了CALL研究的框架。本文对这些问题进行了讨论，并发现了问题。
{"title":"Context, method, and theory in CALL research articles","authors":"Yazdan Choubsaz, A. Jalilifar, A. Boulton","doi":"10.14705/rpnet.2021.54.1308","DOIUrl":"https://doi.org/10.14705/rpnet.2021.54.1308","url":null,"abstract":"This paper is an initial report of the data analysis phase of a larger\u0000 study that traces the evolution of Computer Assisted Language Learning\u0000 (CALL). All published Research Articles (RAs) from four major CALL journals\u0000 – ReCALL, CALL, Language Learning & Technology (LL&T) and CALICO\u0000 Journal – from the very first issues to the end of 2019 were downloaded,\u0000 sorted, and checked to form the final corpus of 426 highly cited RAs. The\u0000 trends and themes (research contexts, research participants, and theoretical\u0000 and methodological considerations of the RAs) were all recorded to see how\u0000 CALL has evolved over time. Primary findings indicate that empirical studies\u0000 where learners are physically or virtually involved in the process of\u0000 technology-mediated language instruction dominate the field of CALL\u0000 research. Authors resort to both quantitative and qualitative methodologies\u0000 for data collection and analysis, though mixed-methods has gained more\u0000 weight in the past two decades. Sociocultural theory stands over and above\u0000 other theories in Second Language Acquisition (SLA) to frame CALL studies.\u0000 The paper discusses these issues, and problems detected.","PeriodicalId":350173,"journal":{"name":"CALL and professionalisation: short papers from EUROCALL 2021","volume":"219 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132562314","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 : 2021-12-13DOI: 10.14705/rpnet.2021.54.1309
Junko Chujo
This research aimed to investigate the effects of pronunciation monitoring on learners’ affective factors through self-monitoring activities using speech recognition systems. The effect of a specifically designed pronunciation activity for Japanese university students was analyzed. The worksheet form of the activity was based on the use of speech recognition systems such as Siri and Google apps. A special focus was placed on the development of students’ affective phase toward English and pronunciation learning. The research concluded that the activity had a positive impact for increasing awareness of, interest in, and motivation toward pronunciation improvement and it highlighted the important role of teaching pronunciation in English oral communication skills in the limited English exposure of the English as a Foreign Language (EFL) context.
{"title":"The affective benefits of speech recognition systems on pronunciation\u0000 monitoring","authors":"Junko Chujo","doi":"10.14705/rpnet.2021.54.1309","DOIUrl":"https://doi.org/10.14705/rpnet.2021.54.1309","url":null,"abstract":"This research aimed to investigate the effects of pronunciation\u0000 monitoring on learners’ affective factors through self-monitoring activities\u0000 using speech recognition systems. The effect of a specifically designed\u0000 pronunciation activity for Japanese university students was analyzed. The\u0000 worksheet form of the activity was based on the use of speech recognition\u0000 systems such as Siri and Google apps. A special focus was placed on the\u0000 development of students’ affective phase toward English and pronunciation\u0000 learning. The research concluded that the activity had a positive impact for\u0000 increasing awareness of, interest in, and motivation toward pronunciation\u0000 improvement and it highlighted the important role of teaching pronunciation\u0000 in English oral communication skills in the limited English exposure of the\u0000 English as a Foreign Language (EFL) context.","PeriodicalId":350173,"journal":{"name":"CALL and professionalisation: short papers from EUROCALL 2021","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127820344","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 : 2021-12-13DOI: 10.14705/rpnet.2021.54.1324
Atsushi Iino, Brian Wistner
This study investigated the effects of using an online High Variability Phonetic Training (HVPT) program for university students whose first language is Japanese and who studied English as a foreign language. The target sounds were English fricatives, which many of the participants felt were challenging to distinguish and articulate. The training was conducted for five weeks; each week consisted of three HVPT sessions. The training process consisted of an initial explanation of how to articulate the sounds followed by a video that showed the physical articulative movements. The participants listened to stimuli sounds, produced the sounds after each stimulus, and completed an identification task. Based on pre and posttests, the perception performance of the participants improved significantly through the HVPT training. Regarding production, a positive effect was found for one phoneme, while no difference was found for the other. Questionnaire results were generally positive but indicated the need for explicit instruction for some of the fricatives that exhibited relatively lower successful production and perception rates.
{"title":"Effects of repeating after stimuli sounds during computer assisted HVPT\u0000 on Japanese learners’ perception and production of English\u0000 fricatives","authors":"Atsushi Iino, Brian Wistner","doi":"10.14705/rpnet.2021.54.1324","DOIUrl":"https://doi.org/10.14705/rpnet.2021.54.1324","url":null,"abstract":"This study investigated the effects of using an online High Variability\u0000 Phonetic Training (HVPT) program for university students whose first\u0000 language is Japanese and who studied English as a foreign language. The\u0000 target sounds were English fricatives, which many of the participants felt\u0000 were challenging to distinguish and articulate. The training was conducted\u0000 for five weeks; each week consisted of three HVPT sessions. The training\u0000 process consisted of an initial explanation of how to articulate the sounds\u0000 followed by a video that showed the physical articulative movements. The\u0000 participants listened to stimuli sounds, produced the sounds after each\u0000 stimulus, and completed an identification task. Based on pre and posttests,\u0000 the perception performance of the participants improved significantly\u0000 through the HVPT training. Regarding production, a positive effect was found\u0000 for one phoneme, while no difference was found for the other. Questionnaire\u0000 results were generally positive but indicated the need for explicit\u0000 instruction for some of the fricatives that exhibited relatively lower\u0000 successful production and perception rates.","PeriodicalId":350173,"journal":{"name":"CALL and professionalisation: short papers from EUROCALL 2021","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117179785","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 : 2021-12-13DOI: 10.14705/rpnet.2021.54.1347
Monica Ward
The world of Computer Assisted Language Learning (CALL) is dominated by English, and to a lesser extent, French, Spanish, and German. While these languages are the main focus of EUROCALL conferences, there has always been a presence of Less Commonly Taught Languages (LCTLs) at these conferences. Most of the official languages of the EU and European languages more generally have been discussed by CALL researchers at EUROCALL conferences, but some languages have yet to make an appearance. There have also been presentations on other LCLTs outside of Europe, including Mandarin, Arabic, Japanese, and less widely spoken languages such as Thai and Nahuatl. This paper looks at the presence of LCTLs at EUROCALL conferences since 1993 and reflects on what has changed over the years. It notes the importance of the conference location on the languages discussed at the conference and the role of EU projects in supporting LCTLs.
{"title":"Less commonly taught languages at EUROCALL: what has changed over the\u0000 years?","authors":"Monica Ward","doi":"10.14705/rpnet.2021.54.1347","DOIUrl":"https://doi.org/10.14705/rpnet.2021.54.1347","url":null,"abstract":"The world of Computer Assisted Language Learning (CALL) is dominated by\u0000 English, and to a lesser extent, French, Spanish, and German. While these\u0000 languages are the main focus of EUROCALL conferences, there has always been\u0000 a presence of Less Commonly Taught Languages (LCTLs) at these conferences.\u0000 Most of the official languages of the EU and European languages more\u0000 generally have been discussed by CALL researchers at EUROCALL conferences,\u0000 but some languages have yet to make an appearance. There have also been\u0000 presentations on other LCLTs outside of Europe, including Mandarin, Arabic,\u0000 Japanese, and less widely spoken languages such as Thai and Nahuatl. This\u0000 paper looks at the presence of LCTLs at EUROCALL conferences since 1993 and\u0000 reflects on what has changed over the years. It notes the importance of the\u0000 conference location on the languages discussed at the conference and the\u0000 role of EU projects in supporting LCTLs.","PeriodicalId":350173,"journal":{"name":"CALL and professionalisation: short papers from EUROCALL 2021","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121599902","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 : 2021-12-13DOI: 10.14705/rpnet.2021.54.1328
Boingotlo Winnie Kaome, A. Foucher
Technology has influenced not only our everyday lives, but our education systems and the opportunities for teacher development. The introduction of information and communications technology has presented new training platforms to respond to the needs of the workforce. While traditional institutions have greatly impacted teachers, there are now other viable outlets through which many of the required 21st century skills, such as professionalism, can be satisfied. Our project OFLEBO is one such example, an online training tool targeting the teaching of oral skills for in-service teachers of the French language in Botswana. This area was chosen because of the teachers’ admission on finding teaching oral skills a challenging task. This paper therefore aims to study the professionalisation of teachers through the OFLEBO project. Professionalisation as a process is continuous, and practice is its focus, therefore the aim is to inspire the evolution of classroom practices concerning the teaching of oral skills.
{"title":"OFLEBO, an online teacher-training programme for teachers of French in\u0000 Botswana as an example of professionalisation","authors":"Boingotlo Winnie Kaome, A. Foucher","doi":"10.14705/rpnet.2021.54.1328","DOIUrl":"https://doi.org/10.14705/rpnet.2021.54.1328","url":null,"abstract":"Technology has influenced not only our everyday lives, but our education\u0000 systems and the opportunities for teacher development. The introduction of\u0000 information and communications technology has presented new training\u0000 platforms to respond to the needs of the workforce. While traditional\u0000 institutions have greatly impacted teachers, there are now other viable\u0000 outlets through which many of the required 21st century skills, such as\u0000 professionalism, can be satisfied. Our project OFLEBO is one such example,\u0000 an online training tool targeting the teaching of oral skills for in-service\u0000 teachers of the French language in Botswana. This area was chosen because of\u0000 the teachers’ admission on finding teaching oral skills a challenging task.\u0000 This paper therefore aims to study the professionalisation of teachers\u0000 through the OFLEBO project. Professionalisation as a process is continuous,\u0000 and practice is its focus, therefore the aim is to inspire the evolution of\u0000 classroom practices concerning the teaching of oral skills.","PeriodicalId":350173,"journal":{"name":"CALL and professionalisation: short papers from EUROCALL 2021","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126284908","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 : 2021-12-13DOI: 10.14705/rpnet.2021.54.1329
N. Kasami
This study aims to analyse the initial use of Digital Storytelling (DS) in primarily asynchronous classes in order to yield results and recommendations for future courses. All participants were students in elective English courses at a Japanese university in Spring, 2020. Due to COVID-19, the courses were redesigned and conducted remotely with the use of pre-recorded materials. Data were collected through a post-questionnaire. This short paper reports what was found from the data by analysing the questionnaire with CALL evaluation criteria developed by Jamieson, Chapelle, and Preiss (2005). From the post-questionnaire, it was revealed that the DS assignment was perceived positively to some extent in remote learning settings. However, it also highlighted the need for further in-depth technical and language support and interactive learning opportunities.
{"title":"Students’ perceptions of digital storytelling in primarily asynchronous\u0000 EFL classes at a Japanese university","authors":"N. Kasami","doi":"10.14705/rpnet.2021.54.1329","DOIUrl":"https://doi.org/10.14705/rpnet.2021.54.1329","url":null,"abstract":"This study aims to analyse the initial use of Digital Storytelling (DS)\u0000 in primarily asynchronous classes in order to yield results and\u0000 recommendations for future courses. All participants were students in\u0000 elective English courses at a Japanese university in Spring, 2020. Due to\u0000 COVID-19, the courses were redesigned and conducted remotely with the use of\u0000 pre-recorded materials. Data were collected through a post-questionnaire.\u0000 This short paper reports what was found from the data by analysing the\u0000 questionnaire with CALL evaluation criteria developed by Jamieson, Chapelle,\u0000 and Preiss (2005). From the post-questionnaire, it was revealed that the DS\u0000 assignment was perceived positively to some extent in remote learning\u0000 settings. However, it also highlighted the need for further in-depth\u0000 technical and language support and interactive learning\u0000 opportunities.","PeriodicalId":350173,"journal":{"name":"CALL and professionalisation: short papers from EUROCALL 2021","volume":"301 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114057245","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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